Sandra Flynn, PhD
@sandraflynn.bsky.social
Teaching Fellow at KBS, University of Limerick | Lifelong Learner |
Blogs about learning and teaching at https://sandraflynn.com/ |
Founder of Learning Digital Together https://learningdigitaltogether.com/
Blogs about learning and teaching at https://sandraflynn.com/ |
Founder of Learning Digital Together https://learningdigitaltogether.com/
See you soon Sally 👋
June 18, 2025 at 12:12 PM
See you soon Sally 👋
I’m here Jan, and looking forward to learning loads. Expecting to meet up with fellow @edreslancaster.bsky.social colleagues, @suebecks.bsky.social and @jenhayes84.bsky.social, did not spot any other names yet🤞
June 18, 2025 at 12:11 PM
I’m here Jan, and looking forward to learning loads. Expecting to meet up with fellow @edreslancaster.bsky.social colleagues, @suebecks.bsky.social and @jenhayes84.bsky.social, did not spot any other names yet🤞
A6 #LTHEChat As class sizes increase I find that instead of having one group per assessment theme, I might have two or three, then pick one group to present to the class. Peer feedback also works well between the two/three groups since they have researched a common theme.
May 14, 2025 at 7:59 PM
A6 #LTHEChat As class sizes increase I find that instead of having one group per assessment theme, I might have two or three, then pick one group to present to the class. Peer feedback also works well between the two/three groups since they have researched a common theme.
A5 #LTHEChat I give my students a selection of themes/problems to choose from for group assessment with a selection of readings. They join a group to work on the theme they have self-assigned to, do their research and later present to the class (sometimes live, sometimes recorded) with good results.
May 14, 2025 at 7:48 PM
A5 #LTHEChat I give my students a selection of themes/problems to choose from for group assessment with a selection of readings. They join a group to work on the theme they have self-assigned to, do their research and later present to the class (sometimes live, sometimes recorded) with good results.
A4 #LTHEChat With different tasks where groups are required to share their learnings with the class, there is greater opportunity to learn more (from each other).
May 14, 2025 at 7:35 PM
A4 #LTHEChat With different tasks where groups are required to share their learnings with the class, there is greater opportunity to learn more (from each other).
A3 #LTHEChat I think it depends on the makeup of the group. Sometimes a strong individual can dominate, other times less strong students come to the fore with support from their peers. On balance I believe group learning to be more effective.
May 14, 2025 at 7:27 PM
A3 #LTHEChat I think it depends on the makeup of the group. Sometimes a strong individual can dominate, other times less strong students come to the fore with support from their peers. On balance I believe group learning to be more effective.
A2 #LTHEChat Group discussion interspersed with facilitator feedback / contribution. Students actively participate rather than passively listen as in a lecture.
May 14, 2025 at 7:16 PM
A2 #LTHEChat Group discussion interspersed with facilitator feedback / contribution. Students actively participate rather than passively listen as in a lecture.
A1 #LTHEchat Flexibility and adaptability to student needs, being an active listener, willingness to engage in learning ie. Learning with and from one another.
May 14, 2025 at 7:07 PM
A1 #LTHEchat Flexibility and adaptability to student needs, being an active listener, willingness to engage in learning ie. Learning with and from one another.
A5. #LTHEchat Continuous investment in teachers, teaching, tools that support the pedagogical process, not the other way around that can sometimes be the case. As an industry colleague used to say, 'technology makes a bad process go faster' - he wasn't wrong.
April 30, 2025 at 7:43 PM
A5. #LTHEchat Continuous investment in teachers, teaching, tools that support the pedagogical process, not the other way around that can sometimes be the case. As an industry colleague used to say, 'technology makes a bad process go faster' - he wasn't wrong.
A4. #LTHEchat I love the diversity of my on campus classroom with international students from a variety of countries. This year @vevox.bsky.social has been a wonderful tool for students to enter the phonetic pronunciation of their names - and a useful guide for me 😉
April 30, 2025 at 7:33 PM
A4. #LTHEchat I love the diversity of my on campus classroom with international students from a variety of countries. This year @vevox.bsky.social has been a wonderful tool for students to enter the phonetic pronunciation of their names - and a useful guide for me 😉
A3. #LTHEchat For my part-time teaching role over 20 years, the shift from distance to online Masters programme in 2012 has been overwhelmingly positive, and good practices continue to improve - appreciate this isn't exactly responding to the question 😇
April 30, 2025 at 7:27 PM
A3. #LTHEchat For my part-time teaching role over 20 years, the shift from distance to online Masters programme in 2012 has been overwhelmingly positive, and good practices continue to improve - appreciate this isn't exactly responding to the question 😇
Very true in my experience.
Even when I suggest book chapters.... or papers, and why they are useful (Leganto reading list is handy for this)... still they complain, 'there is too much to read' even though they are not asked to read everything.
Even when I suggest book chapters.... or papers, and why they are useful (Leganto reading list is handy for this)... still they complain, 'there is too much to read' even though they are not asked to read everything.
April 30, 2025 at 7:11 PM
Very true in my experience.
Even when I suggest book chapters.... or papers, and why they are useful (Leganto reading list is handy for this)... still they complain, 'there is too much to read' even though they are not asked to read everything.
Even when I suggest book chapters.... or papers, and why they are useful (Leganto reading list is handy for this)... still they complain, 'there is too much to read' even though they are not asked to read everything.
A3 #LTHEchat Also a clear timeframe for delivery of feedback, within x weeks, so that students will not have forgotten about the module they are getting feedback on.
April 2, 2025 at 7:24 PM
A3 #LTHEchat Also a clear timeframe for delivery of feedback, within x weeks, so that students will not have forgotten about the module they are getting feedback on.
A3. #LTHEchat Consistency across modules e.g. a reflective journal X words, Y%, so that there is continuity and students do not have to deal with considerable change in a short timeframe.
April 2, 2025 at 7:23 PM
A3. #LTHEchat Consistency across modules e.g. a reflective journal X words, Y%, so that there is continuity and students do not have to deal with considerable change in a short timeframe.
A2. #LTHEchat Our modules run in 5-week blocks with Week 5 being assessment week, although there are weekly activities across the previous 4 weeks.
April 2, 2025 at 7:14 PM
A2. #LTHEchat Our modules run in 5-week blocks with Week 5 being assessment week, although there are weekly activities across the previous 4 weeks.
A1. #LTHEchat As a part-time distance masters student in the early noughties we had two weeks of one module and two weeks of another and so on. Our feedback lead to a full block of one module that made it much easier to focus, not having to 'switch gears' every two weeks.
April 2, 2025 at 7:03 PM
A1. #LTHEchat As a part-time distance masters student in the early noughties we had two weeks of one module and two weeks of another and so on. Our feedback lead to a full block of one module that made it much easier to focus, not having to 'switch gears' every two weeks.
A6. #LTHEchat I think by its very nature, co-creation involves a level of authenticity. It gives students some control of over what and how they learn, with potential for both formative and summative assessment design.
March 26, 2025 at 8:54 PM
A6. #LTHEchat I think by its very nature, co-creation involves a level of authenticity. It gives students some control of over what and how they learn, with potential for both formative and summative assessment design.
A5. #LTHEchat My volunteer student assessment co-designers know that I hope to present/publish our work, ethics approval has been granted, and they are keen to see their contribution to a bigger goal (of mine).
March 26, 2025 at 8:43 PM
A5. #LTHEchat My volunteer student assessment co-designers know that I hope to present/publish our work, ethics approval has been granted, and they are keen to see their contribution to a bigger goal (of mine).