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All Outputs (15)

Academic Staff AI Literacy Development Through LLM Prompt Training (2024)
Book Chapter
Drumm, L., & Sami, A. (in press). Academic Staff AI Literacy Development Through LLM Prompt Training. In Effective Practices in AI Literacy Education: Case Studies and Reflections (41-49). Emerald

A foundation in artificial intelligence (AI) literacy among all academic staff is essential for supporting students’ AI literacy effectively. As tools like ChatGPT increasingly influence academic work, educators need to understand prompt engineering... Read More about Academic Staff AI Literacy Development Through LLM Prompt Training.

Generating AI Alternatives: collaborating and creating intersections (2024)
Presentation / Conference Contribution
Drumm, L., Beetham, H., Cronin, C., & McIlwhan, R. (2024, May). Generating AI Alternatives: collaborating and creating intersections. Presented at Fourteenth International Conference on Networked Learning, University of Malta, Valetta, Malta

May 2024 finds us eighteen months on since the release into the wild of unregulated generative AI models and their chatbot front-ends. While Higher Education (HE) has been playing catch-up in terms of policy and regulation (e.g. Russell Group 2023, C... Read More about Generating AI Alternatives: collaborating and creating intersections.

Becoming Rhizome: Deleuze and Guattari’s Rhizome as Theory and Method (2023)
Book Chapter
Drumm, L. (in press). Becoming Rhizome: Deleuze and Guattari’s Rhizome as Theory and Method. In Theory and Method in Higher Education Research: Volume 10 (37-56). Emerald

This chapter explores Deleuze and Guattari’s rhizome as a multifaceted
approach within educational research, suggesting it as an alternative way of mapping complexities, limiting structures and messiness which may not always be surfaced in more trad... Read More about Becoming Rhizome: Deleuze and Guattari’s Rhizome as Theory and Method.

RLT 30 YEARS Research in Learning Technology: making friends and influencing people (2023)
Journal Article
Brunton, J., Bennett, L., Drumm, L., Flavin, M., Honeychurch, S., Thomson, S., & Varga-Atkins, T. (2023). RLT 30 YEARS Research in Learning Technology: making friends and influencing people. Research in Learning Technology, 31, https://doi.org/10.25304/rlt.v31.3212

The first issue of Research in Learning Technology (RLT) was published in 1993. Over 30 years, the journal has comprised an informal research and development facility for new ideas and practices in technology enhanced learning. This paper takes nine... Read More about RLT 30 YEARS Research in Learning Technology: making friends and influencing people.

'ChatGPT & Me' Student Padlet Data With Reactions (2023)
Data
Drumm, L., Illingworth, S., Graham, C., Calabrese, P., Taylor, S., Dencer-Brown, I., & van Knippenberg, I. (2023). 'ChatGPT & Me' Student Padlet Data With Reactions. [Dataset]. https://doi.org/10.17869/enu.2023.3200728

These data are from a project which aimed to collect and analyse student attitudes to artificial intelligence (AI) and their own learning and assessment while they are studying with Edinburgh Napier University. AI tools such as ChatGPT make it easier... Read More about 'ChatGPT & Me' Student Padlet Data With Reactions.

Evolving ecologies in digital education - A perspective from Scotland (2022)
Presentation / Conference Contribution
Drumm, L., & Zike, J. (2022, May). Evolving ecologies in digital education - A perspective from Scotland. Paper presented at Irish Learning Technology Association’s Annual Conference ‘EdTech 2022’, University College Cork

Ecosystems balance in a delicate dynamic of motion and change. When hit with a disturbance, an ecosystem's resilience is tested and any vacuum quickly filled by those well-suited to the new conditions. The ecologies wherein teaching occurs in higher... Read More about Evolving ecologies in digital education - A perspective from Scotland.

Curation and collaboration as activism: emerging critical practices of #FemEdTech (2022)
Journal Article
Beetham, H., Drumm, L., Bell, F., Mycroft, L., & Forsythe, G. (2022). Curation and collaboration as activism: emerging critical practices of #FemEdTech. Learning, Media and Technology, 47(1), 143-155. https://doi.org/10.1080/17439884.2021.2018607

The inequities rooted in our education systems and wider societies have been thrown into relief by responses to the COVID-19 pandemic. This paper presents four situational studies of the FemEdTech network, asking how we characterise activities of the... Read More about Curation and collaboration as activism: emerging critical practices of #FemEdTech.

Radically reconfigured or just broken? How emergency online teaching has altered staff conceptions of learning and teaching (2021)
Presentation / Conference Contribution
Drumm, L., & Zike, J. (2021, December). Radically reconfigured or just broken? How emergency online teaching has altered staff conceptions of learning and teaching. Paper presented at Society for Research in Higher Education’s Annual Conference, Online

The pace of this so-called 'pivot' meant that careful online curriculum design and evidence-based approaches were often lost in the urgency to replicate face-to-face teaching. What are the longer term implications of so much of education operating wi... Read More about Radically reconfigured or just broken? How emergency online teaching has altered staff conceptions of learning and teaching.

Digital Pedagogy & Learning Design (2021)
Presentation / Conference Contribution
Drumm, L. (2021, November). Digital Pedagogy & Learning Design. Paper presented at The EdTech & Digital Learning Conference, Online

Teaching Across Time and Space: How University Educators Relate With, and Through, Technology (2020)
Book Chapter
Drumm, L. (2020). Teaching Across Time and Space: How University Educators Relate With, and Through, Technology. In F. Soares, A. P. Lopes, K. Brown, & A. Uukkivi (Eds.), Developing Technology Mediation in Learning Environments (23-42). IGI Global. https://doi.org/10.4018/978-1-7998-1591-4.ch002

Technology can be used to bring people closer together yet can also come between them and push them apart. In an age where discourse around our relationship with technology is becoming more widely discussed as problematic, what are the experiences of... Read More about Teaching Across Time and Space: How University Educators Relate With, and Through, Technology.

Folk pedagogies and pseudo-theories: how lecturers rationalise their digital teaching (2019)
Journal Article
Drumm, L. (2019). Folk pedagogies and pseudo-theories: how lecturers rationalise their digital teaching. Research in Learning Technology, 27, https://doi.org/10.25304/rlt.v27.2094

The gap in knowledge about how learning theories relate to everyday digital teaching practices in universities inhibits scholarly and practical developments in this area. This article reports on part of a qualitative research project which identified... Read More about Folk pedagogies and pseudo-theories: how lecturers rationalise their digital teaching.

Exploring feedback through forum theatre (2019)
Presentation / Conference Contribution
Drumm, L. (2019, January). Exploring feedback through forum theatre. Presented at SHIFT 2019: Annual Conference of Learning, Teaching & Assessment, University of Greenwich, London

Forum theatre was established by Boal (1985) as way to draw an audience into debates by using short plays as provocations. As this conference recognises, feedback should be a process of dialogue, consultation and mediation, but identifying how to man... Read More about Exploring feedback through forum theatre.

Is There Theory Behind Practice? Theorising University Teaching With Digital Technologies (2015)
Presentation / Conference Contribution
Drumm, L. (2015). Is There Theory Behind Practice? Theorising University Teaching With Digital Technologies.

This ongoing doctoral research project is concerned with theoretical understandings of university teaching using digital technologies. Lecturers are adopting a range of tools, both in-house and external, for the purposes of teaching and learning but... Read More about Is There Theory Behind Practice? Theorising University Teaching With Digital Technologies.