item: #1 of 34 id: telji-10 author: Rotter, Martha title: Perpetual Digital Literacy date: 2016-10-07 words: 1477 flesch: 66 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. keywords: learning; technology; time cache: telji-10.pdf plain text: telji-10.txt item: #2 of 34 id: telji-105 author: Taylor, Karen Jan title: A hidden benefit in the COVID-19 pandemic: Rethinking physical geography pedagogy in higher education using a flipped classroom approach date: 2023-03-13 words: 7572 flesch: 45 summary: Improving student learning in an introductory programming course using flipped classroom and competency framework. Evaluation of student learning experiences in physical geography fieldwork: keywords: approach; classroom; delivery; doi; education; geography; journal; learning; lecture; module; online; pre; students; technology cache: telji-105.pdf plain text: telji-105.txt item: #3 of 34 id: telji-107 author: McDonnell, Karolyn title: “How are you getting on?” : Evaluating discussion boards as assessment for social care work-based placement date: 2023-06-08 words: 3701 flesch: 36 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. keywords: boards; discussion; education; learning; placement; reflection; research; social; students cache: telji-107.pdf plain text: telji-107.txt item: #4 of 34 id: telji-11 author: O'Keeffe, Muireann title: Exploring higher education professionals’ use of Twitter for learning date: 2016-10-28 words: 6775 flesch: 44 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. keywords: data; development; education; journal; learning; participants; participation; practice; professional; research; teaching; technology; twitter cache: telji-11.pdf plain text: telji-11.txt item: #5 of 34 id: telji-110 author: Flavin, Michael title: “I kind of feel resigned to the fact”: : A Foucauldian perspective on data privacy and social media date: 2023-08-03 words: 7388 flesch: 54 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? keywords: data; foucault; media; panopticon; privacy; services; social; surveillance; survey; users cache: telji-110.pdf plain text: telji-110.txt item: #6 of 34 id: telji-112 author: Gleeson, Michael title: A case study of computer science lecturer’s selection and use of digital tools in an Irish Technological University date: 2023-03-05 words: 6204 flesch: 45 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. keywords: activity; agency; case; education; learning; lecturers; practice; research; study; technology; tools; use cache: telji-112.pdf plain text: telji-112.txt item: #7 of 34 id: telji-116 author: Concannon, Fiona; Costello, Eamon; Farrell, Orna; Farrelly, Tom; Graves Wolf, Leigh title: Editorial: There's an AI for that: Rhetoric, reality, and reflections on EdTech in the dawn of GenAI date: 2023-08-15 words: 3379 flesch: 39 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. keywords: digital; education; educators; genai; journal; learning; teaching; technology; university cache: telji-116.pdf plain text: telji-116.txt item: #8 of 34 id: telji-12 author: Hallissy, Michael title: Sharing Professional Practice – Tutors have their say date: 2016-10-30 words: 5514 flesch: 56 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. keywords: content; knowledge; learning; online; practice; students; tutorials; tutors cache: telji-12.pdf plain text: telji-12.txt item: #9 of 34 id: telji-14 author: Murphy, Tony title: The future of Technology Enhanced Learning (TEL) is in the hands of the anonymous, grey non-descript mid-level professional manager. date: 2016-10-30 words: 4538 flesch: 49 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. keywords: academic; doi; education; learning; manager; professional; teaching; technology; tel cache: telji-14.pdf plain text: telji-14.txt item: #10 of 34 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 words: 3991 flesch: 42 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. keywords: class; classroom; data; journal; learning; research; student; teaching; technology; year cache: telji-16.pdf plain text: telji-16.txt item: #11 of 34 id: telji-20 author: Conole, Gráinne title: Research through the Generations: Reflecting on the Past, Present and Future date: 2017-05-30 words: 7915 flesch: 43 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. keywords: access; conole; digital; information; learners; learning; media; new; open; research; resources; technologies; technology; tools cache: telji-20.pdf plain text: telji-20.txt item: #12 of 34 id: telji-21 author: Costello, Eamon title: Editorial date: 2017-06-12 words: 1194 flesch: 32 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. keywords: irish; learning; research; technology cache: telji-21.pdf plain text: telji-21.txt item: #13 of 34 id: telji-22 author: Phipps, Lawrie; Lanclos, Donna M title: Leading with digital in an age of supercomplexity date: 2017-11-14 words: 3462 flesch: 36 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. keywords: course; digital; education; jisc; leaders; learning; practices cache: telji-22.pdf plain text: telji-22.txt item: #14 of 34 id: telji-23 author: O'Toole, Chris title: Technology Enhanced Learning (TEL) Intercultural Competence: A Phenomenological Exploration of Trainees’ Experiences within Global Virtual Training Environments. date: 2018-02-13 words: 7208 flesch: 38 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). keywords: communication; competence; data; education; experience; journal; learning; participants; researcher; study; technology; trainers; training; vtes cache: telji-23.pdf plain text: telji-23.txt item: #15 of 34 id: telji-25 author: O'Dowd, Irene title: Using learning analytics to improve online formative quiz engagement date: 2018-04-18 words: 4593 flesch: 48 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. keywords: data; engagement; knowledge; learning; module; number; online; quizzes; tasks cache: telji-25.pdf plain text: telji-25.txt item: #16 of 34 id: telji-28 author: Stone, Suzanne; Logan, Anna title: Exploring Students’ Use of the Social Networking Site WhatsApp to foster connectedness in the online learning experience date: 2018-04-17 words: 6370 flesch: 47 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. keywords: data; face; group; learning; media; online; research; social; students; use; whatsapp cache: telji-28.pdf plain text: telji-28.txt item: #17 of 34 id: telji-30 author: Kannan, Jaya title: Promoting Critical Reading using Google Tools – a Community of Inquiry Approach date: 2018-10-08 words: 9134 flesch: 51 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. keywords: class; course; design; discussions; face; google; learning; online; presence; reading; students; task; tools cache: telji-30.pdf plain text: telji-30.txt item: #18 of 34 id: telji-31 author: McCabe, Bryan Anthony title: Flipped learning in a civil engineering module: student and instructor experiences date: 2018-08-24 words: 5627 flesch: 49 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. keywords: approach; classroom; engineering; journal; learning; module; sessions; students; time; videos; workshop cache: telji-31.pdf plain text: telji-31.txt item: #19 of 34 id: telji-37 author: McAvinia, Claire; Risquez, Angelica title: The #VLEIreland project date: 2018-05-21 words: 4640 flesch: 49 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. keywords: data; education; learning; research; student; survey; teaching; technology; use; vle cache: telji-37.pdf plain text: telji-37.txt item: #20 of 34 id: telji-38 author: Weller, Martin title: Navigating the Open Educational Practice Landscape date: 2018-05-09 words: 2087 flesch: 41 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). keywords: education; irish; journal; learning; oer; open; technology cache: telji-38.pdf plain text: telji-38.txt item: #21 of 34 id: telji-4 author: Casey, Leo; Hallissy, Michael title: Live Learning: Online Teaching, Digital Literacy and the Practice of Inquiry date: 2016-10-07 words: 3971 flesch: 51 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. keywords: classroom; face; inquiry; learning; new; online; practice; teachers; teaching cache: telji-4.pdf plain text: telji-4.txt item: #22 of 34 id: telji-40 author: Ryan, Deirdre; Risquez, Angelica title: ‘Lessons Learnt’: the student view in the #VLEIreland project date: 2018-05-21 words: 3777 flesch: 51 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’. keywords: class; learning; students; teaching; technology; use; vle; vles cache: telji-40.pdf plain text: telji-40.txt item: #23 of 34 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 words: 4496 flesch: 49 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. keywords: access; education; learning; lecturers; students; technology; use; vle cache: telji-42.pdf plain text: telji-42.txt item: #24 of 34 id: telji-44 author: Raftery, Damien title: Ubiquitous mobile use: student perspectives on using the VLE on their phone date: 2018-05-21 words: 4416 flesch: 57 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. keywords: access; app; learning; mobile; phone; students; use; vle cache: telji-44.pdf plain text: telji-44.txt item: #25 of 34 id: telji-53 author: Lanclos, Donna; Phipps, Lawrie title: Trust, Innovation and Risk: a contextual inquiry into teaching practices and the implications for the use of technology date: 2019-03-01 words: 9496 flesch: 52 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. keywords: digital; learning; lecturer; people; practices; spaces; staff; students; teaching; technology; time; work cache: telji-53.pdf plain text: telji-53.txt item: #26 of 34 id: telji-6 author: Dixon, Niall title: Ensuring success in a fully online Computer Literacy Module date: 2016-10-07 words: 2136 flesch: 55 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). keywords: access; face; learning; module; students; system; technology cache: telji-6.pdf plain text: telji-6.txt item: #27 of 34 id: telji-7 author: Cuffe, Laurence title: Digital Literacy: Web search ecology and some surprising conclusions about finding and promoting educational resources on the internet date: 2016-10-07 words: 4682 flesch: 60 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. keywords: anon; cuffe; data; google; june; search; sites; traffic; web; wiki cache: telji-7.pdf plain text: telji-7.txt item: #28 of 34 id: telji-78 author: Ziegelbauer, Christine; D'Errico, Barbara title: ePortfolio in Teacher Education and Academic Further Education: A new learning journey experience at the University of Konstanz, Germany date: 2021-07-06 words: 3558 flesch: 33 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. keywords: der; education; eportfolio; konstanz; learning; mahara; students; teacher; tool; university cache: telji-78.pdf plain text: telji-78.txt item: #29 of 34 id: telji-79 author: Dunne, Kate; Logue, Pauline title: A Higher Education Action Research Study on the Effectiveness of an ePortfolio as a Learning Tool to Promote Reflective Professional Development date: 2021-12-11 words: 6328 flesch: 37 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 keywords: analysis; development; eportfolio; evidence; irish; journal; learning; module; professional; reflection; technology; thinking cache: telji-79.pdf plain text: telji-79.txt item: #30 of 34 id: telji-8 author: Oliver, Martin title: Students’ day-to-day engagements with technologies: rethinking digital literacies date: 2016-10-07 words: 2871 flesch: 51 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) keywords: devices; learning; practices; students; technology; texts; work cache: telji-8.pdf plain text: telji-8.txt item: #31 of 34 id: telji-80 author: O Neill, Marie; McCarthy, Ken title: Participant Engagement with Eportfolio on the PACT Digital Badge: An Explanatory Sequential Mixed-Methods Analysis date: 2021-12-11 words: 7249 flesch: 46 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 keywords: badge; course; development; education; eportfolio; focus; group; learning; national; pact; professional cache: telji-80.pdf plain text: telji-80.txt item: #32 of 34 id: telji-81 author: McManus, Ruth title: Lessons from reflective journaling in undergraduate eportfolios date: 2021-06-08 words: 4401 flesch: 43 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. keywords: educator; engagement; eportfolio; journal; learning; module; reflection; students cache: telji-81.pdf plain text: telji-81.txt item: #33 of 34 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 words: 4501 flesch: 45 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. keywords: business; education; enterprise; entrepreneurship; eportfolio; experience; industry; journal; learning; students cache: telji-85.pdf plain text: telji-85.txt item: #34 of 34 id: telji-9 author: Belshaw, Doug title: Zen and the Arts of Digital Literacies date: 2016-10-07 words: 2277 flesch: 59 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. keywords: literacies; literacy; new; pirsig; technology cache: telji-9.pdf plain text: telji-9.txt