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The co-creation of a video to inspire humanitarianism: How an Educational Entrepreneurial approach inspired humanitarian workers to be mindfully innovative whilst working with technology.

) What do we mean by educational research? In Coleman, M. and Briggs, A. (eds.) Research Methods in Educational Leadership and Management. London: Paul Chapman Publishing [20] Penz, P. (2014) Humanitarianism, the results agenda, innovations and the South Sudan crisis, Conference proceedings at the Humanitarian Innovation Conference 2014, July 19-20, Keble College, University of Oxford. Retrieved June 24, 2015 from http://www.oxhip.org/wp-content/uploads/Penz-Humanitarianism-the-results-agenda-innovations-andthe- south

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Student-generated video creation for assessment: can it transform assessment within Higher Education?

choice and grades? In Nash, S. & Patston, L.L.M. (Eds), Spaces and Pedagogies: New Zealand Tertiary Learning and Teaching Conference 2017 Proceedings (pp67-78). Auckland, New Zealand: ePress, Unitec Institute of Technology. [50] Schrum, K., Dalbec, B., Boyce, M., & Collini, S. (2017, June). Digital storytelling: Communicating academic research beyond the academy. In Innovations in Teaching & Learning Conference Proceedings (Vol. 9, No. 1, p. 1). [51] Selwyn, N. (2013) Education in a Digital World: Global Perspectives on Technology and

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Researching Our Own Practice: An Individual Creative Process and a Dialogic-Collaborative Process: Self Knowledge is the Beginning of Wisdom. Krishnamurti (1991, p. 196)

Abstract

In this paper, we explain how our individual PhD enquiries (Farren, 2006; Crotty, 2012) have informed the philosophical underpinnings of our postgraduate programmes. The approach used to ensure validity and rigour in the research process is presented. We report on the development of the International Research Centre for e-Innovation and Workplace Learning and its collaboration in European projects such as Pathway to Inquiry Based Learning, Inspiring Science Education (ISE) and the African based Global e-Schools and Communities Initiative (GeSCI) project Leadership Development in ICT and the Knowledge Society. Our claim is that researching our own practice can be a transformative experience for the practitioner-researcher who is committed to generating knowledge that has personal, professional and social value.

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From a well-prepared teacher to an on-the-spot facilitator: a reflection on delivering an active learning course

Sciences of the United States of America, 111 (23) [4] Giordano, P.J., and Hammer, E.Y. (1999). In-class collaborative learning: practical suggestions from the teaching trenches. Teaching Psychology, 26(1), 42-44 [5] Goh, K., Goodman, P., & Weingart, L. (2013). Team innovation processes: an examination of activity cycles in creative project teams. Small Group Research, 44, 159-194 [6] King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41(1), 30 [7] Lawson, B. (2005). How

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An intuitive approach to learning delivery in Higher Education

) Bridging the gap between policy and practice: A framework for technological intervention. Journal of e-Learning and Knowledge Society, 6(1), 13-27 [6] de Freitas, S. & Conole, G. (2010) The influence of pervasive and integrative tools on learners’ experiences and expectations of study. In R. Sharpe, H. Beetham & S. de Freitas (Eds), Rethinking learning in the Digital Age, London & New York: Routledge [7] Ellis, R.A. and Goodyear, P. (2010) Student experiences of e-learning in higher education: the ecology of sustainable innovation. London

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Promoting a Creative Educational Entrepreneurial Approach in Higher Education

References Buckler, S. A. (1997). The spiritual nature of innovation. Research Technology Management. 40(2), p. 43. Csikszentmihalyi, M. (1996). Creativity: Flow and the Psychology of Discovery and Invention: Harper Perennial. Dewey, J. (1929). Art and education. New Jersey: Barnes Foundation Ltd. Eisner, E. (1997). The Enlightened Eye. Qualitative Inquiry and the Enhancement of Educational Practice. London: Pearson. European Commission. (2011). Entrepreneurship Education: Enabling Teachers as a Critical Success Factor, a report on Teacher Education

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Using the Business Model Canvas (BMC) strategy tool to support the Play4Guidance online entrepreneurial game

(2012). https://ec.europa.eu/europeaid/rethinking-education-investing-skills-better-socio-economic-outcomes-com2012-669_en [4] Hixson, C. and Paretti, M. C. (2014). Texts as tools to support innovation: Using the business model canvas to teach engineering entrepreneurs about audiences. Professional Communication Conference (IPCC), 2014 IEEE International doi: 10.1109/IPCC.2014.7020368 [5] Jain, R. K. (2011). Entrepreneurial Competencies: A meta-analysis and comprehensive conceptualization for future research. Vision: The Journal of

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The Creation of Multimedia Resources to support the Gaelic Athletic Association (GAA) Coach Education Programme (CEP)

. Proceedings ascilite Singapore, 82-84 [7] Buzzetto-More, N. (2010). Assessing the efficacy and effectiveness of an e-portfolio used for summative assessment. Interdisciplinary Journal of E-Learning and Learning Objects, 6(1), 61-85 [8] Crotty, Y., & Kilboy, L. (2015). The Co-Creation of an Innovative Video using an Educational Entrepreneurial approach to inspire Humanitarianism. Paper presented at Humanitarian Innovation Conference at Keble College, Oxford University. http://www.oxhip.org/resources/hip2015papers/ [9] Crotty, Y

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The role of subjectivity in teacher expertise development: Mindfully embracing the “black sheep” of educational research

) The Concept of “Ba”: Building a Foundation for Knowledge Creation. California Management Review, 40(3), 40-54 [13] Nonaka, I., & Takeuchi, H, (1995). The Knowledge-Creating Company: How Japanese Companies Create the Dynamics of Innovation. New York: Oxford University Press [14] Nonaka, I. & Toyama, R. (2003) The knowledge-creation theory revisited: knowledge creation as a synthesizing process. Knowledge Management Research & Practice, 1(1), 2-10 [15] Nonaka, I. & Toyama, R. (2005) The theory of the knowledge-creating firm: subjectivity, objectivity

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The transformative potential of action research and ICT in the Second Language (L2) classroom

-American telecollaboration. Computer Assisted Language Learning 22 (5): 425-443 [30] Little, D. (2007). Language Learner Autonomy: Some Fundamental Considerations Revisited. Innovation in Language Learning and Teaching 1(1), 14-29 [31] Lyons, N. (2012). How can I motivate my students to communicate in the target language through the medium of technology in a second language classroom? Unpublished Masters dissertation, Dublin City University, Ireland [32] MacIntyre, P. D. (1995). How does anxiety affect second language learning? A reply to

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