# bib

id: telji-21
author: Costello, Eamon
title: Editorial
date: 2017-06-12
pages: 3
extension: .pdf
mime: application/pdf
words: 1194
sentence: 47
flesch: 32
cache: cache/telji-21.pdf
txt: txt/telji-21.txt
summary:
  This examination is followed by an overview of the field of digital learning research and divides 1 Irish Journal of Technology Enhanced Learning Ireland, 2017. It is always at the tectonic plates of previously separate disciplines that new terrain emerges and Professor Conole’s piece will provide an invaluable contextual overview to readers both new to the field of digital learning research but also to those more experienced researchers who may be too close to see it.


id: telji-10
author: Rotter, Martha
title: Perpetual Digital Literacy
date: 2016-10-07
pages: 3
extension: .pdf
mime: application/pdf
words: 1477
sentence: 77
flesch: 66
cache: cache/telji-10.pdf
txt: txt/telji-10.txt
summary:
  Try Google Reader, Feed.ly, the Reeder iOS app or others to help you flip through your sources quickly and discard those that are irrelevant to your work. Application Awareness: To be able to learn about new technology, we must first enable ourselves to be aware of it.


id: telji-6
author: Dixon, Niall
title: Ensuring success in a fully online Computer Literacy Module
date: 2016-10-07
pages: 4
extension: .pdf
mime: application/pdf
words: 2136
sentence: 113
flesch: 55
cache: cache/telji-6.pdf
txt: txt/telji-6.txt
summary:
  Has the computing competence of first year university students increased during the last decade? Basic ICT skills using “productivity” software such as Word Processing, Spreadsheets, Presentation software are deemed essential tools for students (Ezziane, 2007, Gnudi and Lorenzi, 2002).


id: telji-9
author: Belshaw, Doug
title: Zen and the Arts of Digital Literacies
date: 2016-10-07
pages: 4
extension: .pdf
mime: application/pdf
words: 2277
sentence: 122
flesch: 59
cache: cache/telji-9.pdf
txt: txt/telji-9.txt
summary:
  The arena of digital literacy is a confusing, contested place. There are multiple definitions of the term; (supposed) ‘authorities’ on the subject express diametrically opposing views; and there exist almost as many frameworks for developing digital literacy as there are researchers in the field.


id: telji-38
author: Weller, Martin
title: Navigating the Open Educational Practice Landscape
date: 2018-05-09
pages: 6
extension: .pdf
mime: application/pdf
words: 2087
sentence: 108
flesch: 41
cache: cache/telji-38.pdf
txt: txt/telji-38.txt
summary:
  The Institute of Educational Technology, The Open University (Received May 2017; final version received May 2018) Open education is an evolving term that covers a range of philosophies and practices aimed at widening access to education for those wishing to learn, with the current focus predominantly on practices based around reuse and sharing. The current interpretation of open education is heavily influenced by the OER movement with an emphasis on the ‘5Rs of reuse’ (Reuse, Revise Remix, Redistribute and Retain - Wiley 2014).


id: telji-8
author: Oliver, Martin
title: Students’ day-to-day engagements with technologies: rethinking digital literacies
date: 2016-10-07
pages: 7
extension: .pdf
mime: application/pdf
words: 2871
sentence: 147
flesch: 51
cache: cache/telji-8.pdf
txt: txt/telji-8.txt
summary:
  Massively multiplayer online gaming as a constellation of literacy practices. Microsoft Word - 05_TELIreland_Issue1_MOliver.docx Irish Journal of Technology Enhanced Learning Vol 1, Issue 1, 2014 27 Students’ day-to-day engagements with technologies: rethinking digital literacies Martin Oliver1 London Knowledge Lab, Institute of Education, 23-29 Emerald Street, London WC1N 3QS, United Kingdom (Received March 2014; final version received September 2014)


id: telji-22
author: Phipps, Lawrie; Lanclos, Donna M
title: Leading with digital in an age of supercomplexity
date: 2017-11-14
pages: 11
extension: .pdf
mime: application/pdf
words: 3462
sentence: 137
flesch: 36
cache: cache/telji-22.pdf
txt: txt/telji-22.txt
summary:
  The approach of the Jisc Digital Leadership Course is development rather than training, and it draws upon research that centers motivations to digital practice, in particular the Visitors and Residents approach to digital (White & LeCornu, 2011; White & LeCornu, 2017; Phipps, 2016; Lanclos, 2016; White, 2016) , contrasting with outmoded “Digital Native/Immigrants” 3 L. Phipps & D. Lanclos 4 notions (Margaryan et al, 2011; Prensky, 2001). The Jisc Leaders Course uses digital practice maps created as a development tool, allowing delegates to understand and reflect, with their peers, on what they do, and importantly what their motivations and aspirations are.


id: telji-78
author: Ziegelbauer, Christine; D'Errico, Barbara
date: 2021-07-06
pages: 10
extension: .pdf
mime: application/pdf
words: 3558
sentence: 185
flesch: 33
cache: cache/telji-78.pdf
txt: txt/telji-78.txt
title:
  ePortfolio in Teacher Education and Academic Further Education: A new learning journey experience at the University of Konstanz, Germany

summary:
  In German teacher education eportfolio programmes are mostly used during practical training. Without a doubt, eportfolio helps student teachers to gain a deeper understanding of the teaching contents and, therefore, to better perform in exams.


id: telji-40
author: Ryan, Deirdre; Risquez, Angelica
title: ‘Lessons Learnt’: the student view in the #VLEIreland project
date: 2018-05-21
pages: 10
extension: .pdf
mime: application/pdf
words: 3777
sentence: 164
flesch: 51
cache: cache/telji-40.pdf
txt: txt/telji-40.txt
summary:
  One of the major trend changes during the longitudinal administration of this survey has been related to the very substantial increase in the reported use of mobile devices, with the D Ryan & A Risquez 4 flexibility they afford for VLE use, and blended learning in general. The student voice states a clear disagreement with the association of VLE use with class disengagement: results from the full dataset indicate that 88% of students disagree or strongly disagree with the statement that ‘Getting notes on the VLE makes me less likely to go to lectures’.


id: telji-116
author: Concannon, Fiona; Costello, Eamon; Farrell, Orna; Farrelly, Tom; Graves Wolf, Leigh
date: 2023-08-15
pages: 7
extension: .pdf
mime: application/pdf
words: 3379
sentence: 185
flesch: 39
cache: cache/telji-116.pdf
txt: txt/telji-116.txt
title:
  Editorial: There's an AI for that: Rhetoric, reality, and reflections on EdTech in the dawn of GenAI

summary:
  Higher education must now step up and address a “dramatic lack of critical reflection of the pedagogical and ethical implications as well as risks of implementing AI applications in higher education” (Zawacki-Richter et. The disconnected: COVID-19 and disparities in access to quality broadband for higher education students.


id: telji-107
author: McDonnell, Karolyn
date: 2023-06-08
pages: 9
extension: .pdf
mime: application/pdf
words: 3701
sentence: 212
flesch: 36
cache: cache/telji-107.pdf
txt: txt/telji-107.txt
title:
  “How are you getting on?” : Evaluating discussion boards as assessment for social care work-based placement 

summary:
  Evaluating discussion boards as assessment for social care work-based placement * Owing to a scarcity of educational technologies in the programme at the time (pre-COVID), discussion boards were introduced to assess students' reflections on placement experiences.


id: telji-81
author: McManus, Ruth
title: Lessons from reflective journaling in undergraduate eportfolios
date: 2021-06-08
pages: 8
extension: .pdf
mime: application/pdf
words: 4401
sentence: 188
flesch: 43
cache: cache/telji-81.pdf
txt: txt/telji-81.txt
summary:
  Indeed, I would argue that student reflective journals can become an important tool for reflection on the part of the educator; they can remind the educator of the student’s lived experience, demonstrate their trajectory through a module, and illustrate what teaching elements work effectively or are less successful. Introduction My earliest engagement with student reflection arose in 2005, when the Geography Department of what was then St Patrick’s College, a college of Dublin City University, first adopted the Moodle platform.


id: telji-4
author: Casey, Leo; Hallissy, Michael
title: Live Learning: Online Teaching, Digital Literacy and the Practice of Inquiry
date: 2016-10-07
pages: 7
extension: .pdf
mime: application/pdf
words: 3971
sentence: 227
flesch: 51
cache: cache/telji-4.pdf
txt: txt/telji-4.txt
summary:
  The case for considering inquiry learning as the ‘telos’ or central purpose of classroom practice is presented here. The approach suggested here adds to this body of evidence and suggests that further insights can be gleaned from research conducted in other classroom contexts namely, investigations on digital literacy in primary classroom practices.


id: telji-16
author: Ryan, Barry James
title: Near Peers: Harnessing the power of the populous to enhance the learning environment
date: 2017-02-10
pages: 11
extension: .pdf
mime: application/pdf
words: 3991
sentence: 204
flesch: 42
cache: cache/telji-16.pdf
txt: txt/telji-16.txt
summary:
  Massification in higher education: large classes and student learning. Abstract NearPod is a multiplatform e-learning tool that allows students to engage with each other and the lecturer in real time, independent of learning space size or type.


id: telji-44
author: Raftery, Damien
title: Ubiquitous mobile use: student perspectives on using the VLE on their phone
date: 2018-05-21
pages: 11
extension: .pdf
mime: application/pdf
words: 4416
sentence: 222
flesch: 57
cache: cache/telji-44.pdf
txt: txt/telji-44.txt
summary:
  Increased mobile VLE usage has consequences for how lecturers use the VLE; they need to be conscious of this mobile use when designing, creating and using their VLE course as well as utilising appropriate digital pedagogies. There is potential for flexible mobile access to the VLE outside of class to be complemented by increased in-class use to enrich innovative approaches to engage learners.


id: telji-25
author: O'Dowd, Irene
title: Using learning analytics to improve online formative quiz engagement
date: 2018-04-18
pages: 14
extension: .pdf
mime: application/pdf
words: 4593
sentence: 196
flesch: 48
cache: cache/telji-25.pdf
txt: txt/telji-25.txt
summary:
  Interestingly, some research considers gender as a factor in online quiz engagement, in particular in the number of times a formative quiz is attempted. The design of feedback is an important consideration in online formative quizzes: Lewis et al.


id: telji-42
author: Raftery, Damien; Risquez, Angelica
title: Engaging students through the VLE: comparing like with like using the #VLEIreland student survey
date: 2018-05-21
pages: 11
extension: .pdf
mime: application/pdf
words: 4496
sentence: 210
flesch: 49
cache: cache/telji-42.pdf
txt: txt/telji-42.txt
summary:
  To justify this widespread investment in VLE technology, it is important to study patterns of actual student VLE use and student satisfaction (Naveh, Tubin & Pliskin, 2010) and indeed it was commented that Irish higher education lacks an evidence base in relation to VLE usage (Devine, 2015, p.16). There is a general increase in students’ reported VLE use.


id: telji-7
author: Cuffe, Laurence
date: 2016-10-07
pages: 10
extension: .pdf
mime: application/pdf
words: 4682
sentence: 295
flesch: 60
cache: cache/telji-7.pdf
txt: txt/telji-7.txt
title:
  Digital Literacy: Web search ecology and some surprising conclusions about finding and promoting educational resources on the internet

summary:
  2. Search engine optimization Existing received wisdom (Fetterly et al. 2004), (Stanford School of Medicine 2011), (Wilson 2011) suggests that the most effective way to maximise web site traffic is to maximise the sites exposure via search engines such as Google and Bing, There is a lot of research and advice available (King 2008), (Langville & Meyer 2006),(Evans 2007) on how to improve your page rank with Google, and Google themselves also have an excellent publication on this topic, the “Google Search Engine Optimization Starter Guide” from Google (Anon n.d.). A comparison of these statistics with search traffic statistics for 40 educational terms gathered from a Google search statistics site, Google trends (Anon n.d.), supported the conclusion that traffic and search are not strongly correlated for these educational sites.


id: telji-37
author: McAvinia, Claire; Risquez, Angelica
title: The #VLEIreland project
date: 2018-05-21
pages: 9
extension: .pdf
mime: application/pdf
words: 4640
sentence: 204
flesch: 49
cache: cache/telji-37.pdf
txt: txt/telji-37.txt
summary:
  As articulated in our submission to the group involved in the preparation of the National Strategy (National Forum, 2014, p.53), we must instead avail of opportunities to integrate research with teaching in order to enrich and enhance student learning. Ryan and Risquez present lessons learned from the perspective of student use of the VLE as reflected in the full dataset of some 24,000 responses and addressing myths around the use of the VLE as well as its pedagogical potential.


id: telji-85
author: Lyons, Roisin; Lynch, Ciara; McConalogue, Eoghan
title: Looping Everyone into the Conversation: The Use of Eportfolio as a Multistakeholder Feedback Tool
date: 2021-12-11
pages: 12
extension: .pdf
mime: application/pdf
words: 4501
sentence: 236
flesch: 45
cache: cache/telji-85.pdf
txt: txt/telji-85.txt
summary:
  Irish Journal of Technology Enhanced Learning (2021) 180 Role Why do you think it is important for Industry to get involved with enterprise students? Educators, therefore, have an opportunity to observe student reflection and development.


id: telji-14
author: Murphy, Tony
date: 2016-10-30
pages: 9
extension: .pdf
mime: application/pdf
words: 4538
sentence: 242
flesch: 49
cache: cache/telji-14.pdf
txt: txt/telji-14.txt
title:
  The future of Technology Enhanced Learning (TEL) is in the hands of the anonymous, grey non-descript mid-level professional manager.

summary:
  While they might look to new managerialist ideology, mid-level professional managers will also draw on ideas that “flow from their disciplinary background as well as from an earlier humanist, collegial set of understandings of higher education” (Trowler, 2010, p. 204). London: The Leadership Foundation for Higher Education.


id: telji-12
author: Hallissy, Michael
title: Sharing Professional Practice – Tutors have their say
date: 2016-10-30
pages: 12
extension: .pdf
mime: application/pdf
words: 5514
sentence: 265
flesch: 56
cache: cache/telji-12.pdf
txt: txt/telji-12.txt
summary:
  Though it is an emerging conceptual framework it was used in this study to categorise the issues tutors discussed during their semi- structured interviews and not to measure the level of knowledge tutors possessed in relation to each of the constructs. 1.1 Background This paper explores the practices a group of online tutors, teaching on an online Masters programme for teachers, engaged in while teaching on SCMC sessions.


id: telji-31
author: McCabe, Bryan Anthony
title: Flipped learning in a civil engineering module: student and instructor experiences
date: 2018-08-24
pages: 15
extension: .pdf
mime: application/pdf
words: 5627
sentence: 220
flesch: 49
cache: cache/telji-31.pdf
txt: txt/telji-31.txt
summary:
  Bormann, J. (2014) Affordances of flipped learning and its effects on student engagement and achievement. It is hoped that the experiences shared in this paper will encourage instructors in Irish third-level institutions to consider this approach to facilitating student learning.


id: telji-112
author: Gleeson, Michael
date: 2023-03-05
pages: 18
extension: .pdf
mime: application/pdf
words: 6204
sentence: 358
flesch: 45
cache: cache/telji-112.pdf
txt: txt/telji-112.txt
title:
  A case study of computer science lecturer’s selection and use of digital tools in an Irish Technological University

summary:
  The contradiction here is that, for a lecturer of a shared module, the choice of digital tool has already been made and therefore there is no selection of digital tools (object) to be made. A case study of computer science lecturer’s selection and use of digital tools in an Irish Technological University Michael Gleeson1 1South East Technological University Abstract This research explores factors that influence the selection and use of digital tools as part of computer science lecturer’s professional practice.


id: telji-79
author: Dunne, Kate; Logue, Pauline
date: 2021-12-11
pages: 31
extension: .pdf
mime: application/pdf
words: 6328
sentence: 309
flesch: 37
cache: cache/telji-79.pdf
txt: txt/telji-79.txt
title:
  A Higher Education Action Research Study on the Effectiveness of an ePortfolio as a Learning Tool to Promote Reflective Professional Development

summary:
  Rowley and Bennett, exploring technical advantages of ePortfolio development in the context of creative arts in one Australian HE Institute, write that “many students see ePortfolios as part of wider and increasingly developing educational and personal technoscapes”, and educators see advantages to ePortfolio learning platforms, such as, easy access to materials for assessment, and collaborative learning (Rowley and Bennett, 2016, p.8). Table 2: Evidence-based PD ePortfolio mapping analysis Irish Journal of Technology Enhanced Learning 65


id: telji-80
author: O Neill, Marie; McCarthy, Ken
date: 2021-12-11
pages: 22
extension: .pdf
mime: application/pdf
words: 7249
sentence: 364
flesch: 46
cache: cache/telji-80.pdf
txt: txt/telji-80.txt
title:
  Participant Engagement with Eportfolio on the PACT Digital Badge: An Explanatory Sequential Mixed-Methods Analysis

summary:
  In response to the question what influenced your choice of eportfolio platform (participants were requested to select one or more reasons). Volume 6, Issue 1 194 Participant Engagement with Eportfolio on the PACT Digital Badge: An Explanatory Sequential Mixed- Methods Analysis Marie O’ Neill*1 Ken McCarthy2 1CCT College Dublin 2Waterford Institute of Technology Abstract


id: telji-110
author: Flavin, Michael
date: 2023-08-03
pages: 15
extension: .pdf
mime: application/pdf
words: 7388
sentence: 377
flesch: 54
cache: cache/telji-110.pdf
txt: txt/telji-110.txt
title:
  “I kind of feel resigned to the fact”: : A Foucauldian perspective on data privacy and social media 

summary:
  The paper makes a significant contribution to the literature by surveying social media usage in general rather than one social media provider; by showing how users tend to curate identities on social media as a defensive strategy in relation to the fact that the data they submit does not belong to them and may be sold on; and by arguing that social media users tend not to hold social media companies responsible for the data they extricate from users. The specific question addressed by this research is: To what extent do social media users accept loss of privacy?


id: telji-11
author: O'Keeffe, Muireann
title: Exploring higher education professionals’ use of Twitter for learning
date: 2016-10-28
pages: 16
extension: .pdf
mime: application/pdf
words: 6775
sentence: 446
flesch: 44
cache: cache/telji-11.pdf
txt: txt/telji-11.txt
summary:
  Mainstream conversations about professional learning report Twitter as a top tool for learning (Hart, 2015). An investigation of studies existing on Twitter practices in academic life (Costa, 2013; Veletsianos & Kimmons, 2012; Fransman, 2013; Ford, Veletsianos, & Resta, 2014; Lupton, 2014) revealed that many studies in the higher education context to date focus on how scholars use Twitter to complement research duties.


id: telji-23
author: O'Toole, Chris
date: 2018-02-13
pages: 18
extension: .pdf
mime: application/pdf
words: 7208
sentence: 427
flesch: 38
cache: cache/telji-23.pdf
txt: txt/telji-23.txt
title:
  Technology Enhanced Learning (TEL) Intercultural Competence: A Phenomenological Exploration of Trainees’ Experiences within Global Virtual Training Environments.

summary:
  Elola & Oskoz (2008) have shed light on the beneficial effects for intercultural trainers engaging in online intercultural development. Both technology enhanced learning and outside cultural experiences that intercultural trainers engage in may also contribute to an increased willingness to communicate with foreigners, openness to other cultures and deepened intercultural understanding (Schuetze, 2008; Zeiss & Isabelli-Garcı´a, 2005).It is important to note however that development of intercultural competence takes place over time (Deardorff, 2006).


id: telji-20
author: Conole, Gráinne
title: Research through the Generations: Reflecting on the Past, Present and Future
date: 2017-05-30
pages: 21
extension: .pdf
mime: application/pdf
words: 7915
sentence: 352
flesch: 43
cache: cache/telji-20.pdf
txt: txt/telji-20.txt
summary:
  Six facets of digital learning, and in particular digital technologies, as a research field are described: the good and the bad of digital technologies, the speed of change, the new forms of discourse and collaboration, the importance of understanding users, the new practices that have emerged, and finally a reflection on the wider impact. Figure 4 unpacks this a little more showing that digital learning research consists of three types: research around the pedagogies of digital learning, research on underpinning technologies, and research at an organizational level.


id: telji-105
author: Taylor, Karen Jan
date: 2023-03-13
pages: 24
extension: .pdf
mime: application/pdf
words: 7572
sentence: 351
flesch: 45
cache: cache/telji-105.pdf
txt: txt/telji-105.txt
title:
  A hidden benefit in the COVID-19 pandemic: Rethinking physical geography pedagogy in higher education using a flipped classroom approach

summary:
  Improving student learning in an introductory programming course using flipped classroom and competency framework. Evaluation of student learning experiences in physical geography fieldwork:


id: telji-53
author: Lanclos, Donna; Phipps, Lawrie
date: 2019-03-01
pages: 18
extension: .pdf
mime: application/pdf
words: 9496
sentence: 355
flesch: 52
cache: cache/telji-53.pdf
txt: txt/telji-53.txt
title:
  Trust, Innovation and Risk: a contextual inquiry into teaching practices and the implications for the use of technology

summary:
  Irish Journal of Technology Enhanced Learning Vol 4, Issue 1, 2019 68 Trust, innovation and risk: a contextual inquiry into teaching practices and the implications for the use of technology Lawrie Phipps1*a, Donna Lanclos PhD b a. Jisc b. Anodyne Anthropology, LLC (Received November 2018; final version received February 2019) We are working to connect our knowledge of what can be done with technology to what may need to be done to support teaching practices.


id: telji-28
author: Stone, Suzanne; Logan, Anna
date: 2018-04-17
pages: 14
extension: .pdf
mime: application/pdf
words: 6370
sentence: 254
flesch: 47
cache: cache/telji-28.pdf
txt: txt/telji-28.txt
title:
  Exploring Students’ Use of the Social Networking Site WhatsApp to foster connectedness in the online learning experience

summary:
  We conclude by drawing conclusions and identifying implications for practice and research and suggest how these might inform the development of guidelines for the use of WhatsApp for building connectedness within online student cohorts and building learning communities. Nonetheless, the findings offer a rich source of data to lecturers and learning technologists seeking to harness the potential of social networking sites in fostering connectedness within online student cohorts.


id: telji-30
author: Kannan, Jaya
title: Promoting Critical Reading using Google Tools – a Community of Inquiry Approach
date: 2018-10-08
pages: 20
extension: .pdf
mime: application/pdf
words: 9134
sentence: 464
flesch: 51
cache: cache/telji-30.pdf
txt: txt/telji-30.txt
summary:
  build visibility for student learning – each and every student could see everyone else’s work and participate in a common online space, 3. The next section discusses key results related to student learning.


# url

id: telji-25
domain: eduwithtechn.wordpress.com
url:
  https://eduwithtechn.wordpress.com/2011/04/04/10-reasons-to-use-online-practice-quizzesformative-assessment


id: telji-25
domain: eduwithtechn.wordpress.com
url:
  https://eduwithtechn.wordpress.com/2011/04/04/10-reasons-to-use-online-practice-quizzes-formative-assessment


id: telji-42
domain: www.teachingandlearning.ie
url:
  https://www.teachingandlearning.ie/wpcontent/uploads/2017/12/final-infrastructure-report-with-doi-web-ready.pdf


id: telji-42
domain: www.teachingandlearning.ie
url:
  https://www.teachingandlearning.ie/learning-analytics-educational-da%20ta-mining-learning-impact/dessi-information-booklet


id: telji-42
domain: www.teachingandlearning.ie
url:
  https://www.teachingandlearning.ie/wp-content/uploads/2017/12/final-infrastructure-report-with-doi-web-ready.pdf


id: telji-12
domain: www.academia.edu
url:
  https://www.academia.edu/9427758/building_teacher_professionalism_in_teachinglearning_interactions_between_online_tutors_and_learners_during_synchronous_tutorials_a_case_stu


id: telji-31
domain: peer.asee.org
url:
  https://peer.asee.org/effect-of-flipping-the-classroom-onstudent-performance-in-first-year-engineering-courses


id: telji-31
domain: peer.asee.org
url:
  https://peer.asee.org/effect-of-flipping-the-classroom-on-student-performance-in-first-year-engineering-courses


id: telji-79
domain: er.educause.edu
url:
  https://er.educause.edu/articles/2010/12/using-eportfolios-to-support-an-undergraduatelearning-career-an-experiment-with-academic-advising


id: telji-79
domain: www.researchgate.net
url:
  https://www.researchgate.net/publication/239603203_a_review_of_the_literature_on_portfolios_and_electronic_portfolios


id: telji-79
domain: er.educause.edu
url:
  https://er.educause.edu/articles/2010/12/using-eportfolios-to-support-an-undergraduate-learning-career-an-experiment-with-academic-advising


id: telji-79
domain: www.education.ie
url:
  https://www.education.ie/en/publications/policy-reports/national-strategy-for-higher-education-2030.pdf


id: telji-79
domain: www.teachingandlearning.ie
url:
  https://www.teachingandlearning.ie/ourpriorities/professional-development/open-access-professional-development-courses/pactcommitment-to-pd


id: telji-79
domain: search.ebscohost.com
url:
  http://search.ebscohost.com/login.aspx?direct=true&authtype=ip,sso&db=e000xww&an=1453411&site=eds-live&scope=site


id: telji-79
domain: www.tara.tcd.ie
url:
  http://www.tara.tcd.ie/bitstream/handle/2262/85988/orna%20farrell%20phd%20full%20final%20post-via%2024-1-2019.pdf?sequence=1&isallowed=y


id: telji-79
domain: www.teachingandlearning.ie
url:
  https://www.teachingandlearning.ie/our-priorities/professional-development/open-access-professional-development-courses/pact-commitment-to-pd


id: telji-80
domain: campustechnology.com
url:
  https://campustechnology.com/articles/2015/07/29/pairing-eportfolios-with-badgestodocument-informal-learning.aspx


id: telji-80
domain: www.teachingandlearning.ie
url:
  https://www.teachingandlearning.ie/publication/national-professional-developmentframework-for-all-staff-who-teach-in-higher-education/


id: telji-80
domain: resources.pebblepad.co.uk
url:
  https://resources.pebblepad.co.uk/hubfs/pebblepad%20%20murdoch%20university%20-%20digital%20badges%20-%20case%20study.pdf


id: telji-80
domain: campustechnology.com
url:
  https://campustechnology.com/articles/2015/01/27/showcasing-the-co-curricular-%20witheportfolios-and-digital-badges.aspx


id: telji-80
domain: campustechnology.com
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  https://ipoint-tech.com/wireless-networking-wi-fi-advantages-and-disadvantages-to-wirelessnetworking/

lemma:
  https://ipoint-tech.com/wireless-networking-wi-fi-advantages-and-disadvantages-to-wirelessnetworking/


id: telji-20
sid: 340
tid: 24
pos: PROPN
token:
  https://www.bloomsburycollections.com/book/the-digital-scholar-how-technology-istransforming-scholarly-practice/.

lemma:
  https://www.bloomsburycollections.com/book/the-digital-scholar-how-technology-istransforming-scholarly-practice/.


id: telji-28
sid: 214
tid: 32
pos: VERB
token:
[cell repeats an earlier one in this file: 143 characters]

lemma:
  https://www.researchgate.net/publication/257171641_from_moodle_to_facebook_exploring_students'_motivation_and_experiences_in_online_communitie


