Wednesday, January 15, 2014

Broadcasting our e-Learning Symposium (Jan 16th, 2014)

Institute of Technology Sligo is broadcasting its annual e-Learning Symposium on Jan the 16th, 2014 via Adobe Connect.  Of note are the 2 keynote presentations, the first at 10.45am and the second at 3.15pm.  you can get access instructions for the whole event by registering for one of the 2 keynotes on Eventbrite:

Keynote 1: Online Tutorials - Capturing, Coding and Sharing Professional Practice

This keynote, starting at 10.45am (UK/Ireland) will be presented at the IT Sligo On-line Learning Symposium and simultaneously broadcast using Adobe Connect.

In his talk Michael Hallissy will share his experiences of leading online tutorials with the Masters of Arts in Teaching and Learning (MATL) programme within Hibernia College. Michael has recently completed his doctoral thesis on this topic where he analysed the range of interactions that took place between lectures and learners online. He developed a coding scheme and an accompanying process that enables lectures to capture their practice and to share it with colleagues so that they can improve their professional knowledge and practice. Michael will share some practical suggestions for faculty on how to ensure their tutorials or live teaching sessions are engaging for their learners

Recording of Michael Hallisy's presentation

Keynote 2: Stanford University iLabs - Professor Lambertus Hesselink (Stanford)

This keynote, starting at 3.15pm (UK/Ireland) will be presented at the IT Sligo On-line Learning Symposium and simultaneously broadcast using Adobe Connect.

Professor Hesselink’s group focuses its research on fundamental processes related to laser-matter interaction with novel applications in telecom technology. - He is also the developer of iLabs a Virtual Laboratory facility. The virtual labs are Hesselink's latest effort to bring advanced laboratories to the masses online, an approach he pioneered in 1996. That first version included several then-new features, such as remote control and scheduling of the lab, chat, faculty support and an electronic notebook. The most recent "lab in a box" generation of iLabs involved automated hardware that students could access through the Internet and control remotely from anywhere in the world. The labs took up only a few cubic feet of space, which significantly lowered operating costs compared to traditional setups.

See Boston Globe feature:

Recording of Professor Hesselink's presentation

Some other Presentations from the Symposium

Kevin Collins - WIRIS Maths Tool for Moodle

Padraig McGourty - Mobile Learning

Paul Dervan - Increasing class student engagement using Socrative (free student response system)

Monday, October 22, 2012

Competencies for Online Teaching Success

As part of a collaboration with the Irish Learning Technology Association we have just recorded a webinar from Larry Ragan of Penn State on some comparison of research from two projects: "Competency for Online teaching Success" and "Quality of online Instruction".  It was an excellent presentation for anyone interested in Staff Development of online or blended learning.  You can view the recording here:

Monday, April 30, 2012

Open Badges and Learning: A Disruptive Technology for Education and Accreditation?

Webinar: Wednesday, May 9, 2012 from 4:00 PM to 5:00 PM (GMT)

Kyle Peck
Dr. Kyle L. Peck, Pennsylvania State University.

Dr. Kyle L. Peck is Principal Investigator for the NASA Aerospace Education Services Project, and Research Fellow, and Professor of Education at Penn State University. He recently served as Director of the Regional Educational Lab for the mid-Atlantic region for the US Department of Education, Co-Director of the Classrooms for the Future Evaluation Project for the Pennsylvania Department of Education, and as Associate Dean for Research, Outreach, and Technology in Penn State’s College of Education. Kyle was also Co-Founder of the innovative "Centre Learning Community Charter School," and recently completed two terms on the Board of Directors of the International Society for Technology in Education (ISTE). He is a Past President of the Association for Educational Communications and Technology (AECT) and its Pennsylvania affiliate, PAECT, and has also served as Head of the Learning and Performance Systems Department, and Professor in Charge of the Instructional Systems Program at Penn State. Before coming to Penn State, Dr. Peck taught middle school for seven years, and was involved in corporate training for five years. He has been on the Penn State faculty since 1987, and is co-author of two books, more than 40 book chapters and journal articles, and four education-related software programs. He is a popular speaker, and has made more than 260 presentations at professional conferences in 10 countries.

According to some, there's a "badging movement" underway that has the potential to change the landscape of education. Learners will be accumulating "digital badges" that are not just icons representing something they have learned or mastered, but active links back to the criteria for earning the badge and perhaps the tool used to make the assessment and the work, project, or performance submitted as evidence. Funded by the MacArthur foundation and developed by Mozilla (the open source folks who brought you Firefox and the Mozilla browser before that), an infrastructure is under construction that will support badge issuers, badge earners and badge displayers, which will likely include FaceBook, Linked In, and other public places where badges can be displayed and "clickable." Will established institutions of higher learning be willing and able to compete with other providers who are showing how solid their assessments are and providing evidence that their badge earners can perform? Will established reputations for quality crumble when criteria and assessments are public? How might this affect accreditation? Will there be standard badges representing important skills and people or organizations accredited to assess and award each? Who knows? The future seems hard to predict, but we should have a lively conversation about the possibilities.
The recording is available here:
Powerpoint slides

Please feel free to use this blog to submit questions and comments before or after the event.

Wednesday, January 11, 2012

"Virtual worlds, real learning" 

Thursday, January 19, 2012 from 4:00 PM to 5:00 PM (GMT)

James Corbett, MissionV This webinar will look at the results of a virtual worlds programme involving 20 Irish primary schools and supported by the National Centre for Technology in Education.

In November 2011, MissionV ran a Science Week event in association with Discover Science & Engineering where each of the 20 schools on the programme developed chemistry themed projects and exhibited them in a massive virtual expo centre. MissionV has also partnered with Dublin City University (DCU) Centre for Talented Youth (CTYI) in Ireland to run part of its Access programme. CTYI is using the platform as a virtual school with tutors based in DCU teaching children in number of northside schools entirely through the online environment.

James Corbett

James Corbett graduated from University of Limerick with a degree in Computer Engineering and went on to work for the multinationals Apple, Motorola and Analog Devices. With 15 years experience in the IT industry James co-founded MissionV Education in early 2011 along with partner Margaret Keane. James acted as technical adviser to Gaelscoil O'Doghair in Co. Limerick where he introduced virtual worlds as a learning platform. 
Having received seed funding from Social Entrepreneurs Ireland and the support of the NCTE, MissionV is now running a virtual worlds learning programme for 20 primary schools around Ireland. It has also partnered with DCU CTYI to run part of its Access programme. 

Check out comments on the work at:

You can follow James and Margaret on Twitter @MissionVHQ or

The recording of this event is available at:

Feel free to use this blog to ask questions of comment before or after the event.

Tuesday, November 29, 2011

What's Right? An Overview of copyright and clearance guidelines

"What's Right? An Overview of copyright and clearance guidelines".
Friday December 9th, 1pm-2pm (GMT)
David Jennings, University College Dublin
This webinar provides an introduction to copyright in the area of e-learning and how one may assert their own rights. It will highlight a series of steps one may take to assure teaching materials are appropriately cleared (in respect of copyright) before use. It will conclude by presenting the creative commons licence suite and how these may be used to support an individual's rights. 

David JenningsDavid Jennings is a lecturer in UCD Teaching and Learning. He is the local National Digital Learning Repository (NDLR) co-ordinator, and has worked on the project from its inception, in particular on the licencing programme.

The recording is now available here:
To comment before of after the event, feel free to post on the blog here.

Wednesday, November 23, 2011

Effective elearning Design – Catherine Kane, TCD

Webinar: Effective elearning Design – Catherine Kane, TCD
Friday, December 2nd, 1pm - 2pm (GMT)
An introduction to elearning covering principles of instructional design  - Topics: Web Based e-Learning, Problems with e-Learning, Planning e-Learning, What is Instructional Design, Delivery methods and approaches and Evaluation

Catherine Kane
 Catherine is a senior instructional designer at Trinity College Dublin where she delivers workshops on all aspects of eLearning. 

Feel free to comment or ask questions on this event below before or after the event.

Tuesday, October 4, 2011

Getting Real: Making Online Learning Sustainable

"Getting Real: Making Online Learning Sustainable", Thomas Michael Power, Faculty of Education - Université Laval - CANADA
Mike Power
This presentation is a research-based critique of some aspects of Blended Learning as well as of Distance Education and Online Learning. It argues in favour of more effective ways and means to improve university outreach and cost-effective instruction while emphasizing quality and promoting greater core faculty participation, without increasing workload.  It proposes a completely online, combined-technology approach that connects directly with traditional faculty instructional practices and values while taking into account student and administrator priorities. This presentation thus redefines blended learning, specifically at the graduate studies level, in order to reach off-campus learners. Furthermore, it will describe past university decentralisation strategies and their successes and failures. Finally, it will present the author’s actual experience in applying a redefined blended learning model based on effective pedagogical practices that maintain faculty-perceived quality of instruction, increase accessibility for off-campus students for whom BL is not a solution and improve cost-effectiveness, which is essential to developing a sustainable outreach model.
About the presenter:
Dr. Thomas Michael Power is Associate Professor of Educational Technology at the Faculty of Education, Laval University in Quebec City, Canada.
He is:
  • Founder of the researcher community,
  • Deputy Director – Education for the GEOIDE-sponsored GeoEduc3D project and
  • Member of the Board of Directors and of the Coordinating Committee for the Inter-university Learning & Technology Research Center (CIRTA)  
  • Researcher with the The Centre for Research and Intervention on School Success 
  • Expert with (under AUF and OIT)
  • Reviewer for numerous scientific journals.
  • Author of A Designer’s Log published by Athabasca University Press.
He was formerly
  • Director of Communication and Associate Researcher with the SAGE for Learning Research Network, Simon Fraser University/Télé-université;
  • Adjunct Faculty and Instructional Designer at University of Moncton;
  • Visiting Scholar at Simon Fraser University
  • Field Director for the CIDA-funded, Canada-Gabon Technical and Scientific Project, Gabon, Central Africa.
You can view the recording here:

Correction on last slide: Power, M. & Morven-Gould, A. (2011). Head of gold, feet of clay: The online learning paradox. 12 (2) IRRODL. 
If you have any comments or questions on this webinar, before or after the event, please post them below.

Some of the chat during the event:

Brian Mulligan 2: Thanks Chrys for Mike's paper.

Brian Mulligan 2: Peason just announced free LMS

Brian Mulligan 2: Peter Shea?

Sean Conlan: Is the revolution really taking place in informal online edn?

Sue Leather: Good question, Sean. I'm interested in that too .

Sean Conlan: What about peer to peer?

Brian Mulligan 2: Peer to peer is very importand in the University of the People

Sean Conlan: Where is the 'faculty' in the university of the people?

Brian Mulligan 2: They design, but I'd like to find out more:

Sean Conlan: and also the role of the faculty is to be the catalyst in the learners' use of the new tools

Sean Rattigan AIT: I had a class of lecturers earlier today... some were worried that recordings of lectures and more interactive online learning might endanger their jobs.... I'll be directing them to this recording.

Sean Rattigan AIT: I agree- but change brings resistance...

Marie Heraughty: I have taught a MA this year using blended learning as Mike outlined and it has worked very well.  Great discussions on blended learning on and HETL on LinkedIn.  Unfortunately have to depart this interesting sessions now.

Sean Conlan: What about all the free courses now available...Stanford etc...?

Chrys Ngwa: I don’t think one can get away from “Blended” when dealing with modules that require lab/practical work...unless labs are replaced with simulations...any comments?

Darina Slattery: As someone who gives live lectures to on-campus students, and records them for distance students, I can testify that there is still PLENTY for lecturers to do (with a blended approach).  In UL, our on-campus and distance students participate in the same online discussions and the engagement and quality of interaction is much greater than it would typically be in a live F2F tutorial, for example.

Sue Leather: I think one of the biggest issues might be the re-training/development of teachers to cope with the new demands. of online learning.

Sean Rattigan AIT: Great point Sue!  But if we build it will they come?

John McGarrigle: Does inequality in educaton move to internet accesss area/

Tom Farrelly: Unless administrators acknowledge that online equates to teaching hours it is very difficult in the IOT sector when you're teaching 18 and 20 hours per week

Sean Conlan: and we also greatly encourage peer to peer!

Ewa Adam: Agree with Sue, teachers need to learn how to adopt new technology to learning and change thinking about a relationship with students and a way of teaching

Sean Rattigan AIT: Tom, that's true, but I look at developing online resources as an investment that can save me time in the long run... but time is certainly an important factor

Niall Watts (UCD): Is the BOLD model suitable for undergrads as well as worinh professionals

Tom Farrelly: I agree that there is a long term benefit, but to be honest, with the extra two hours this year I'm reaching a tipping point

Sue Leather: Thanks Sean and Ewa. Somehow, this is the last issue that's thought of.

Shawn Read: Most faculty are digital immigrants that speak a different language than the digital natives we teach.  Many faculty do not understand the benfits of on-line learning and  how a blended approach with F2F  Learning can meet the needs of the students.  The point that we should be focusing on is on the students and how the face of education is changing. To maintain educational silos is a mistake that is largely based on fear.

Sean Rattigan AIT: Ewa, I agree.  It's more about the application and creative use of the toolsto compliment learning and appeal to students.... just because I have a hammer I dont have to hit everything.... there are some great ideas out tere about ways to use technology

Sean Rattigan AIT: I wish there was a "Like" button for some of the comments in this chat :)

Sean Conlan: OK would like to ...but I am more optimistic about all the 'free' stuff out there. Like Shawn we are behind the times compared to our students.

Catherine Cronin (NUIG): I am interested in communicating with you, Michael. We run a completely online MSc programme 

Sean Rattigan AIT: Lower ivestment costs could be lowered even ore by creating a sharing community of learners

Sean Conlan: I think the current digital generation are much more inclined to share ...

John McGarrigle: thanks bye

Shawn Read: Sean you are right but faculty less so

Sean Conlan: Thanks a lot to all Bye...

Sue Leather: Thanks everyone.  Bye.

Tom Farrelly: The hour has flown, a great session!!!!

Michael Power: thanks to you all for coming

Shawn Read: Thank you for the session

Catherine Cronin (NUIG): Great, thanks!

Sean Rattigan AIT: Thank for the presentation- enjoyed it but will have to watch it again to absorb it... and will be directing more people to it as well

Darina Slattery: Thank you and bye.

Lisa: Thankyou all too

Ewa Adam: great idea Brian! thank you for the session, looking forward to the online follow up!

Patrick Kiely University College Cork: Thank you for the session.

Diane: Thank you for the session, bye

Mary Ellen Bornak, Newtown, PA: Interesting to put research and financial motivation together.

Deirdre McClay: Thank you all, very interesting. Bye

Eoghan Bailey DkIT: thought provoking indeed - thankyou to all

Catherine Baumgardner: Very interesting!  Thank you so much!

Chrys Ngwa: thanks mike and all

marie-jeanne carrière: très intéressant !