Sarah Honeychurch

0000-0002-9931-6827

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
The development and implementation of a method of collaborative learning for first year philosophy tutorials
Making connections: engaging student technology teachers with a mathematics module
Jigsaw in practice: a collaborative workshop about collaborative learning
Lines of thought: The emergence of meaning through collaborations and remix
Workshop in Moodle: a tool for peer critiquing
The Power of Collaborative SoTL.
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
escape room: using a simple text-based game to promote business undergraduates’ digital self-reliance
Editorial
Identity on Social Media
Hamish the Coo
Learners’ Differences in Blended Learner-Centric Approach for a Common Programming Subject