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Text of the page (random words):
on the pg certificate we used an online peer review system which was in turn adapted by 2 lecturers in languages and early childcare use of classroom response systems such as mentimeter kahoot and padlet were also heavily applied in online teaching contexts we brought our previously face to face activities of micro teaching and observation of teaching online also more broadly the lttc provided a dynamic just in time approach in providing solutions for the online pivot and reached out to the tu dublin community providing a series of webinars on online teaching learning and importantly assessment today the lttc have launched the september series of webinars and a suite of resources on remote teaching so for the pg certificate i am really looking forward to our kick off on the 23rd of september meeting the students online is very exciting lots of interactive activities planned ice breakers discussions using forums tools such as padlet and flipgrid building a solid online community among peers and lecturers at the start of semester is so important for ongoing engagement on any programme in previous online teaching at dcu short videos were my mainstay in communicating with students so much more can be communicated with video rather than just text talk in emails for community building activities with my students i will be drawing on the following resources a huge thank you for the greater higher education and academic development community for sharing these resource 1 tips on establishing social presence openteach dcu national forum resource 2 damian gordon tu dublin computer science lecturer resources see a guide to teaching online resource 3 faculty focus tips for building social presence in your online class resource 4 community building online open resources video resources on this site show how to do various ice breaker tasks with students posted in uncategorized leave a comment a new resource on reflection my reflection posted on november 28 2019 by muireann o keeffe although i feel a bit under pressure with workload engaging with this pact course is a great opportunity to come across new resources to use in my own teaching thank you pact creators my colleague in pact sandra has also chosen this prezi resource the characteristics of reflective practitioner and good thinker i am on the lookout for new resources for my teaching certificate in university in learning and teaching this programme offers lecturers at tu dublin the opportunity to reflect on their teaching practice so i am on the hunt for new and various resources to support their understanding and engagement with reflective practice and thinking we use models from rolfe gibbs brookfield but this prezi resource brings together the importance of reflective thinking and how it helps personal and professional development as well as development of knowledge skills behaviours and emotional responses this resource acts as a reminder of the importance of reflective practice as sandra mentions in her post relationships with peers are so important my takeaway from this resource is that making time for relationships is key at the moment i feel very challenged working part time and in a busy work environment i feel i need to build in time to ensure that i foster open healthy respectful inclusive relationships with my students and those on my programme team coincidentally last week in a discussion with students lecturers on the cert programme they said a very important part of professional development for them has been the community the conversation they have with their peers as part of the programme going forward in my teaching it will be really important that i hold space in the busy ness of curriculum so that students can continue to develop relationships with one another and i can foster good communication and dialogue with them that way we value professional development but we also value the people at the heart of our educational system our teachers and any staff contributing to teaching as maya angelou said people will forget what you said people will forget what you did but people will never forget how you made them feel by valuing our communities of practice we are in a practical way framing the task of managing knowledge wenger 1998 wenger e 1998 communities of practice learning meaning and identity posted in pact course leave a comment are we post digital yet posted on november 28 2019 by muireann o keeffe post digital not quite yet in the past week we were asked to reflect on the domains of the framework and ask a question of our peers on the pact course so my question is should digital capacity be included within the framework if we are living in a post digital world where technology is at the heart of our educational vision and system is there are need to include this as a specific domain how technologically competent are staff who teach in higher education are staff comfortable engaging in online educational spaces my findings in my 2016 edd research was that we are not quite there yet regarding the seamless use of technology a lot done a lot more to do as they say and it s complicated it s not just about the technical aspects the skills chiefly our confidence and our identities prepare us or inhibit our participation in an online educational world more resources my paper asked if staff in higher education are prepared for professional learning in online spaces can they comfortably and confidently navigate and participate in online spaces such as twitter read more on doi 10 1080 1360144x 2018 1520109 muireann o keeffe 2018 academic twitter and professional learning myths and realities international journal for academic development 24 1 35 46 index survey contribute to the survey asking about digital capacity an eu digital competence self assessment tool posted in pact course 2 comments me and my professional development posted on november 21 2019 by muireann o keeffe so this pact course has asked some useful questions i ve always been the one to urge others to list their pd activities but now i get the opportunity to think about my own list them and reflect upon them the national professional development framework for all staff who teach in higher education provides 4 typologies of professional development activity these span informal non formal and formal types being an academic developer i feel that i need to keep abreast of things in my area and in 2009 i discovered twitter from there i found a network of higher education professionals teachers academics learning techs academic developers all sharing information on what i was interested in all of this helped my professional learning at the time roisin donnelly and i were establishing the msc in applied elearning the assessment included a professional eportfolio so for me twitter was a way to update the students in all things elearning while also showing them the power of twitter and harnessing social networks offered in the online space ten years later twitter is a useful tool for prof learning but a very different and more precarious space i feel at least indeed other early academic twitter adopters feel this way too despite this twitter can be a tool that enables informal learning sharing and networking among professionals a platform from where learning happens essentially my informal learning on twitter turned into formal professional learning when i turned it into an opportunity for research i gathered data from a conference twitter backchannel and also interviewed higher education professionals on how and why they used twitter for prof learning i found that while they found it a useful learning tool it was also used with trepidation some preferred to lurk on the twitter backchannel rather than openly participate and it was the highly confident professionals who tweeted openly and networked with others anyway you can read more here on the ilta journal or on the ijad journal my professional learning has spanned the spectrum of types of prof learning in formal twitter networks blog conversations nonformal learning reading writing articles watching videos participating in moocs how to survive your phd summer schools and formal professional learning edd exploring higher education professionals use of twitter for learning posted in learning pact course professional learning leave a comment back to the online classroom posted on november 5 2019 by muireann o keeffe i am back back from maternity leave and back on this blog after 2 years so without thinking much about it i signed myself up to join in the pact digital badge from the national forum for the enhancement of teaching and learning this afternoon we got a whistle stop tour of the course from the facilitators and i am really looking forward to participating i hope it might inform my work with the pg cert students here at tu dublin or perhaps play a role in their future cpd it also feels good to be back in a learning circle again meeting peers and being part of a bigger network of teaching and learning development we are all looking forward to gaining and giving on the pact course and working towards various aims that will help our learning and roles in various areas of work as ken one of the facilitators said today every day is a school day posted in identity learning pact course professional learning 1 comment action learning sets posted on september 19 2017 by muireann o keeffe i came across the use of action learning sets when working 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 b...