Meta tags:
description=Exploring learning and technology;

Headings (most frequently used words):

the, step, on, ask, digital, for, new, reflection, my, to, twitter, backchannel, feedback, via, reading, draft, author, opening, doors, drumroll, semester, resource, are, we, post, yet, me, and, professional, development, back, online, classroom, action, learning, sets, collegiality, tips, tweeting, whole, class, screencast, approach, used, references, oer17, here, come, an, open, opportunity, or, perilous, public, giving, writing, some, questions, before, while, yourself, meet, with, plan, next, muireannok, twitterstream, follow, blog, email, archives, tag, cloud,

Text of the page (most frequently used words):
the (193), and (156), #learning (68), for (57), this (48), feedback (48), #twitter (46), with (42), that (34), teaching (32), online (32), from (26), you (24), what (24), professional (24), students (24), posted (20), their (20), social (19), conference (18), they (18), was (18), about (18), education (18), also (18), research (17), 2015 (16), 2017 (16), more (16), can (16), are (15), higher (15), other (14), 2016 (14), work (14), them (14), use (14), digital (13), september (13), questions (13), keeffe (13), but (13), our (13), assessment (12), 2011 (12), how (12), while (12), muireann (12), participants (12), has (12), writing (11), november (11), development (11), were (11), academic (11), backchannel (11), pact (11), comment (10), have (10), 2010 (10), your (10), new (10), author (10), practice (10), activities (10), will (10), post (9), leave (9), ask (9), not (9), some (9), participation (9), technology (9), opportunity (9), y1feedback (9), audio (9), lecturers (9), action (9), course (9), resources (9), resource (9), identity (8), study (8), march (8), these (8), most (8), need (8), various (8), really (8), others (8), own (8), professionals (8), open (8), all (8), into (8), conversations (8), feel (8), programme (8), educational (8), time (8), now (7), video (7), media (7), edd (7), 2013 (7), findings (7), who (7), people (7), first (7), journal (7), there (7), here (7), way (7), used (7), thinking (7), just (7), back (7), comments (6), blog (6), reflection (6), may (6), read (6), question (6), reading (6), found (6), been (6), useful (6), engagement (6), relationships (6), spaces (6), approaches (6), approach (6), than (6), space (6), face (6), student (6), staff (6), conferences (6), community (6), opening (5), doors (5), december (5), february (5), 2014 (5), 2019 (5), follow (5), step (5), using (5), thesis (5), part (5), help (5), future (5), wenger (5), 1998 (5), thus (5), such (5), area (5), networks (5), participating (5), got (5), good (5), researchers (5), looking (5), forward (5), tool (5), screencast (5), provide (5), those (5), semester (5), dublin (5), important (5), peers (5), formal (5), certificate (5), get (4), like (4), com (4), reader (4), january (4), april (4), july (4), october (4), june (4), 2020 (4), email (4), via (4), tagged (4), when (4), meet (4), out (4), draft (4), framework (4), knowledge (4), did (4), today (4), giving (4), article (4), might (4), http (4), university (4), exploring (4), www (4), however (4), presence (4), presentation (4), literature (4), networking (4), practices (4), working (4), support (4), case (4), studies (4), among (4), highlighted (4), thank (4), value (4), extend (4), upon (4), enabled (4), year (4), screencasting (4), written (4), cranny (4), key (4), module (4), sharing (4), class (4), could (4), system (4), dcu (4), great (4), talk (4), said (4), very (4), reflective (4), building (4), site (3), wordpress (3), view (3), content (3), join (3), elearning (3), august (3), 2012 (3), posts (3), differences (3), between (3), thought (3), understanding (3), any (3), find (3), which (3), data (3), paper (3), after (3), why (3), where (3), before (3), colleague (3), white (3), cornu (3), communities (3), meaning (3), ilta (3), past (3), contribute (3), network (3), highlight (3), taken (3), following (3), enables (3), beneficial (3), responses (3), developing (3), real (3), many (3), oer17 (3), participate (3), interested (3), hear (3), critical (3), available (3), rodgers (3), https (3), issues (3), potential (3), formative (3), corcoran (3), performance (3), points (3), whole (3), visual (3), years (3), indeed (3), grade (3), see (3), solve (3), problems (3), being (3), valuing (3), success (3), capacity (3), advice (3), start (3), say (3), alexandra (3), tips (3), opportunities (3), establishing (3), week (3), solutions (3), sets (3), one (3), national (3), prof (3), informal (3), teach (3), teachers (3), applied (3), asked (3), reflect (3), yet (3), forget (3), design (2), report (2), log (2), sign (2), subscribed (2), subscribe (2), account (2), subscribers (2), eportfolio (2), edtech (2), exams (2), 2009 (2), address (2), tweets (2), muireannok (2), twitterstream (2), older (2), msc (2), through (2), explain (2), same (2), had (2), interesting (2), role (2), theory (2), play (2), primarily (2), contributing (2), interpret (2), evidence (2), each (2), audience (2), right (2), far (2), want (2), remember (2), topic (2), forms (2), criteria (2), against (2), came (2), original (2), please (2), let (2), know (2), reviewers (2), life (2), visitors (2), typology (2), cambridge (2), press (2), irish (2), enhanced (2), index (2), hart (2), present (2), visitor (2), peripherally (2), choosing (2), themselves (2), discussions (2), creating (2), non (2), inclusive (2), public (2), modes (2), reasons (2), presenting (2), emerging (2), although (2), showed (2), different (2), tweeters (2), information (2), engaged (2), despite (2), number (2), regarding (2), resident (2), roles (2), cases (2), spectrum (2), relating (2), innovation (2), experiences (2), general (2), ongoing (2), abstract (2), importantly (2), involved (2), perhaps (2), under (2), exciting (2), keep (2), hope (2), come (2), group (2), mccarthy (2), tasks (2), mayer (2), moreno (2), 2003 (2), dixon (2), pastoral (2), review (2), facilitate (2), ireland (2), bloxham (2), boyd (2), 2007 (2), watch (2), focus (2), youtube (2), link (2), generic (2), mind (2), designed (2), within (2), assignments (2), give (2), reminded (2), offers (2), timely (2), assignment (2), personal (2), learners (2), supported (2), didn (2), helped (2), depth (2), every (2), looked (2), oriented (2), myself (2), think (2), necessary (2), behaviours (2), towards (2), resonated (2), take (2), moreover (2), wanted (2), example (2), talks (2), showing (2), build (2), confidence (2), academics (2), someone (2), conversation (2), tweeting (2), amplification (2), proceedings (2), scholars (2), presenters (2), greater (2), iltaedtech2017 (2), valuable (2), kick (2), making (2), last (2), her (2), leadership (2), would (2), rcsi (2), cgi (2), college (2), questioning (2), helps (2), across (2), facilitators (2), day (2), meeting (2), much (2), forum (2), cert (2), classroom (2), videos (2), summer (2), types (2), turned (2), rather (2), openly (2), things (2), included (2), early (2), list (2), survey (2), 2018 (2), quite (2), lot (2), skills (2), world (2), heart (2), engaging (2), busy (2), foster (2), importance (2), sandra (2), prezi (2), ice (2), huge (2), padlet (2), lttc (2), series (2), webinars (2), providing (2), pivot (2), turn (2), adapted (2), contexts (2), started, must, logged, loading, collapse, bar, manage, subscriptions, privacy, already, create, free, website, professionalism, event, eportfolios, clickers, training, workshop, 100daysofwriting, tag, cloud, archives, enter, receive, notifications, supervision, writingsupport, intend, write, down, plan, next, above, listen, look, says, examples, underlying, discuss, tables, figures, loud, titles, headings, fairly, represent, expect, problematic, terms, defined, operationalized, does, theoretical, existing, method, analytical, produced, main, claim, statement, try, defining, gap, relevance, apparent, target, yourself, challenging, aspect, thing, pick, place, extracts, portfolio, chapters, masters, check, pieces, sure, anyone, recognises, source, nonetheless, helpful, publishing, reference, writers, supervisors, pip, ferguson, residents, monday, firstmonday, org, 3171, 3049, php, telji, retrieved, workplace, c4lpt, proposes, occurs, mutually, negotiated, construction, participated, establish, excluded, progressively, marginalised, 203, political, affective, barriers, prevented, raising, truly, nature, uncovered, diverse, uncovering, contributions, base, advocated, passive, readily, consequently, calls, widely, accepted, notion, inherently, demonstrated, advocating, inhibiting, factors, revealed, considered, chose, engage, pursue, preventing, hand, voiced, opinions, matters, provoke, prompt, topics, draws, seven, individual, illustrated, cross, analysis, similarities, application, become, embedded, alludes, benefits, dissemination, scholarly, few, complexities, perilous, took, hiatus, went, holiday, flu, demands, revisit, recovery, marathon, longer, expected, still, eager, oer, person, researching, drew, wrote, chance, thinkers, extending, bringing, virtual, introduced, informed, weeks, london, revisiting, preparing, reviewing, invited, plenary, panel, overall, hearing, openness, resonate, challenge, ever, eyes, peeled, laura, catherine, sum, burgeoning, field, czernie, catherinecronin, synthesis, manageable, large, language, evaluating, summative, nine, ways, reduce, cognitive, load, multimedia, psychologist, care, 104, aishe, 2911, 2927, exam, effective, maidenhead, references, pose, improved, screen, cast, further, uploading, unlisted, quicktime, player, record, powerpoint, gathering, process, keeping, mains, arising, takeaways, clare, gormley, created, diversify, bring, novel, project, rich, insights, institutions, both, advocate, means, citing, indicates, combines, two, major, senses, auditory, input, asserts, mitigate, ambiguity, occur, traditional, recent, range, techniques, stronger, insight, authentic, connection, coming, purpose, namely, earlier, podcasts, evaluate, received, positive, saying, voice, easily, recently, until, studying, doctorate, beginning, essay, enhance, given, mark, numerical, result, breathed, sigh, relief, admit, consider, conditioned, seek, benchmarking, capability, comparison, ignore, attitudes, educators, marks, met, upcoming, commenced, explore, challenges, faced, interestingly, criticised, failing, undeniably, hot, carless, claims, unless, acted, naomi, winstone, chris, nash, acting, resulted, toolkit, deft, planning, spoke, clarity, consistency, described, looks, john, hattie, collaboration, bear, therefore, carefully, collegial, initiation, trusting, collaborations, scary, enough, negative, perceived, trolling, mindful, similarly, board, compliments, gives, enjoyed, stall, instead, compliment, related, returning, attendance, furthermore, powerful, ideas, platforms, disseminating, connections, starting, thesiswhisperer, lorna, campbell, presented, certainly, messages, reaching, physical, venue, thanks, edtechers, touch, afar, events, morning, annual, underway, attend, envy, amplify, energy, interest, meetings, love, knowing, difference, trigger, authored, make, attending, hogan, whisperer, latest, collegiality, peerlearning, strategy, pauline, joyce, organisational, change, initiatives, epubs, viewcontent, 1014, context, ilhmart, david, coghlan, trinity, put, q2ij91a2_oo, issue, problem, institute, royal, surgeons, involve, small, actions, learn, putting, ken, school, gaining, aims, areas, feels, circle, again, bigger, without, signed, enhancement, afternoon, whistle, stop, tour, inform, cpd, badge, maternity, nonformal, articles, watching, schools, moocs, survive, phd, spanned, gathered, interviewed, trepidation, preferred, lurk, highly, confident, tweeted, networked, anyway, ijad, provides, typologies, activity, span, developer, abreast, discovered, techs, developers, roisin, donnelly, update, power, harnessing, offered, ten, later, precarious, least, too, platform, happens, essentially, adopters, always, urge, competence, self, asking, prepared, comfortably, confidently, navigate, doi, 1080, 1360144x, 1520109, myths, realities, international, seamless, done, complicated, technical, aspects, chiefly, identities, prepare, inhibit, domains, should, living, vision, include, specific, domain, technologically, competent, comfortable, coincidentally, discussion, going, hold, ness, curriculum, continue, develop, another, communication, dialogue, maya, angelou, practical, framing, task, managing, never, made, acts, reminder, mentions, takeaway, moment, challenged, environment, ensure, healthy, respectful, team, lookout, hunt, models, rolfe, gibbs, brookfield, brings, together, well, emotional, bit, pressure, workload, creators, chosen, characteristics, practitioner, thinker, uncategorized, show, breaker, faculty, damian, gordon, computer, science, lecturer, guide, openteach, drawing, previous, short, mainstay, communicating, communicated, text, emails, off, 23rd, lots, interactive, planned, breakers, forums, tools, flipgrid, solid, launched, suite, remote, broadly, provided, dynamic, reached, peer, languages, childcare, response, systems, mentimeter, kahoot, heavily, brought, previously, micro, observation, learner, trying, modelled, then, pivoted, underpinning, commitment, dedication, pivoting, situations, postgraduate, brief, breather, acquiring, childminder, getting, ready, predicted, almost, entirely, rollercoaster, 1st, shiny, drumroll, publications, home, skip,

Text of the page (random words):
orking in the institute of leadership in the royal college of surgeons of ireland we designed action learning sets to involve students in small group work so they could solve real problems take actions and learn from putting their solutions into action questioning is important in action learning and helps the student with the issue or problem to find solutions for themselves in this video https www youtube com watch v q2ij91a2_oo david coghlan from trinity college dublin talks about action learning and how through a questioning approach students can solve problems and put learning into action if you would like to read more on action learning as a strategy pauline joyce of the rcsi has written the use of action learning to support organisational change initiatives see http epubs rcsi ie cgi viewcontent cgi article 1014 context ilhmart posted in design education leadership learning peerlearning leave a comment collegiality on the twitter backchannel posted on june 1 2017 by muireann o keeffe last week i read the thesis whisperer s latest post authored by dr alexandra hogan about how to make the most from conferences her advice was useful for those attending academic conferences conferences are great opportunities to hear scholars in your area of interest they provide opportunities for valuable face to face meetings and the opportunity to ask others about their research conference presenters love questions about their work and research they get a kick out of knowing that their work is making a difference to others moreover conferences can trigger valuable conversations and participation in research networks just this morning the annual ilta edtech conference got underway iltaedtech2017 i can t attend this year but i m following the conference twitterstream with envy twitter and other forms of social media amplify and extend the energy and critical conversations of a conference lorna campbell has presented about the amplification of academic events using social media and certainly at iltaedtech2017 there is evidence of the messages of presenters reaching a far greater online audience than just those in the physical venue thanks to those tweeting edtechers today it was great to be in touch with proceedings from afar but returning to alexandra s points in the thesiswhisperer post attendance at conferences provide opportunities to talk in more depth with other researchers and to extend networks furthermore the online conference space is powerful for amplification of conference ideas also participating or peripherally participating on social media platforms such as the twitter conference backchannel can be beneficial in disseminating conference proceedings establishing connections with other scholars and starting conversations tips for tweeting on the backchannel some advice from alexandra s post can also be related to the conference backchannel on twitter if someone gives a great talk let them know however if you just say to someone i really enjoyed your talk they will say oh thank you and the conversation can stall instead link your compliment to your own research similarly this advice can also be taken on board for the twitter backchannel give compliments but provide reasons why the presentation or research resonated with you ask questions of others via the backchannel remember the backchannel is an opportunity to extend conference participation ask open questions start conversations be mindful of others on the backchannel however we need to bear in mind that presenting a paper is scary enough for most academics and negative tweets may be perceived as trolling therefore it is necessary to be carefully collegial in comments and questions on the backchannel that way we build capacity confidence and critical thinking in the online space of the conference which might contribute to the initiation of trusting relationships and future collaborations posted in collaboration conference social media twitter tagged conferences twitter leave a comment whole class feedback via screencast posted on march 31 2017 by muireann o keeffe i have been teaching an assessment and feedback module for lecturers and those who support teaching in dcu this semester when planning for the module i spoke to dcu students about their experiences of assessment and feedback the students highlighted that they wanted clarity and consistency in assessment criteria and they wanted timely feedback some of the students described how their lecturers showed them what an example assignment looked like this reminded of what john hattie talks about in showing the students what success looks like i also met with the lecturers the upcoming participants of the module before it commenced to explore the challenges they faced with assessment and feedback in their teaching to see what i could do to help solve their problems in practice interestingly comments from the lecturers resonated with bloxham and boyd 2007 they criticised students as being grade oriented failing to take account of the feedback undeniably students not interested or valuing feedback is a hot topic among educational researchers right now indeed carless 2015 claims that unless feedback is acted upon it has no real value moreover naomi winstone and chris nash and have highlighted how learners need to be supported in valuing feedback and acting upon it this has resulted in the developing engagement with feedback toolkit deft more recently until 2016 i was a student studying an educational doctorate at the beginning of the programme we had some essay assignments to enhance our writing practices looking back these were formative learning activities with in depth feedback given by reviewers but i also got a mark for my performance and every time i got the feedback i looked the numerical result first and breathed a sigh of relief i admit now that i was also a grade oriented student in thinking about this i consider myself as conditioned by the system to primarily seek a grade as a way of benchmarking my own capability in comparison to others while i didn t ignore the formative feedback i think reflection is necessary about our own attitudes and behaviours as educators towards marks and feedback but coming back to the purpose of this post feedback approaches supported with technology namely audio and screencast feedback in earlier teaching practices i used podcasts to provide feedback on student draft work at the time i didn t evaluate the audio feedback approach but i received positive comments from students saying it was good to hear my voice and that it helped them interpret the feedback more easily recent literature found that a range of feedback techniques written audio and video enabled students to get a stronger insight into academic performance mccarthy 2015 and that the use of audio feedback can facilitate a more personal and authentic connection between teaching staff and learners dixon 2015 while i have created audio feedback for a number of years i thought it was time to diversify and bring in a novel approach the y1feedback project offers rich insights into the feedback practice of lecturers in irish higher education institutions indeed corcoran 2017 and rodgers 2017 both advocate screencasting as a means to provide generic whole class feedback as a timely follow up to an assignment cranny 2017 citing mayer and moreno 2003 indicates that screencasting combines the two major senses visual and auditory input and this can be beneficial for meaning cranny 2016 also asserts that using audio visual feedback can help mitigate against potential ambiguity that may occur with traditional written feedback the approach i used keeping in mind the approaches of cranny 2017 rodgers 2017 and corcoran 2017 i designed an audio visual screencast to highlight 3 mains issues arising within student assignments while there were more than 3 potential issues to give feedback on my colleague clare gormley reminded me that 3 key takeaways could help student engagement with the feedback so the process of generic whole class feedback via screencast involved gathering 3 key feedback points creating a powerpoint presentation using quicktime player to record the screencast uploading to youtube as an unlisted video and sharing the link with all students and there we have it a screen cast of feedback highlighted 3 key points for the students to focus on in their further work on the module watch it here and please pose comments on how this might be improved or what you do in your practices references bloxham s and boyd p 2007 developing effective assessment in higher education maidenhead open university press corcoran m 2017 general feedback on exam performance in technology enabled feedback approaches for first year y1feedback case studies in practice y1feedback available from https www y1feedback ie cranny d 2016 screencasting a tool to facilitate engagement with formative feedback aishe j the all ireland journal of teaching and learning in higher education 8 3 pp 2911 2927 dixon s 2015 the pastoral potential of audio feedback a review of the literature pastoral care in education 33 2 96 104 mayer r e and moreno r 2003 nine ways to reduce cognitive load in multimedia learning educational psychologist 38 1 pp 43 52 mccarthy j 2015 evaluating written audio and video feedback in higher education summative assessment tasks issues in educational research 25 2 rodgers j 2017 screencasting for enhanced and manageable large group feedback in language learning in technology enabled feedback approaches for first year y1feedback case studies in practice y1feedback available from https www y1feedback ie y1feedback 2016 technology enabled feedback in the first year a synthesis of the literature available from y1feedback ie posted in assessment feedback innovation tagged assessment feedback leave a comment oer17 here i come posted on march 23 2017 by muireann o keeffe just under 2 weeks to oer17 in london and i m revisiting my abstract preparing my presentation and reviewing the conference programme i ve also been invited to participate in a plenary panel with catherinecronin and czernie this is a really exciting opportunity as i feel more than ever before i will need to keep my critical eyes peeled at the conference with laura and catherine i hope to sum up explain and ask more questions relating to this burgeoning research field overall i am really looking forward to hearing the findings of other researchers in the area of openness and learning i will be interested to hear if their findings resonate challenge or extend upon my findings from my edd study on twitter for professional learning also and importantly i am really eager to meet many of the people involved in oer research in person in researching and writing my thesis i drew on their work i wrote their research into my thesis oer17 is a chance to meet many of the researchers and thinkers in this area perhaps some of you are reading this i want to thank you for extending my thinking and bringing me to new understanding of learning education open learning and professional learning while the virtual space has introduced me to many researchers and informed my thinking i value the opportunity to meet face to face i took a hiatus from my research findings for a while went on holiday got the flu teaching demands and general life but it s good to revisit them now recovery from the edd marathon has taken longer than expected and it s still ongoing here is my abstract twitter an open opportunity or a perilous public twitter has become embedded in various conversations relating to research learning and innovation in higher education emerging research alludes to the benefits of twitter for developing networks and dissemination of research and other scholarly activities but few studies report on the real experiences and complexities of participating in open online spaces this study draws on the responses of seven higher education professionals working in various teaching and teaching support roles in higher education individual case studies illustrated participants use of twitter for professional learning cross case analysis was used to highlight similarities and differences among cases application of the visitor and resident typology white le cornu 2011 to the cases highlighted a spectrum of participation on twitter o keeffe 2016 findings demonstrated that activities of participants on twitter were beneficial for professional knowledge and practices however despite advocating social learning some participants did not use twitter for social networking a number of inhibiting factors regarding their use of twitter were revealed participants considered visitors white le cornu 2011 chose not to engage or pursue conversations on twitter thus preventing networking with other professional tweeters on the other hand resident participants engaged in social conversations voiced opinions on academic matters and used twitter to provoke and prompt responses about various academic topics this study uncovered diverse modes of participation on twitter while uncovering reasons for these modes of participation thus presenting new contributions to the emerging literature base in this area although all participants of this study advocated the use of twitter for professional learning the data showed that participants did not use twitter the same way different approaches were taken with some participants choosing a passive approach following other tweeters and reading information while other participants engaged more readily in social networking activities on twitter consequently this study calls into question the widely accepted notion that twitter inherently enables social learning and thus enables professional learning hart 2015 wenger 1998 proposes that learning occurs in relationships between people and that mutually negotiated activities contribute to identity construction however in this study visitor participants peripherally participated on twitter choosing not to establish presence and network with other professionals thus participants excluded themselves from twitter activities and discussions creating an identity of non participation that progressively marginalised them wenger 1998 p 203 this presentation will highlight the political affective and social barriers that prevented social presence and participation in open online spaces such as twitter thus raising questions about the inclusive and truly social nature of public online spaces hart j 2015 twitter for learning the past present and future retrieved from learning in the social workplace http www c4lpt co uk blog 2015 03 31 twitter for learning the past present and future o keeffe m 2016 exploring higher education professionals use of twitter for learning irish journal of technology enhanced learning 2 1 http journal ilta ie index php telji article view 11 20 wenger e 1998 communities of practice learning meaning and identity cambridge cambridge...