Sarah Honeychurch

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
• Lines of Flight: The Digital Fragmenting of Educational Networks