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Digital divide in post primary schools (2013)

Marcus-Quinn, Ann; McGarr, Oliver

Digital divide in post primary schools (2013)

Marcus-Quinn, Ann; McGarr, Oliver

Abstract:

This research study developed curricular specific open educational resources for the teaching of poetry at Junior Cycle in Irish post-primary schools. It aimed to capture the collaborative design and development process used in the development of the digital resources and describe and evaluate the implementation of the resources by teachers in different educational contexts. The research employed a case study approach as it was seen as the most suitable methodological approach to capture the richness of the design and implementation of the resource, which was developed in collaboration with six practicing teachers and implemented in three different schools with various classroom settings. Through the use of semi-structured teachers interviews, student questionnaires and classroom observations the research methodology employed aimed to capture the richness of the experience from the participants’ perspective. The study found that the resource was adopted in very different ways across...

http://hdl.handle.net/10344/4338

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Digital repositories and their associated services: from capacity building to sustainability (2013)

Marcus-Quinn, Ann

Digital repositories and their associated services: from capacity building to sustainability (2013)

Marcus-Quinn, Ann

Abstract:

At the time of writing this chapter the Irish National Digital Learning Resources (NDLR) service may be incorporated into the National Forum for the Enhancement of Teaching and Learning in Higher Education. The capacity for a service such as the NDLR has been proven; now it remains to be seen how it can be sustained. The NDLR was established as a collaborative pilot service project in 2004 largely by the University sector with little representation from the Institutes of Technologies. By 2006, the NDLR had grown considerably as 21 of the Irish institutions of higher education became involved. By 2010, many members were registering from organisations outside of the 21 main institutions of higher education in Ireland. These organisations included other educational institutions and bodies in the wider public sector. This chapter will provide an overview of Open Educational Resources (OERs) and the NDLR service in the context of the role that OER services can play in teaching and learni...

http://hdl.handle.net/10344/4128

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Teachers' use of reusable learning objects in teaching English poetry :exploring the influence of prevailing pedagogical practices (2015)

Marcus-Quinn, Ann; McGarr, Oliver

Teachers' use of reusable learning objects in teaching English poetry :exploring the influence of prevailing pedagogical practices (2015)

Marcus-Quinn, Ann; McGarr, Oliver

Abstract:

Despite the attempts to integrate ICT across the curriculum of all post-primary education systems in the developed world there remains low levels of use. One of the major reasons for this low level of use is the availability of curriculum relevant software. In recent years the availability of high quality authoring tools has provided opportunities for the low-cost development of highly reusable curricular relevant materials. The increasing use of educational repositories can now facilitate the wide-scale distribution of these resources. This has the potential to reconceptualise use of ICT across the curriculum in schools, particularly in the Humanities area. This research aimed to design curriculum specific educational software and explore the ways in which it was used by Irish post-primary teachers in their teaching of English. The research found that teachers used the software in different ways largely mirroring existing pedagogical practices. The research raises a number of issue...

http://hdl.handle.net/10344/4218

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Exploring the possibilities of automated feedback for third level students (2019)

Clancy, Ian; Marcus-Quinn, Ann

Exploring the possibilities of automated feedback for third level students (2019)

Clancy, Ian; Marcus-Quinn, Ann

Abstract:

There are a multitude of methods of providing third level students with feedback on their performance. Feedback can take many forms, from handwritten comments, to individual verbal feedback delivered face to face, and some educators are providing recorded audio feedback delivered using an institutional Virtual Learning Environment. One of the challenges at third level is providing substantive and constructive formative and/or terminal feedback in a timely fashion. Students are becoming more self-directed in terms of their learning and they are becoming more demanding regarding feedback. This paper discusses the use of a free open source solution (Auto Multiple Choice, AMC) to provide constructive feedback to students in an effective and timely manner. This method of automated assessment feedback has been used by faculty in Physics at the University of Limerick to reduce the turnaround time in making comments available to students since 2014. The experience of using AMC has also resu...

http://hdl.handle.net/10344/8543

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Learning objects in MOOC: good practice for learning objects (2015)

Marcus-Quinn, Ann; Clancy, Ian

Learning objects in MOOC: good practice for learning objects (2015)

Marcus-Quinn, Ann; Clancy, Ian

Abstract:

Massive Online Open Courses (MOOC) are still in their infancy on the surface they look like the necessary silver bullet to provide alternate pathways to education. However, when completion rates and retention figures were published in 2013 the whole concept of the MOOC came under criticism. This criticism has grown largely as a result of the uncertainty and lack of detail about what a MOOC actually is; yet there appears to be a global drive behind MOOC. The ubiquitous presence of technology may be seen as a change agent and there is arguably sufficient demand for a new delivery model to provide education to a modern market. MOOC could fulfil this requirement for an alternate model. Central to the success of MOOC is the availability of high quality learning objects or Open Educational resources (OERs). This chapter provides a background to learning objects and MOOC and looks at good practices in the design, development and management of learning objects in MOOC.

http://hdl.handle.net/10344/4631

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Learning resources and open access in higher education institutions in Ireland (2015)

Risquez, Angelica; McAvinia, Claire; O'Keeffe, Anne; Bruen, Catherine; Desmond, Yv...

Learning resources and open access in higher education institutions in Ireland (2015)

Risquez, Angelica; McAvinia, Claire; O'Keeffe, Anne; Bruen, Catherine; Desmond, Yvonne; Rooney, Pauline; Flynn, Sharon; Ryan, Deirdre; Farr, Fiona; Marcus-Quinn, Ann; Coughlan, Ann

Abstract:

Over the past decade or so the open education movement has continued to gather momentum in higher education, spurred on by increasing demand for more flexible education options; by the potential of developments in technology and infrastructure; by advocacy at policy level; and by initiatives and developments at national and international levels. Open educational resources (OER1), one element of the open education movement, have seen exponential growth in this period. Navigating this OER landscape poses a number of important issues and questions for the practice of teaching and learning. From an educational development perspective, the focus rests on investigating how both students and teachers can use and share open educational resources in ways that optimally enhance teaching and learning.

http://hdl.handle.net/10344/4749

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Observing the use of RLOs in the English post-primary classroom (2011)

Marcus-Quinn, Ann

Observing the use of RLOs in the English post-primary classroom (2011)

Marcus-Quinn, Ann

Abstract:

Despite the attempts to integrate ICT across the curriculum of all post-primary education systems in the developed world there remains low levels of use. One of the major reasons for this low level of use is the availability of curriculum relevant software. In recent years the availability of high quality authoring tools has provided opportunities for the low-cost development of highly reusable curricular relevant materials. The increasing use of educational repositories can now facilitate the widescale distribution of these resources. This has the potential to radically reconceptualise use of ICT across the curriculum in Irish schools, particularly in the Humanities area, an area that has not traditionally incorporated ICT. The research aimed to develop curricular specific courseware for the teaching of poetry at Junior Certificate level in Irish post-primary schools. It aimed to capture the collaborative design and development process used in the development of the courseware and ...

http://hdl.handle.net/10344/5041

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Open educational resources (2013)

Marcus-Quinn, Ann; Diggins, Yvonne

Open educational resources (2013)

Marcus-Quinn, Ann; Diggins, Yvonne

Abstract:

This paper focuses on the significant developments in the area of open education, in particular the role that Open Educational Repositories (OER) can play in higher education, teaching, learning and scholarship. The National Digital Learning Resources service (NDLR) in Ireland is presented as a case study of a best practice model for such an OER service.
PUBLISHED
peer-reviewed

http://hdl.handle.net/10344/5335

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Report of the Independent Review Group (IRG) on the use of tablet devices in Ratoath College (RC) (2020)

Dunne, Cora; Marcus-Quinn, Ann; Ó Dalaigh, Carl

Report of the Independent Review Group (IRG) on the use of tablet devices in Ratoath College (RC) (2020)

Dunne, Cora; Marcus-Quinn, Ann; Ó Dalaigh, Carl

Abstract:

no abstract available

http://hdl.handle.net/10344/9686

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The digital learning movement: how should Irish schools respond? (2019)

Marcus-Quinn, Ann; Hourigan, Triona; McCoy, Selina

The digital learning movement: how should Irish schools respond? (2019)

Marcus-Quinn, Ann; Hourigan, Triona; McCoy, Selina

Abstract:

There is a significant movement towards digital learning internationally. However, policymaking in Ireland regarding the use of ICT in education, specifically second-level education, has been lacking. Students’ experience of technology at school varies hugely. The current debate has become device focussed rather than content focussed. This paper examines how the lack of clear policy by the Department of Education and Skills has led to resistance by many stakeholders in embedding the use of technology into schools, and particularly teaching and learning.

http://hdl.handle.net/10344/8610

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