Co-creating an educational space

In this paper I generate my living educational theory as an explanation of my educational influences in learning as I research my tutoring with practitioner researchers from a variety of workplace backgrounds. I will show how I have closely inter-related the teaching learning and research processes by providing opportunities for participants to accept responsibility for their own learning and to develop their capacity as learners and researchers. My PhD enquiry ‘How am I creating a pedagogy of the unique through a web of betweenness?’ (Farren, 2006) was integral to the development of my own practice as higher education educator. I clarified the meaning of my embodied values in the course of their emergence in practice. I try to provide an educational space where individuals can create knowledge in collaboration with others. I believe dialogue is fundamental to the learning process. It is a way of opening up to questions and assumptions rather than accepting ready-made solutions. The originality of the contribution is in the constellation of values and understandings I use as explanatory principles in my explanations of educational influence. This constellation includes the unusual combination of an educational response to the flow of energy and meaning in Celtic spirituality and the educational opportunities for learning opened up by digital technology

Educational influences in learning with visual narratives

In this presentation, we intend to show, through the use of digital video, our understanding of ontological values of a web of betweenness and pedagogy of the unique (Farren, 2004) as they are lived in practice with students, in this case, practitioner-researchers on award bearing programmes. We both work with a sense of research-based professionalism in which we are seeking to improve our educational practice with our students in action research enquiries 'how do I improve what I am doing?' The visual narratives, in the form of digital video clips, of our educational practice, include our engagement with practitioner-researchers as we seek to understand our educational influences in their learning so that we can "influence the education of social formation" (Whitehead, 2004a & b). This relates to the idea of social formations as defined by Bourdieu (1990) and points to the way people organise their interactions according to a set of regulatory values that can take the form of rules. In studying our own education practice, with the help of digital video, we hope to influence the education of social formations so that others will begin to question their underlying values, assumptions and epistemologies that inform their practice. The purpose of this paper is to communicate to a wider audience and network with other higher education educators through visual narratives of our work in higher education. There is a lack of research in how educators in higher education are influencing the education of their students. This area of research is one which we develop through this paper

How am I creating a pedagogy of the unique through a web of betweenness with a new epistemology for educational knowledge?

In this paper, I report on my Doctoral research. My PhD thesis examines the growth of my educational knowledge and development of my practice, as higher education educator, over six years of self-study. I demonstrate how I am contributing to a knowledge base of practice by creating my ‘living educational theory’. Whitehead (1989,2004a) claims that values are embodied in our educational practice and their meanings can be communicated in the course of their emergence in practice. He encourages us to account for our own educational development through the creation of our ‘living educational theory’ and using our values as living standards of judgement we can judge the validity of our claims to educational knowledge. I clarify the meaning of my educational values in the course of their emergence in my practice-based research. My values have been transformed into living standards of judgement that include a `web of betweenness` and a `pedagogy of the unique`. The `web of betweenness` refers to how we learn in relation to one another and also how Information and Communications Technology (ICT) can enable us to get closer to communicating the meanings of our embodied values. A `pedagogy of the unique` respects the unique constellation of values and standards of judgement that each practitioner-researcher contributes to a knowledge base of practice. My research is timely as there is now a growing interest in applied and practice-based research. In a UK discussion document entitled ‘Assessing Quality in Applied and Practice-based Educational Research’, Furlong and Oancea, (2005, p. 8) suggest that “action research and reflective practice are models that offer arguments against the idea that applied research is only focused on use and that it does not and cannot contribute to more theoretical knowledge production while at the same time achieving changed practice” (ibid)

Using the Internet for professional development

This paper reports on a short course that used the Internet in the context of a professional peer group learning environment. The course made use of the WebCT conferencing system. This system allows messages to be kept in a central location. As it is asynchronous, a receiver can read a message and respond to it at a time convenient to them. Extracts from different forums are presented that provide examples of the types of communication that took place and participants perceived advantages and disadvantages of online communication

e-Learning and action research as transformative practice

As a reflective practitioner of higher education, Margaret Farren seeks to contribute to a knowledge base of professional practice by using a "living educational theory" form of action research in her approach to teaching and learning. She focuses her research on the Masters program in e-learning at Dublin City University where professional educators from a variety of private and public institutions seek to transform their pedagogy and their students' learning experiences through the application of the latest interactive technology. In this article, Farren demonstrates how an action-research approach to pedagogy that includes a commitment to both a "web of betweenness" and "living educational theory" can provide opportunities for educators to inquire into their educational influences, establish living standards of judgement, and take responsibility for their own learning

University-school collaboration

Overview of Setanta Project (after 1 year) • Aims • Key challenges • Key elements – Staff Training – Infrastructure – Content Development • Success Factors • Future Plans • Demonstration of Virtual Art Museu

The impact of digital content in the Junior Cycle curriculum

Science Unleashed (SU) is a pilot project aimed at Junior Cycle students in second level schools in Ireland. It is part of the IMMERSE initiative (Innovative Multi-Media Educational Resources for Students and Educators) which aims to produce a range of digital learning and teaching materials for use in primary schools (Visual Arts and Sci-Spy) and post primary schools (Science Unleashed). In this pilot project of SU material, 15 video clips had been prepared and were trialed in two stages in 6 second level schools, 5 of which were in the Dublin region. The key evaluation was to examine the impact of the use of these video clips within the classroom both on the teachers’ methodology and also on students learning. A website accompanied the DVDs and provided additional support material. The National Centre for Technology in Education (NCTE) selected three schools in February 2004, which were evaluated in May 2004. A further 4 schools were trialed in October 2004, with their evaluation in November 2004

Using information and communications technology (ICT) to support action research and distance learning

The session "The Potential of Technology to support Action Research" formed part of the "Action Research and the Politics of Educational Knowledge" Conference, organised by the Educational Studies of Ireland in association with the School of Education at Trinity College Dublin in November 1998. This paper reflects on the session. Margaret Farren of Dublin City University, Jack Whitehead of University of Bath and Fionnuala Howard of Sutton Park School, Dublin, used video conferencing and Microsoft NetMeeting to link up with Ed Tweedy at Rockingham Community College (RCC) U.S.A. Margaret introduced the session making use of several multimedia features of PowerPoint. Ed then demonstrated the Introduction to Computing course which, RCC offers via the Internet. Next, both Ed and Margaret showed the use of the NetMeeting program for collaborative work. After that, Jack Whitehead showed how he was making use of the Internet to create a World College of Teachers and Educators. Finally, Fionnuala Howard showed how she used the features of Microsoft Word for making presentations. This practical demonstration explored how appropriate technology can be a useful tool in support of Action Research and Distance Education

Learning through action research and technology

In the context of changing or improving social practice, in education in particular, it emerges that teachers’ values and concerns need to be addressed and that this can be done through involving teachers in critical reflective dialogue and developing a more open attitude to educational practice. The focus of this article is on the action research approach to learning of the MSc in Education and Training Management programme (eLearning strand) and in particular, how participants of the programme engage in action research. It integrates improving practice with knowledge creation

Leadership in ICT in Education: our story at Dublin City University

This paper reports on the development of information and communications technology (ICT) in education at Dublin City University (DCU) in the context of evolving government policy in promoting ICT in education over the past two decades. It uses this historical account to trace the evolution at DCU of a distinctive approach to ICT in education and training at Masters Degree level. This approach can be characterised as a shift from imparting knowledge about computing technology and uses to the practical examination and development of innovative approaches to ICT in the educational process, and reflecting on the implications of these creative approaches for professional development in range of workplace contexts