Sarah Honeychurch

Good Practice Adviser

Glasgow, Scotland

Publications

  • Writing the unreadable untext: a collaborative autoethnography of #rhizo14
  • Learners on the periphery: lurkers as invisible learners
  • Key pedagogic thinkers - Dave Cormier
  • Community tracking in a cMOOC and nomadic learner behavior identification on a connectivist rhizomatic learning network
  • A University of Glasgow guide to MOOCs
  • Making connections: engaging student technology teachers with a mathematics module
  • How the community became more than the curriculum: participant experiences in #RHIZO14
  • A First Briefing on MOOCs
  • Redesigning a module to encourage flexible social learning
  • Using Social Media to Promote Deep Learning and Increase Student Engagement
  • Module facelift: engaging student technology teachers with maths
  • Social media for student learning: enhancing the student experience and promoting deep learning
  • Using social media to support student learning
  • Improving transition into university life through real and virtual groups
  • Tagging and linking lecture audio recordings: goals and practice
  • Scoping the future: a model for integrating learning environments
  • What is it like to learn and participate in rhizomatic MOOCs? a collaborative autoethnography of #RHIZO14
  • Lurkers: The Game Show
  • Getting Published in ‘Research in in Learning Technology’: A Workshop with the Editors
  • Massive Open Online Courses as affinity spaces for connected learning: Exploring effective learning interactions in one massive online community
  • On lurking: Multiple perspectives on lurking within an educational community
  • A Taxomomy of Personas.
  • From a Thousand Learners to a Thousand Markers: Scaling Peer Feedback with Adaptive Comparative Judgement.
  • Redesigning a module to encourage flexible social learning
  • Lines of Thought: the Serendipitous Emergence of Collaborative Learning
  • Scoping the future: a model for integrating learning environments
  • Developing a School-wide Framework for Blended and Online Learning and Teaching (BOLT)
  • Being Part of the Conversation: Why Analysing Twitter Hashtag Communities is Useful and How to Do It
  • Tagging and linking lecture audio recordings: goals and practice
  • A First Briefing on MOOCs
  • Using social media to support student learning
  • Social media for student learning: enhancing the student experience and promoting deep learning
  • From a Thousand Learners to a Thousand Markers: Scaling Peer Feedback with Adaptive Comparative Judgement
  • Closing the loop: using holistic rubrics for effective assessment and feedback
  • Module facelift: engaging student technology teachers with maths
  • Developing a school-wide framework for blended and online learning and teaching (BOLT)
  • Key pedagogic thinkers - Dave Cormier
  • A University of Glasgow guide to MOOCs
  • Improving transition into university life through real and virtual groups
  • Making connections: engaging student technology teachers with a mathematics module
  • Using team-based learning in an International Business Programme
  • Using Team-based Learning in an International Business Programme
  • Writing the unreadable untext: a collaborative autoethnography of #rhizo14
  • Using Social Media to Promote Deep Learning and Increase Student Engagement in the College of Science & Engineering
  • How the community became more than the curriculum: participant experiences in #RHIZO14
  • Learners on the periphery: lurkers as invisible learners
  • A Taxomomy of Personas
  • Rethinking lurking
  • Scaling Assessment with Adaptive Comparative Judgement
  • Collective Hope
  • Taking forward the jigsaw classroom: the development and implementation of a method of collaborative learning for first year philosophy tutorials
  • The development and implementation of a method of collaborative learning for first year philosophy tutorials
  • Jigsaw in practice: a collaborative workshop about collaborative learning
  • Workshop in Moodle: a tool for peer critiquing
  • Workshop in Moodle: A tool for peer critiquing
  • Peer assessment assisted by technology
  • A model of blended teaching which encourages collaborative learning
  • Why the Daleks will never beat us
  • Workshop in Moodle: a tool for peer critiquing
  • Workshop in Moodle: A tool for peer critiquing
  • Why the Daleks will never beat us
  • Peer assessment assisted by technology
  • The development and implementation of a method of collaborative learning for first year philosophy tutorials
  • Jigsaw in practice: a collaborative workshop about collaborative learning
  • A model of blended teaching which encourages collaborative learning
  • Taking forward the jigsaw classroom: the development and implementation of a method of collaborative learning for first year philosophy tutorials
  • The emergence of participatory learning: authenticity, serendipity and creative playfulness
  • Workshop in Moodle: a tool for peer critiquing
  • Jigsaw in practice: a collaborative workshop about collaborative learning
  • Making connections: engaging student technology teachers with a mathematics module
  • Improving transition into university life through real and virtual groups
  • Taking forward the jigsaw classroom: the development and implementation of a method of collaborative learning for first year philosophy tutorials
  • The development and implementation of a method of collaborative learning for first year philosophy tutorials

Sarah Honeychurch's public data