References

Studying, literature, laptop.

This following documents the references used in all of the modules.  These references were used in assessments and weekly reflections creating a solid foundation for my journey.

Anderson, M. B., & Swanson, A. G. (1993). Educating medical students: The ACME-TRI report with supplements. Acad Med, 68(4), S1-S46.

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.

Biggs, J. B. (2003). Teaching for quality learning university (2nd ed.). Buckingham: Open University Press/Society for Research into Higher Education.

Blondy, L. C. (2007). Evaluation and Application of Andragogical Assumptions to the Adult Online Learning Environment. Journal of Interactive Online Learning, 6(2), 116-130.

Boud, D., Cohen, R., & Walker, D. (1993). Introduction: Learning from Experience . In D. Boud, R. Cohen, & D. Walker, Using Experience for Learning. Buckingham, UK: SRHE and Open University Press.

Briggs, L. J. (1991). Instructional Design: Principles and Applications. Englewood Cliffs, New Jersey: Educational Technology Publications.

Carlile, O., & Jordan, A. (2005). It works in practice but will in work in theory? The theoretical underpinnings of pedagogy. Emerging Issues in the Practice of University Learning and Teaching, 11-26.

Carlile, O., & Jordan, A. (2005). It works in practice but will it work in theory. In G. Moore, & B. McMullin (Eds), Emerging issues in the practice of university learning and teaching (pp. 11-26). Dublin: AISHE.

Carraway, K. (2014). Transforming Your Teaching: Practical Classroom Strategies. New York: W W Norton & Company Inc.

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Allyn and Bacon.

Eddy, P. (2011). The Story of Charlotte: An Adult Learner's View of Higher Education. The Journal of Continuing Higher Education, 49(3), 14-20.

Edwards, R., Hanson, A., & Thorpe, M. (2013). Culture and processes of adult learning. Routledge.

Engestrom, Y. (1987). Learning by Expanding. Helsinki: Orienta-Konsultit.

Gagné, R. (1985). The Conditions of Learning (4th ed.). New York: Holt, Rinehart and Winston.

Gagné, R. M., & Medsker, K. (1996). The conditions of learning: Training applications. Harcourt Brace College Pub..

Gagné, R. M., Wager, W. W., Golas, K. G., & Keller, J. M. (2005). Principles of instructional design. Toronto: Thomson Wadsworth.

Gordon, M. (2009). The misuses and effective uses of constructivist teaching. Teachers and Teaching: theory and practice, 15(6), 737-746.

Gordon, M. (2009). The misuses and effective uses of constructivist teaching. Teachers and Teaching, 15(6), 737-746.

Hillary, M. (2016). Team Work – Tuckman’s Way. Retrieved 29 October 2015, from http://margarethillary.com/team-work/.

Hoel, T. L. (1997). Voices from the classroom. Teaching and Teacher Education, 13(1), 5-16.

Hricko, M. (2008). Gagne's Nine Events of Instruction. In L. A. Tomei, Encyclopedia of Information Technology Curriculum Integration (pp. 353-356). Hershey: Information Science Reference.

Huang, H. M. (2002). Toward constructivism for adult learners in online learning environments. British Journal of Educational Technology, 33(1), 27-37.

Jarvis, P. (2010). Adult Education and Lifelong Learning (4th edn ed.). Oxon: Routledge.

Jarvis, P., Holford, J., & Griffin, C. (2003). The theory & practice of learning (2nd ed.). London: Kogan Page Limited.

Jordan, A., Carlile, O., & Stack, A. (2008). Approaches to Learning. Maidenhead: Open University Press.

Knowles, M. (1980). The Modern Practice of Adult Education: From Pedagogy to Andragogy. New York: Cambridge Adult Education.

Knowles, M. S. (1984). Andragogy in Action. San Fransicso: Jossey-Bass.

Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The Adult Learner (8th ed.). Oxon: Routledge.

Kolb, D. A. (1984). Experiential Learning. Englewood Cliffs, New Jersey: Prentice-Hall.

Maria, T., & Gabriel, T. (2011). The impact of the interactive-motivational training model on optimizes adult motivation within the process of vocational training. Journal of Educational Sciences, 13(2), 43.51.

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Merriam, S. B., & Bierema, L. L. (2013). Adult Learning Linking Theory and Practice. San Fransciso: John Wiley & Sons.

Merriam, S., & Caffarella, R. (1999). Learning in Adulthood. San Francisco: Jossey-Bass Publishers.

Mughal, F., & Zafar, A. (2011). Experiential Learning from a Constructivist Perspective: Reconceptualizing the Kolbian Cycle. International Journal of Learning & Development, 1(2), 27-37.

Neary, M. (2003). Curriculum Studies in Post-compulsory and Adult Education. Cheltenham: Nelson Thornes Ltd.

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NUI Galway (2013). Course Design. Galway: NUI Galway.

Nussbaum-Beach, S. (2012). The Connected Educator. Bloomington: Solution Tree Press.

Pratt, D. D. (1993). Andragogy after twenty-five years. In S. B. Merriam (Ed), An update on adult learning theory (pp. 15-23). San Francisco: Jossey-Bass.

Qualifax. (n.d.). Second Chance and Further Education. Retrieved from Qualifax: http://www.qualifax.ie/index.php?option=com_content&view=article&id=143&itemid=190

Siemens, G. (2004). Connectivism. A Learning Theory for the Digital Age: http://www. elearnspace. org/Articles/connectivism. htm.

Stollings, L. (2007). Robert Gagné's Nine Learning Events: Instructional Design for Dummies. Retrieved from University of British Columbia: http://etec.ctlt.ubc.ca/510wiki/Robert_Gagne%27s_Nine_Learning_Events:_Instructional_Design_for_Dummies

Taylor, D., & Hamdy, H. (2013). Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83. Medical Teacher, 35(1), e1561-e1572.

Tummons, J. (2012). Curriculum Studies in Lifelong Learning Sector. London: SAGE Publications.

Weegar, M. A., & Pacis, D. (2012). A Comparison of Two Theories of Learning - Behaviorism and Constructivism as applied to Face-to-Face and Online Learning. E-Leader Manila. Retrieved October 10, 2015, from http://www.g-casa.com/conferences/manila/papers/Weegar.pdf

Wenger, E. (2009). A social theory of learning. In K. Illeris, Contemporary Theories of Learning: Learning Theorists (pp. 209-218). Abingdon, Oxon: Routledge.

Wenger, E. Website: http://www.ewenger.com/theory/

Instructional Design and eAuthoring

Biggs, J. B. (2003). Teaching for quality learning university (2nd ed.). Buckingham: Open University Press/Society for Research into Higher Education.

Dobre, I. (2012). E-TEACHING & E-LEARNING, A MODEL OF E-COURSE DESIGN TROUGH A SYSTEMATIC APPROACH AND OUTCOMES-BASED PLANNING. In Conference proceedings of" eLearning and Software for Education"(eLSE) (No. 01, pp. 481-487).

Egenfeldt-Nielsen, S. (2004). Practical barriers in using educational computer games. On the Horizon

Kennedy, D. (2006). Writing and using learning outcomes: a practical guide. University College Cork.

Hart, J. (2015). Top 100 Tools for Learning 2015. Retrieved 1 December 2015, from http://c4lpt.co.uk/directory/top-100-tools/

Knowles, M. S. (1984). Andragogy in Action. San Fransicso: Jossey-Bass.

Littlejohn, A., Falconer, I., & Mcgill, L. (2008). Characterising effective eLearning resources. Computers & Education, 50(3), 757-771.

May, G. L., & Short, D. (2003). Gardening in cyberspace: A metaphor to enhance online teaching and learning. Journal of Management Education,27(6), 673-693.

Novak, E. (2015). A critical review of digital storyline-enhanced learning. Educational Technology Research and Development, 63(3), 431-453.

NUI Galway. (2010). Learning in Groups: NUI Galway.

NUI Galway. (2010). The Virtual Learning Environment: NUI Galway.

Salmon, G. (2013). E-tivities The Key to Active Online Learning (2nd ed., p. 5). New York: Routledge.

Tirrell, T., & Quick, D. (2012). Chickering's seven principles of good practice: Student attrition in community college online courses. Community College Journal of Research and Practice, 36(8), 580-590.

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VanDerZanden, A. M., Rost, B., & Eckle, R. (2002). Basic botany on-line: a training tool for the Master Gardener Program. Evaluation, 1, 1-94. Retrieved 28/11/2015, from http://www.joe.org/joe/2002october/rb3.php

Awedh, M., Mueen, A., Zafar, B., & Manzoor, U. (2014). Using Socrative and Smartphones for the support of collaborative learning. IJITE, 3(4), 17-24. http://dx.doi.org/10.5121/ijite.2014.3402.

Baepler, P., Walker, J. D., & Driessen, M. (2014). It's not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227-236.

Beichner, R. J., Saul, J. M., Abbott, D. S., Morse, J. J., Deardorff, D., Allain, R. J., Bonham, S. W, Dancy, M. H. & Risley, J. S. (2007). The student-centered activities for large enrollment undergraduate programs (SCALE-UP) project. Research-based reform of university physics, 1(1), 2-39.

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Bíró, G. I. (2014). Didactics 2.0: A Pedagogical Analysis of Gamification Theory from a Comparative Perspective with a Special View to the Components of Learning. Procedia-Social and Behavioral Sciences, 141, 148-151.

Blair, E., Maharaj, C., & Primus, S. (2015). Performance and perception in the flipped classroom. Education and Information Technologies, 1-18.

Crook, C. (2008). Web 2.0 technologies for learning: The current landscape–opportunities, challenges and tensions.

Dakka, S. M. (2015). Using Socrative to Enhance In-Class Student Engagement and Collaboration. IJITE, 4(3), 13-19. http://dx.doi.org/10.5121/ijite.2015.4302.

Dervan, P. (2014). Enhancing In-class Student Engagement Using Socrative (an Online Student Response System): A Report. AISHE-J: The All Ireland Journal of Teaching & Learning in Higher Education, 6(3).

Domínguez, A., Saenz-de-Navarrete, J., de-Marcos, L., Fernández-Sanz, L., Pagés, C. and Martínez-Herráiz, J. (2013) ‘Gamifying learning experiences: Practical implications and outcomes’, Computers & Education, 63, pp.380-392.

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El-Hussein, M. O. M., & Cronje, J. C. (2010). Defining Mobile Learning in the Higher Education Landscape. Educational Technology & Society, 13(3), 12-21.

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Kim, Y., Jeong, S., Ji, Y., Lee, S., Kwon, K. H., & Jeon, J. W. (2015). Smartphone response system using twitter to enable effective interaction and improve engagement in large classrooms. Education, IEEE Transactions,58(2), 98-103.

Kurtz, G., Tsimerman, A., & Steiner-Lavi, O. (2014). The Flipped-Classroom Approach: The Answer to Future Learning?. uropean Journal of Open, Distance and E-learning, 17(2), 172-182.

Liñán, L. C., & Pérez, Á. A. J. (2015). Educational Data Mining and Learning Analytics: differences, similarities, and time evolution. Revista de Universidad y Sociedad del Conocimiento, 12(3), 98-112.

Mason, G. S., Shuman, T. R., & Cook, K. E. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. Education, IEEE Transactions, 56(4), 430-435.

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Mughal, F., & Zafar, A. (2011). Experiential Learning from a Constructivist Perspective: Reconceptualizing the Kolbian Cycle. International Journal of Learning & Development, 1(2), 27-37.

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Ausburn, L. J. (2002). The freedom versus focus dilemma in a customized self-directed learning environment: A comparison of the perceptions of adult and younger students. Community College Journal of Research & Practice, 26(3), 225-235.

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Bovill, C., Bulley, C. J., & Morss, K. (2011). Engaging and empowering first-year students through curriculum design: perspectives from the literature. Teaching in Higher Education, 16(2), 197-209.

Bovill, C., Cook-Sather, A., & Felten, P. (2011). Students as co-creators of teaching approaches, course design, and curricula: implications for academic developers. International Journal for Academic Development, 16(2), 133-145.

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Knowles, M., Holton, E., & Swanson, R. (1998). The Adult Learner. (5th ed). Texas: Gulf Publishing.

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NUI Galway (2013). Course Design. Galway: NUI Galway.

NUI Galway (2010). The Virtual Learning Environment. Galway: NUI Galway.

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Pratt, D. D. (1993). Andragogy after twenty‐five years. New directions for adult and continuing education, (57), 15-23.

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Amárach (2014). The Second UPC Report on Ireland’s Digital Future: Accelerating Economic Recovery. Retrieved June 9, 2016, from https://www.virginmedia.ie/pdf/UPC_2014_report.pdf

Blondy, L. C. (2007). Evaluation and application of andragogical assumptions to the adult online learning environment. Journal of interactive online learning, 6(2), 116-130.

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Bovill, C., Bulley, C. J., & Morss, K. (2011). Engaging and empowering first-year students through curriculum design: perspectives from the literature. Teaching in Higher Education, 16(2), 197-209.

Bovill, C., Cook-Sather, A., & Felten, P. (2011). Students as co-creators of teaching approaches, course design, and curricula: implications for academic developers. International Journal for Academic Development, 16(2), 133-145.

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Knowles, M. (1990). The adult learner: a neglected species (4th ed.). Houston: Gulf Pub. Co.

Knowles, M., Holton, E., & Swanson, R. (1998). The Adult Learner. (5th ed). Texas: Gulf Publishing.

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Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory and practice. San Francisco: John Wiley & Sons.

Morse, J. M., (1991). Approaches to qualitative-quantitative methodological triangulation. Nursing research, 40(2), 120-123.

Neary, M. (2010). Student as producer: a pedagogy for the avant-garde? Learning Exchange, 1(1).

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Olka, K. (2007). Technical Communicators as Teachers: Creating E-Learning that Matters, Masthead, 47(4).

Orwin, E. J., & R. J., Bennett (2002). Trials and tribulations of a freshmen design course. Paper presented at ASEE annual conference & exposition; Vive L’ingenieur!, in Montreal, Canada.

Pratt, D. D. (1993). Andragogy after twenty‐five years. New directions for adult and continuing education, (57), 15-23.

Rogers, C and Freiberg, H. J (1969). Freedom to learn (3rd ed.). New York: Macmillan Publishing.

Rogers, J. (2001). Adults Learning (4th ed). Berkshire, UK: Open University Press.

Salmon, G. (2006). Emoderating: The key to teaching and learning online (2nd ed). Abingdon, Oxon: Routledge.

Salmon, G. (2013). Etivities the key to active online learning. Abingdon, Oxon: Routledge.

Shor, I. (1992). Empowering education: Critical teaching for social change. University of Chicago Press.

SOLAS, (2016). Further Education and Training Strategy 2014-2019 Summary. SOLAS: Dublin.

Song, L., & Hill, J. R. (2007). A conceptual model for understanding self-directed learning in online environments. Journal of Interactive Online Learning, 6(1), p.27-42.

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Swann, C. (2002). Action research and the practice of design. Design issues, 18(1), 49-61.

Tirrell, T., & Quick, D. (2012). Chickering's seven principles of good practice: Student attrition in community college online courses. Community College Journal of Research and Practice, 36(8), 580-590.

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