In This Section
- CIRTL Homepage
- Meet our Team
- Resources
- Short Guides
- Short Guide 1: Starting Well
- Short Guide 2: Scaffolding Learning
- Short Guide 3: Icebreakers
- Short Guide 5: Discussions for Online Learning
- Short Guide 4: Visualising Thinking
- Short Guide 6: Universal Design for Learning
- Short Guide 7: Group Work
- Short Guide 8: Reimagining Practicals
- Short Guide 9: Assessment in the Age of AI
- Sustainable Development Goals Toolkit
- Group Work
- Connected Curriculum
- Civic Engagement Toolkit
- Learning Outcomes
- DigiEd Reading List
- Ethical Use of GenAI Toolkit
- Short Guides
- Professional Development
- Events
Topics
Defining Digital Education
- Anderson, Terry, and Pablo Rivera-Vargas. “A Critical look at Educational Technology from a Distance Education Perspective.” Digital Education Review, no. 37 (June 30, 2020): 208–29. (Discussion of the evolution of distance education within the context of changing technologies and approaches)
- Fawns, Tim. “An Entangled Pedagogy: Looking Beyond the Pedagogy—Technology Dichotomy.” Postdigital Science and Education, April 2, 2022. (Discussion of the symbiotic relationship between technology and pedagogy proposing an aspirational model in which neither technology nor pedagogy is dominant)
- Fawns, Tim. “Postdigital Education in Design and Practice.” Postdigital Science and Education 1, no. 1 (April 1, 2019): 132–45. (Argues for a "postdigital" understanding of "digital education" in which digital and non-digital are so comingled as to be inseparable with a useful overview the different terminologies used for tech-supported teaching)
- Gourlay, Lesley. “There Is No ‘Virtual Learning’: The Materiality of Digital Education.” Journal of New Approaches in Educational Research 10, no. 1 (January 15, 2021): 57–66. (Argues for the embodied materiality of digital education against the idea of virtual, disembodied learning)
- Jesse Stommel, Digital Pedagogy: A Genealogy (2015) (interactive timeline of key moments, innovations, and scholarship in the area of digital pedagogy)
- Forum, National. “Key Themes in Online and Blended Learning, 2010-2020.” National Resource Hub (blog). Accessed September 13, 2022. (Succinct overview of terms and ideas around digital education in the Irish context)
Learning Design
- Biggs, John. “Aligning Teaching for Constructing Learning,” March 21, 2003. (Review of key ideas in Constructive Alignment; Biggs' 1996 "Enhancing Teaching through Constructive Alignment" first introduced the idea and this article expands on reflects on its role in education)
- Fawns, Tim. “An Entangled Pedagogy: Looking Beyond the Pedagogy—Technology Dichotomy.” Postdigital Science and Education, April 2, 2022. (Discussion of the symbiotic relationship between technology and pedagogy proposing an aspirational model in which neither technology nor pedagogy is dominant)
- Wasson, Barbara, and Paul A. Kirschner. “Learning Design: European Approaches.” TechTrends 64, no. 6 (November 1, 2020): 815–27. (Review of learning design within European Higher Education with an emphasis on the 4C/ID approach in contrast to my focus on ABC)
- Young, Clive, and Nataša Perović. “Rapid and Creative Course Design: As Easy as ABC?” Procedia - Social and Behavioral Sciences, 2nd International Conference on Higher Education Advances, València, Spain, 228 (July 20, 2016): 390–95. (Introduction to and overview of the ideas behind the ABC approach with specific examples from sessions at UCL)
- Learning Design Sprint Jamboard (CIRTL) (click the link and then click the three dots up by your photo and select make a copy to copy this template to your own Drive and then start designing!)
- CUTE Canvas (Planning tool from the CUTE project, Competencies for Universities - using Technology in Education)
Inclusion
- UCC Teaching for All (a short 90min Canvas course from Inclusive UCC providing a valuable introduction to core ideas and practices)
- Universal Design for Learning digital badge from AHEAD
- UCC staff: Universal Design for Learning digital badge (a digital badge delivered by Laura Lee, CIRTL, and Brian Butler, Disability Support.)
- Georgetown University Inclusive Pedagogy Toolkit
- AHEAD (organisation promoting UDL and inclusive education, provides links to case studies, guidance, and other resources)
- National Center on Accessible Educational Materials for Learning (a CAST project in the US that supports educators in creating accessible materials
- SensusAccess (Convert your documents to other formats with this simple UCC tool) (UCC staff, students only)
Multimedia Teaching Materials
- Guo, Philip J., Juho Kim, and Rob Rubin, “How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos.“ Proceedings of the first ACM conference on Learning @ scale Conference, March 2014, Pages 41–50. (PDF) (A useful study exploring factors influencing how long students watch videos in online courses with a key finding that the most effective recordings tend to be between 5-8 minutes)
- Mayer, Richard E., and Roxana Moreno. “Nine Ways to Reduce Cognitive Load in Multimedia Learning.” Educational Psychologist 38, no. 1 (January 1, 2003): 43–52. (Overivew of "cognitive load" and suggestions on how to design multimedia teaching materials to avoid cognitive overload)
- Kieran Hurley's Teach Digi session on Podcasting
Student Engagement
- Bond, Melissa, and Nina Bergdahl. “Student Engagement in Open, Distance, and Digital Education.” In Handbook of Open, Distance and Digital Education, 1–16. Singapore: Springer Nature, 2022. (A broad discussion of engagement in the digital education space)
- Glazier, Rebecca A., and Heidi Skurat Harris. “How Teaching with Rapport Can Improve Online Student Success and Retention: Data From Two Empirical Studies.” Quarterly Review of Distance Education 21 (2021): 1–17. (A useful overview of ways to cultivate rapport with your students and of the ways that rapport can influence engagement)
- Shockley, Kristen M., Allison S. Gabriel, Daron Robertson, Christopher C. Rosen, Nitya Chawla, Mahira L. Ganster, and Maira E. Ezerins. “The Fatiguing Effects of Camera Use in Virtual Meetings: A within-Person Field Experiment.” Journal of Applied Psychology 106 (2021): 1137–55. (This study usefully documents the some of the downsides of having cameras on in online meetings)
- Trowler, Vicki. “Student Engagement Literature Review,” January 1, 2010. (Although a bit dated, this was the most thorough - and recent! - review I could find while researching different definitions/conceptions of engagement so it's a useful foundation for our broader discussion)
Collaboration
- Al-Samarraie, Hosam, and Noria Saeed. “A Systematic Review of Cloud Computing Tools for Collaborative Learning: Opportunities and Challenges to the Blended-Learning Environment.” Computers & Education 124 (September 1, 2018): 77–91. (A slightly-outdated, but still useful, review of different tools and approaches for collaboration noting both the specific tools as well as the types of learning activities they support)
- Biasutti, Michele. “A Comparative Analysis of Forums and Wikis as Tools for Online Collaborative Learning.” Computers & Education 111 (August 1, 2017): 158–71. (Useful overview of the strengths and weaknesses of two collaboration tools)
- Kleinsasser, Robert C., and Yi-Chun Hong. “Graduate Students’ Antecedents to Meaningful and Constructive Discussions: Developing Potential Collaborative Online Interactions.” Journal of Formative Design in Learning 1, no. 2 (December 1, 2017): 84–98. (An interesting discussion of factors influencing the effectiveness of discussion boards, but particularly useful for the overview of the literature on collaborative learning at the time of publication.
- Catherine O'Mahony, João Costa, Wesley O'Brien, "Group Work," Teach Digi, UCC (2020) (overview of the three stages of group work with a case study from the UCC School of Education)
- CIRTL, Short Guide 7: Group Work (2020) (useful overview of group work best practices)
Assessment and Feedback
- Nieminen, Juuso Henrik, Margaret Bearman, and Rola Ajjawi. “Designing the Digital in Authentic Assessment: Is It Fit for Purpose?” Assessment & Evaluation in Higher Education 0, no. 0 (June 20, 2022): 1–15. (A scoping review of assessments with digital components assessing the degree to which the digital component is integrated or instrumental)
- Winstone, Naomi E., Robert A. Nash, Michael Parker, and James Rowntree. “Supporting Learners’ Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes.” Educational Psychologist 52, no. 1 (January 2, 2017): 17–37. (A useful discussion of feedback literacy and other factors involved in successful feedback)
- Wu, Qi, and Tansy Jessop. “Formative Assessment: Missing in Action in Both Research-Intensive and Teaching Focused Universities?” Assessment & Evaluation in Higher Education 43, no. 7 (October 3, 2018): 1019–31. (An interesting comparison of three UK universities looking at how different institutions and disciplines approach assessment)
- Jessamyn Neuhas, et. at. " Links to an external site.What's your favorite, most effective, student learning assessment that's NOT a high-stakes timed exam?" (Twitter thread, October 2022) (lots of interesting assessments types in the comments for anyone looking for ideas)
Integrating Digital Education
- Fawns, Tim. “An Entangled Pedagogy: Looking Beyond the Pedagogy—Technology Dichotomy.” Postdigital Science and Education, April 2, 2022. (Discussion of the symbiotic relationship between technology and pedagogy proposing an aspirational model in which neither technology nor pedagogy is dominant)
- Bessette, Lee Skallerup. “Digital Redlining, Minimal Conputing, and Equity (Pre-Print).” In Critical Digital Pedagogy - Broadening Horizons, Bridging Theory and Practice, edited by Suzan Koseoglu, George Veletsianos, and Chris Rowell. Athabasca University Press, 2022.
Analytics and Student Feedback
- Clow, Doug. “The Learning Analytics Cycle: Closing the Loop Effectively.” In Proceedings of the 2nd International Conference on Learning Analytics and Knowledge, 134–38. LAK ’12. New York, NY, USA: Association for Computing Machinery, 2012. (A useful framework for use of learning analytics in teaching using a four-step cycle model)
- Ochoa, Xavier, and Alyssa Friend Wise. “Supporting the Shift to Digital with Student-Centered Learning Analytics.” Educational Technology Research and Development 69, no. 1 (2021): 357–61. (Thoughtful examination of the potential and pitfalls of using learning analytics to support student learning)
- Angelo, Thomas A., and K. Patricia Cross. Classroom Assessment Techniques: A Handbook for College Teachers. 2nd ed. Jossey-Bass Higher and Adult Education Series. San Francisco: Jossey-Bass Publishers, 1993. (Exhaustive overview of different classroom assessment techniques (CATs) which can be implemented using both analog and digital tools)
- Quality Matters Higher Education Rubric (PDF download)
- SUNY Online Course Quality Review Rubric (SUNY = State University of New York)
- University of Ottawa Blended Learning Course Quality Rubri (PDF download)
Figuring Out What Worked
- Brookfield, Stephen. “The Concept of Critical Reflection: Promises and Contradictions.” European Journal of Social Work 12, no. 3 (September 1, 2009): 293–304. (A thoughtful argument for the idea of reflection as the best way to determine whether something "worked" in teaching and a useful complement to the "Brookfield Lenses" approach to reflection)
- Gurm, Balbir. “Multiple Ways of Knowing in Teaching and Learning.” International Journal for the Scholarship of Teaching and Learning 7, no. 1 (January 1, 2013).
- Lee, Dr Laura, Elizabeth Noonan, Dr Michael Byrne, and Dr Sandra Irwin. “Review of Student Surveys at UCC,” 2017, 53. (A report on student surveys at both a national (Irish) and a local (UCC) level)
- Oliver, Martin. “Evaluating Online Teaching and Learning.” Information Services & Use 20, no. 2/3 (April 2000): 83. Links to an external site. (An introduction to processes of evaluating online teaching and learning)