Eamon Costello

Eamon Costello
Dublin City University | DCU · National Institute for Digital Learning

Dr.

About

108
Publications
36,640
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
518
Citations

Publications

Publications (108)
Article
Full-text available
The virtual learning environment (VLE) has grown to become a piece of complex infrastructure that is now deemed critical to higher educational provision. This paper looks at Moodle and its adoption in higher education. Moodle’s origins, as an open source VLE, are investigated and its growth examined in the context of how higher educational institut...
Article
Full-text available
The Massive Open Online Course (MOOC) movement is the latest ‘big thing’ in Open and Distance Learning (ODL) which threatens to transform Higher Education. Both opportunities and threats are extensively discussed in literature, comprising issues on opening up education for the whole world, pedagogy and online versus campus education. Most of the li...
Article
Full-text available
This paper aims to interpret, analyse, and critique educational pasts, presents, and futures. It is framed by potentially falsifiable memories of colonization and struggles for identity and social justice. We adopt the device of social science fiction (Gerlach and Hamilton 2003) as a specialist genre of speculative fiction (Graham et al. 2019). Suc...
Article
Full-text available
This article undertakes a critical appraisal of learning design and its relation to ethical ideas of care. We give an account of three personae of near future learning designers, developed using speculative methods, seeded with real-world data comprising job advertisements and validated with learning designers. The personae illustrate conflicts abo...
Article
Full-text available
The pressing problems we face from wars to pandemics erupt against the less dramatic background of the mundane continued destruction of our planet as a habitable realm. In education, technology can be environmentally destructive in a variety of ways. Educators may feel the urge to address these matters but we also know that EdTech solutionism can c...
Article
Full-text available
Several reviews have been conducted of empirical studies of MOOC learners and teachers. The scope and foci of such reviews has varied, as has the reporting of the details of how they were conducted. This study analysed 1,435 published articles, determining 922 to be empirical studies. We analysed the full text of 826 of these articles to which the...
Conference Paper
Full-text available
Assessment of Transversal Skills in STEM (ATS STEM) is an innovative policy experimentation project, which aims to enhance digital assessment of students' transversal skills in STEM. This Erasmus+ project is situated in primary and secondary schools across eight European countries, involving 12 partners on different levels of educational system. Te...
Article
Full-text available
Computational Thinking (CT) is a problem-solving process applicable across all disciplines. It has been defined as a 21 st -century skill (Wing, Communications of the ACM , 49 (3), 33–35, 2006). Unfortunately, little pedagogical research is available to guide teachers and designers when devising a CT course. This study addresses this issue by descr...
Article
Full-text available
What are books? In 2054, where reading and writing have been banned, a scholar in a dystopian academy known as University V might legitimately pose such a question. This article uses speculative fiction as a form of narrative enquiry to explore the socio-materiality of the iconic educational artefact of the textbook. It gives an empirical account o...
Article
Full-text available
This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in tea...
Chapter
Full-text available
This case study describes the experiences of the #Openteach project team in developing a flexible and evidence-based approach to support professional learning for those who teach online. The project targeted online educators in particular. The rationale for this was Continuing Professional Development (CPD) is recognised as crucial to the upskillin...
Conference Paper
Full-text available
This paper reports on the activities of a team in Dublin City University (DCU), composed of academic staff and library staff, who engaged in a collaborative project, Go Open, in 2020 and 2021 that encourages members of the DCU community to engage in open educational practices. The academic staff team members, from DCU’s Open Education Unit, have ex...
Article
This paper will explore the experiences of the #Openteach project team in developing a flexible and evidence based approach to support professional learning for those who teach online. The project had a number of phases, which included a needs analysis of online students and educators about effective online teaching, the publication of a review of...
Article
Full-text available
Online education is becoming the norm in higher education. Effective instructional design methods are required to ensure that “ever-connected” students’ needs are being met. One potential method is design thinking: an agile methodology that stresses the importance of empathy with the student. The #OpenTeach fully online course was designed using de...
Chapter
Full-text available
This chapter aims to explore education as posthuman practice via the anatomy of a lesson plan. The lesson is narrated through the methodological device of speculative fiction. It is a fabulation set in the future but with roots that tangle with the past. Dark histories and futures are set to flicker here. Deception, de-identification and dataficati...
Article
Full-text available
The editorial board of the Irish Journal of Technology Enhanced Learning (IJTEL) would like to use this opportunity to thank each and every one of you working through a very challenging time over the past twelve months of the pandemic. It is a significant event, a critical incident, that will take some time to document and reflect upon in future jo...
Book
Full-text available
Welcome to the #Openteach: professional development for open online educators book. In this book we aim to share the knowledge, resources and research generated by the #Openteach project. The aim of the project was to create an evidence-based and open professional learning approach to support educators to teach online.
Conference Paper
Full-text available
This practitioner session will explore the experiences of the Go Open project team supporting the DCU community to engage with open educational practices in their teaching, learning and support activities. The Go Open project is a collaborative project based in Dublin City University (DCU) and comprises team members from DCU Library, Open Education...
Technical Report
Full-text available
This report (Report #1) was written as part of a research project titled, Assessment of Transversal Skills in STEM (ATS STEM). The project is funded by Erasmus+ (Call reference: EACEA/28/2017 - European policy experimentations in the fields of Education and Training, and Youth led by high-level public authorities). The report is based on outputs re...
Conference Paper
Full-text available
This case study explores the experiences of the #Openteach open online professional learning course based in Dublin City University (DCU) that accidentally coincided with the Covid-19 pandemic. The aim of the #Openteach project was to provide a flexible and evidence based approach to support professional learning for those who teach online. The rel...
Article
Full-text available
This report was written as part of a research project titled, Assessment of Transversal Skills in STEM (ATS STEM). The project is funded by Erasmus+ (Call reference: EACEA/28/2017 - European policy experimentations in the fields of Education and Training, and Youth led by high-level public authorities). The report is based on outputs related to two...
Article
Full-text available
The report aims to plot a common pathway for developing an integrated approach to STEM education. It endeavours to trace the policy landscape across the eight partner countries and map overlapping areas of interest. Intersecting areas of interest are key to formulating an integrated approach to teacher education and curriculum development where tea...
Article
Full-text available
This report was written as part of a research project entitled, Assessment of Transversal Skills in STEM (ATS STEM). The project is funded by Erasmus+ (Call reference: EACEA/28/2017 - European policy experimentations in the fields of Education and Training, and Youth led by high-level public authorities). The report is based on two tasks from the p...
Article
Full-text available
In this paper we chart the history of selected metaphors that have been used to describe Virtual Learning Environments (VLEs) over the last 15 years. Martin Weller famously claimed in 2007 that “the VLE is dead”. This provocation positioned the VLE as an object of history, forcing us to consider its past, present and future. This notion of historic...
Article
Full-text available
The visualisation of data has become ubiquitous. Visualisations are used to represent data in a way that is easy to understand and useful in our lives. Each data visualisation needs to be suitable to extract the correct information to complete a task and make an informed decision while minimising the impact of biases. To achieve this, the ability t...
Article
Full-text available
This study attempted to assess public perceptions of and interest in MOOCs by examining how Weibo increases public discussion of MOOCs as well as by interpreting how individual learners talk about their learning experiences. Over 4,000 microblog posts were collected and analysed between 2013 and 2018. The findings showed that Weibo is used as a pub...
Technical Report
Full-text available
The aim of this evaluation report is to evaluate the pilot run of the #Openteach course in order to explore, understand and evaluate its impact on the professional learning experiences of the participants and to inform the iterative design process.
Article
Full-text available
This qualitative study explores the transition experiences of refugees to study online in Dublin City University (DCU). Asylum seekers face financial, structural, cultural and digital equity barriers to access higher education (HE). In response to these barriers to access, DCU became a ‘University of Sanctuary’ in 2017, offering scholarships to ref...
Article
Full-text available
This paper reports on a distinctive one-year online open crowdsourcing initiative which originated in the Republic of Ireland with a view to compiling an A-Z directory of educational technology tools for teaching and learning. Through analysis of multiple sources of data, the paper presents an intrinsic case study which outlines the design and impl...
Article
Full-text available
This paper reports on a qualitative study of the transition experiences of refugees studying through open and online higher education. Online, open education programmes have considerable potential to provide flexible access to education for refugees, who are not well represented within higher education. As part of a wider University of Sanctuary in...
Technical Report
Full-text available
Available for download from... https://zenodo.org/record/3804014#.XuJlMy3MyL9
Article
Full-text available
Many academic scholars have encountered some variation of the phrase: ‘This manuscript could benefit from proofing by a native English speaker’. They may have received this feedback or given it. This article aims to use peer review as a prism through which to explore aspects of linguistic power and privilege. In unpacking some of the language of pe...
Preprint
Full-text available
This report (Report #5) was written as part of a research project titled, Assessment of Transversal Skills in STEM (ATS STEM). The project is funded by Erasmus+ (Call reference: EACEA/28/2017 - European policy experimentations in the fields of Education and Training, and Youth led by high-level public authorities). The report is based on outputs re...
Article
Full-text available
Little is known about open access publishing in educational technology journals that employ a hybrid model which charges authors only if they wish to publish via gold open access. In this study we sought to address this gap in the scholarly understanding of open access publishing in hybrid journals that publish research into the intersection of edu...
Technical Report
Full-text available
Exploring new forms of teaching, learning and assessment, to guide educators and policy makers
Article
Full-text available
While digital technology in some form now permeates most conventional campus-based courses the truth is that textbooks remain a fixture of the higher education landscape. Moreover, rising textbook costs are an often unspoken reality of the student learning experience, particularly in North America. Less is know about the costs and usage of textbook...
Article
Full-text available
Objectives There is little empirical data reported on retail prices of college textbooks beyond self-reported surveys and no published datasets. Textbooks, as an ancillary cost, can contribute to the overall rising cost of education which can impact upon students’ ability to succeed in Higher Education. This study sought to understand more about co...
Conference Paper
Full-text available
This mixed-methods study reports on a continuing professional development intervention (CPD), called #OpenTeach, designed to upskill part-team online teachers. CPD is recognised as crucial to the upskilling of educators to enhance the student learning experience. However, an important gap exists in the provision of CPD for part-time and online teac...
Conference Paper
Full-text available
This mixed-methods study reports on a continuing professional development intervention, called #OpenTeach, designed to upskill part-team online teachers. Continuing Professional Development (CPD) is recognised as crucial to the upskilling of educators to enhance the student learning experience. However, an important gap exists in the provision of C...
Article
Full-text available
This research investigated how the bug tracker database of the Virtual Learning Environment (VLE) Moodle is developed as an application of crowd work. The bug tracker is used by software developers, who write and maintain Moodle’s code, but also by a wider public world of ordinary Moodle users who can report bugs. Despite many studies of the phenom...
Technical Report
Full-text available
This work arises from the #Openteach: Professional Development for Open Online Educators project, which is funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education. The #Openteach project team are based in the Open Education Unit (OEU) at Dublin City University (DCU). Formally known as the National Distance Educ...
Technical Report
Full-text available
Teaching online is different. In this report we attempt to explain why. This report arises from the #Openteach: Professional Development for Open Online Educators project, which is funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education. In this project we plan to uncover and promote the keys to effective onlin...
Conference Paper
Full-text available
The field of Learning Analytics' ultimate promise is that it can turn insights into action so as to improve learning experiences and outcomes. Efforts have been made to consider the ethical implications of this field such that learners are properly protected in such research. However, surprisingly little research has been conducted into how researc...
Article
Full-text available
This study examined the ethical considerations researchers have made when investigating MOOC learners’ and teachers’ Twitter activity. In so doing, it sought to addresses the lack of an evidence-based understanding of the ethical implications of research into Twitter as a site of teaching and learning. Through an analysis of 31 studies we present a...
Article
Full-text available
The concept of openness is multifaceted and can be addressed from a wide range of different angles. Here we focus on openness in education, with a particular focus on knowledge production and access. We thus also focus on the academic publishing industry, which is in constant flux and has seen considerable changes in recent years, partly due to rap...
Article
Full-text available
Educational technology as a broad and applied interdisciplinary research field faces challenges in achieving consensus on what constitutes good quality research. As the field is embedded in many other disciplines, considering what evidence matters and the optimal methodologies to conduct inquiry is continually evolving and maturing. Inhabiting a bo...
Conference Paper
Full-text available
This qualitative study reports on a continuing professional development intervention called #OpenTeach designed to upskill part-team online teachers. Continuing Professional Development (CPD) is recognised as crucial to the upskilling of educators to enhance the student learning experience. However, an important gap exists in the provision of CPD f...
Article
Full-text available
A recent large scale study has highlighted the presence of articles that are free to access from journal publisher websites but do not fall under traditional open access definitions. The term bronze access has been suggested to describe such articles. This essay reflects on this term and also that used by the publishers themselves which describe su...
Preprint
Full-text available
The rising cost of textbooks for students has been highlighted as a major concern in higher education, particularly in the USA and Canada. Less has been reported, however, about the costs of textbooks outside of North America, including in Europe. We address this gap in the knowledge through a case study of one Irish higher education institution, f...
Poster
Full-text available
Science education at scale: MCQ quality in MOOCs
Article
Full-text available
If MOOCs are to play a role in the future of higher education it is imperative that we critically examine how they are currently functioning. In particular, questions persist about the role MOOCs will play in the future of formal accredited learning. As the focus turns from informal and free to formal, accredited and paid, greater scrutiny will be...
Article
Full-text available
Although research on the use of Twitter in support of learning and teaching has become an established field of study the role of Twitter in the context of Massive Open Online Courses (MOOCs) has not yet been adequately considered and specifically in the literature. Accordingly, this paper addresses a number of gaps in the scholarly interface betwee...
Article
Full-text available
Objective There is a dearth of research into the quality of assessments based on Multiple Choice Question (MCQ) items in Massive Open Online Courses (MOOCs). This dataset was generated to determine whether MCQ item writing flaws existed in a selection of MOOC assessments, and to evaluate their prevalence if so. Hence, researchers reviewed MCQs from...
Conference Paper
Full-text available
What role should governments play in supporting a strategic response to the Massive Online Course (MOOC) movement? This paper describes the growth of MOOCs in Europe as part of the wider Open Education movement and then reports on the Irish experience as a case study to discuss whether or not a more formal policy response is required to harness the...
Article
This qualitative case study examined the effect of a six-week, pre-induction socialization Massive Open Online Course (MOOC), “Head Start Online”, on participants’ constructions of their expected study experiences in online or part-time higher education. The data analysed in this study were gathered from participant posts in discussion forums. The...
Conference Paper
Full-text available
This case study reports on the practical use of technology to support a programmatic approach to achieving learning outcomes. This is achieved through the provision of appropriate opportunities for online distance learning (ODL) students to achieve the range of 21st century skills needed to manage the complexity of future problems and continue to b...
Conference Paper
Full-text available
This paper introduces research concerned with investigating how Computational Thinking and online learning can be successfully married to help empower secondary teachers to teach this subject. To aid this research, a systematic literature review was undertaken to investigate what is currently known in the academic literature on where Computational...
Conference Paper
Full-text available
Dublin City University (DCU) was granted the status of “University of Sanctuary” in December 2016. Fifteen scholarships were granted to refugees and asylum seekers; one provided by each of the five DCU faculties and the remaining ten provided by DCU’s online education platform, DCU Connected. This paper will report on the journey undertaken by a te...
Article
Full-text available
This practice report discusses the development of the Head Start Online MOOC. This initiative targeted flexible learners, defined as adults engaged in part-time or online distance learning, during the initial stages of the study life-cycle. Drawing on the literature, the experiences of major international Online and Distance Learning (ODL) provider...
Conference Paper
Full-text available
Introduction This paper reports a work in progress to investigate the current and intended future use of open digital textbooks in Irish higher education. It begins by establishing that open digital textbooks, as a subset of the wider Open Educational Resources (OER) movement, have not featured prominently in Irish higher education policy texts. A...
Article
Full-text available
In this study we sought to examine MOOC learners’ levels of trust in the platforms, institutions, and instructors involved in MOOC design and delivery. We sought to examine what influenced learners’ conceptualizations of trust in MOOCs and how this might influence their future intentions towards the related MOOC providers. To this end we examined w...