Replied to IUA Academic Affairs on Twitter (Twitter)

“Well done to our colleague @sharonlflynn for such a well received presentation at #EUALearnTeach on our #IUADigEd project 👏 https://t.co/3Vn7ISrEP6”

👏 congrats Sharon, looked like a fantastic venue to be spreading the #IUADigEd story in

Replied to Rob L on Twitter (Twitter)

“Thanks for all the interest in my and @suzielearning presentation at @QQI_connect #modelsofsuccess about the @DCU #IUADigEd pilot project.

Our slides are available here: https://t.co/Z9GisbVwBf”

Well done @lowneyrob & @suzielearning 👏 Great job flying the flag for the #IUADigEd project. Excellent insight into your professional development programme for enhancing digital competence among participating staff

Liked Dr Sharon Flynn on Twitter (Twitter)

“So, today we launched the EDTL #IUADigEd project website. Thanks to @VishGain for all your help. Get a preview of our first newsletter, and sign up for the #IUADigEd community. https://t.co/crREzXAqS9 @IUA_Academic”

Quoted Dr Sharon Flynn on Twitter (Twitter)

“So, today we launched the EDTL #IUADigEd project website. Thanks to @VishGain for all your help. Get a preview of our first newsletter, and sign up for the #IUADigEd community. https://t.co/crREzXAqS9 @IUA_Academic”

Colleagues @UL might be interested to learn more about the #IUADigEd project at the new project website https://edtl.blog 👈 @CTLUL @ULLibrary @UL_StudentLife @MMFitzp @angelica_tel @pmrdms @michelle_breen

Bookmarked Check, Please! Starter Course by Daniel LyndsDaniel Lynds

In this course, we show you how to fact and source-check in five easy lessons, taking about 30 minutes apiece. The entire online curriculum is two and a half to three hours and is suitable homework for the first week of a college-level module on disinformation or online information literacy, or the first few weeks of a course if assigned with other discipline-focused homework.

Once students have completed the starter course they can move on to any number of additional topical modules we will be rolling out. The topical modules go into more depth on skills, and explore specific social issues around information pollution.

Each lesson has multiple pages and activities. After clicking through to each lesson, you can use the list of links at the bottom of the first page to navigate, or just click through using the “Next up:” link under the main text.

This looks like a fantastic resource, must take time to check it out fully. Daniel hat tips to Mike Caulfield.

Bookmarked The OLM Mixer (uimagine – Charles Sturt University, Australia)

Getting the Balance Right: Applying the Online Learning Model to Teaching Practice

Teaching, like composing music, is as much art as science. There are many elements to balance and discord occurs if any one of the elements is in the wrong relationship to another. Technology has introduced a range of new possibilities to the teaching space but in doing so it introduces further opportunities for potential dissonance. There is no magic formula for creating fabulous music, or fabulous learning experiences, but there are principles that we know will work and combinations of elements that form pleasing patterns which we can repeat.

When composing, performing and recording a piece of music successful patterns and sound combinations used in the past are rethought and built on through a process of careful selection in the context of current practice and new ways of hearing and thinking about music. As educators we need to go through a similar process. Just as a musician builds on a personal history of scholarly expertise and immersion in music experience, developing a sense of the repertoires that please their ear and the ears of others, educators take the patterns of successful experiences and research of the past and recombine them in the new contexts of today to find the right balance for harmonious, or thrilling learning experiences.

The Online Learning Model proposed by CSU highlights seven elements composing a potential learning experience. These elements have been identified through prior experience and research to contribute to the composition of high quality learning experiences. They are not a mathematical formula that can be applied to every situation uniformly, the balance between the elements and the unique context of various courses determines the appropriate expression of each element. Educators must make the judgement calls at many stages along the way of planning, composing and performing learning experiences. They must weigh the needs of the experience and judge which elements to engage with in greater depth and which ones will provide better support with a lighter touch.

Liked Terry Greene on Twitter (Twitter)

“This Friday is the last new episode of Gettin’ Air of 2019!

Hear Kate Molloy @hey_km get some air time Friday morning on @voicEdcanada!

@CELTNUIGalway #IUADigEd #DigPed @VConnecting”

Liked Dr Sharon Flynn on Twitter (Twitter)

“#IUAdigEd Engineers don’t typically get opportunity and practice in writing reports – this project addresses a real need. https://t.co/dv6z6Q1Jbm”

Evidence-based Insights About Impact in Teaching and Learning

This National Forum Insight introduces some key evidence-based considerations regarding impact within the context of teaching and learning in higher education.

Ten key insights are presented from the literature which are important to bear in mind when attempting to realise or evidence impact:

1. Impact can be both intended and unintended.

2. Impact is multi-layered.

3. Impact is not an outcome or result at the end of an intervention, it is linked to ongoing change.

4.  Impact is non-linear and context-dependent.

5.  Impact is time-dependent (but not time-framed).

6. Impact is evidence-informed, captured through a range of evidence.

7. Evidencing impact is dependent on the use of valid forms of measurement/evaluation.

8. Impact is a process which triggers change intended to be sustainable.

9. Impact can be vulnerable to political agendas.

10. Impact can be creative, peer-oriented and powerful.

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Liked Dr Sharon Flynn on Twitter (Twitter)

“#OOFHEC2019 Very interesting to learn about e-slp European Short Learning Programmes for cpd. Some overlaps with #IUADigEd aims and approach. Hope to hear more at #WCOL2019. https://t.co/0vyVzS5H3j”

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Liked Kate Molloy on Twitter (Twitter)

“It was a busy start to the week with @ABC_LD workshops for staff. We had some great discussion around digital teaching and learning, and improving the student experience. #IUADigEd”

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Liked Rob L on Twitter (Twitter)

“Here with @suzielearning kicking off our first #IUADigEd workshop with colleagues from @DCUPsychology”