Eamon Costello
Biographic Data
| ID | 3944247 |
|---|---|
| NAME | Eamon Costello |
| GIVEN NAMES | Eamon |
| FAMILY NAME | Costello |
| SIGNATURE | COSTELLO E |
| AFFILIATIONS | Dublin City University |
| ORCID | 0000-0002-2775-6006 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Agentic Online Learning: How University Staff Make Their Work Matter
How do Higher Education (HE) academic staff depict their experience of online education? In this article we report how they discursively construct both themselves as actors in online educational spaces, and their efforts as desirable and worthwhile. We conducted an interpretative qualitative analysis, examining the discourse and discursive practices of staff at an Irish university as they discussed their experiences with online education. Our fin…
Speculative Practicescapes of Learning Design and Dreaming
This article addresses a serious issue that besets learning design: its over-reliance on frameworks that promise particular outcomes for individual learners that accord with pre-defined metrics. This is partly a function of the nature of learning design and development itself which is commonly seen as outcome-oriented activity that should benefit individual learners in specific ways. An alternative approach is adopted here which calls attention t…
Venturing into the Unknown: Critical Insights into Grey Areas and Pioneering Future Directions in Educational Generative AI Research
The voice of artificial intelligence: Philosophical and educational reflections
Liz JacksonToday lively debates are unfolding about artificial intelligence (Jackson, 2024; Peters et al., 2024; Sidorkin, 2024). Despite these debates, the topic remains undertheorized (Gourlay, 2
Rewild My Heart: With Pedagogies of Love, Kindness and the Sun and Moon
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 create new problems as fast as it fixes old ones. Something in the urgency of the fix may be the prob…
ChatGPT and the Educational AI Chatter: Full of Bullshit or Trying to Tell Us Something
Collaboration or competition? The value of sector-wide collaboration in educational technology research
Collaboration or competition? This question is at the centre of this editorial, which explores the importance of sector-wide approaches to research into educational technology. This has become particularly relevant in recent years in response to a range of significant challenges or disruptions the tertiary education sector has had to face, for example, responding to the COVID-19 pandemic or the emergence of new generative AI tools. To address the…
Edge School: A Speculative Design Fiction
Between the Lines: An Exploration of Online Academic Help-Seeking and Outsourced Support in Higher Education: Who Seeks Help and Why
The growth in online higher education has seen the ‘unbundling’ of some services as universities have partnered with private companies in an effort to enhance their services. This paper explores university students’ use and perceptions of the third-party online learning support platform, Studiosity, at Dublin City University. Studiosity was engaged to support undergraduate and postgraduate distance students, by offering support beyond existing ca…
Information and Media Literacy in the Age of AI: Options for the Future
The concepts of information and media literacy have been central components of digital literacy since the digitization of information began. However, the increasing influence of artificial intelligence on how individuals locate, evaluate, and create content has significant implications for what it means to be information and media literate. This paper begins by exploring the role artificial intelligence plays at the various stages of information …
Who cares about learning design? Near future superheroes and villains of an educational ethics of care
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 about the role of learning designers within the teaching and research missions of the academy and issue…
Public perceptions towards Moocs on social media: An alternative perspective to understand personal learning experiences of Moocs
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 public service medium to augment the publicity of the MOOC movement and increase the accessibility of M…
Books (Are Not Like People): A Postdigital Fable
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 of socio-material practices of textbook use (and non-use) gathered from a series of interviews with o…
Dissolving the Dichotomies Between Online and Campus-Based Teaching: A Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)
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 teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion,…
Towards a Framework to Support the Implementation of Digital Formative Assessment in Higher Education
This paper proposes a framework to support the use of digital formative assessment in higher education. The framework is informed by key principles and approaches underpinning effective formative assessment and, more specifically, by approaches to formative assessment that leverage the functionalities of technology. The overall aim is to provide a structured conceptualisation of digital formative assessment that supports the planning of lectures …
Adaptter: Developing a Framework for Teaching Computational Thinking in Second-Level Schools by Design Research
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 describing how a framework to teach CT to second-level students evolved. This framework, ADAPTTER, has be…
Integrating design thinking into instructional design: The #OpenTeach case study
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 design thinking principles and delivered in Spring 2020. This article reports on a case study which fo…
‘The Pandemic Will Not be on Zoom’: A Retrospective from the Year 2050
This paper aims to interpret, analyse, and critique educational pasts, presents, and\nfutures. It is framed by potentially falsifiable memories of colonization and struggles\nfor identity and social justice. We adopt the device of social science fiction (Gerlach\nand Hamilton 2003) as a specialist genre of speculative fiction (Graham et al. 2019).\nSuch speculative approaches seek to develop provocations rather than predictions\n(Selwyn et al. 20…
Open and Shut: Open Access in Hybrid Educational Technology Journals 2010 – 2017
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 education and technology. We analysed three categories of article access types: gold, green, and limite…
Collaboration, collation, and competition: Crowdsourcing a directory of educational technology tools for teaching and learning
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 implementation of the initiative and offers critical insights into engagement and participation in the p…
Education’s many “opens”
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 rapid technological changes. Ultimately, the discussion is narrowed down to focus on AJET’s approach to…
Venturing into the Unknown: Critical Insights into Grey Areas and Pioneering Future Directions in Educational Generative AI Research
The voice of artificial intelligence: Philosophical and educational reflections
Liz JacksonToday lively debates are unfolding about artificial intelligence (Jackson, 2024; Peters et al., 2024; Sidorkin, 2024). Despite these debates, the topic remains undertheorized (Gourlay, 2
Education’s many “opens”
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 rapid technological changes. Ultimately, the discussion is narrowed down to focus on AJET’s approach to…
‘The Pandemic Will Not be on Zoom’: A Retrospective from the Year 2050
This paper aims to interpret, analyse, and critique educational pasts, presents, and\nfutures. It is framed by potentially falsifiable memories of colonization and struggles\nfor identity and social justice. We adopt the device of social science fiction (Gerlach\nand Hamilton 2003) as a specialist genre of speculative fiction (Graham et al. 2019).\nSuch speculative approaches seek to develop provocations rather than predictions\n(Selwyn et al. 20…
Open and Shut: Open Access in Hybrid Educational Technology Journals 2010 – 2017
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 education and technology. We analysed three categories of article access types: gold, green, and limite…
Collaboration, collation, and competition: Crowdsourcing a directory of educational technology tools for teaching and learning
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 implementation of the initiative and offers critical insights into engagement and participation in the p…
Integrating design thinking into instructional design: The #OpenTeach case study
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 design thinking principles and delivered in Spring 2020. This article reports on a case study which fo…
Books (Are Not Like People): A Postdigital Fable
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 of socio-material practices of textbook use (and non-use) gathered from a series of interviews with o…
Dissolving the Dichotomies Between Online and Campus-Based Teaching: A Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)
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 teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion,…
Towards a Framework to Support the Implementation of Digital Formative Assessment in Higher Education
This paper proposes a framework to support the use of digital formative assessment in higher education. The framework is informed by key principles and approaches underpinning effective formative assessment and, more specifically, by approaches to formative assessment that leverage the functionalities of technology. The overall aim is to provide a structured conceptualisation of digital formative assessment that supports the planning of lectures …
Adaptter: Developing a Framework for Teaching Computational Thinking in Second-Level Schools by Design Research
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 describing how a framework to teach CT to second-level students evolved. This framework, ADAPTTER, has be…
Edge School: A Speculative Design Fiction
Between the Lines: An Exploration of Online Academic Help-Seeking and Outsourced Support in Higher Education: Who Seeks Help and Why
The growth in online higher education has seen the ‘unbundling’ of some services as universities have partnered with private companies in an effort to enhance their services. This paper explores university students’ use and perceptions of the third-party online learning support platform, Studiosity, at Dublin City University. Studiosity was engaged to support undergraduate and postgraduate distance students, by offering support beyond existing ca…
Information and Media Literacy in the Age of AI: Options for the Future
The concepts of information and media literacy have been central components of digital literacy since the digitization of information began. However, the increasing influence of artificial intelligence on how individuals locate, evaluate, and create content has significant implications for what it means to be information and media literate. This paper begins by exploring the role artificial intelligence plays at the various stages of information …
Who cares about learning design? Near future superheroes and villains of an educational ethics of care
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 about the role of learning designers within the teaching and research missions of the academy and issue…
Public perceptions towards Moocs on social media: An alternative perspective to understand personal learning experiences of Moocs
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 public service medium to augment the publicity of the MOOC movement and increase the accessibility of M…
Rewild My Heart: With Pedagogies of Love, Kindness and the Sun and Moon
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 create new problems as fast as it fixes old ones. Something in the urgency of the fix may be the prob…
ChatGPT and the Educational AI Chatter: Full of Bullshit or Trying to Tell Us Something
Collaboration or competition? The value of sector-wide collaboration in educational technology research
Collaboration or competition? This question is at the centre of this editorial, which explores the importance of sector-wide approaches to research into educational technology. This has become particularly relevant in recent years in response to a range of significant challenges or disruptions the tertiary education sector has had to face, for example, responding to the COVID-19 pandemic or the emergence of new generative AI tools. To address the…
Speculative Practicescapes of Learning Design and Dreaming
This article addresses a serious issue that besets learning design: its over-reliance on frameworks that promise particular outcomes for individual learners that accord with pre-defined metrics. This is partly a function of the nature of learning design and development itself which is commonly seen as outcome-oriented activity that should benefit individual learners in specific ways. An alternative approach is adopted here which calls attention t…
Venturing into the Unknown: Critical Insights into Grey Areas and Pioneering Future Directions in Educational Generative AI Research
The voice of artificial intelligence: Philosophical and educational reflections
Liz JacksonToday lively debates are unfolding about artificial intelligence (Jackson, 2024; Peters et al., 2024; Sidorkin, 2024). Despite these debates, the topic remains undertheorized (Gourlay, 2
Agentic Online Learning: How University Staff Make Their Work Matter
How do Higher Education (HE) academic staff depict their experience of online education? In this article we report how they discursively construct both themselves as actors in online educational spaces, and their efforts as desirable and worthwhile. We conducted an interpretative qualitative analysis, examining the discourse and discursive practices of staff at an Irish university as they discussed their experiences with online education. Our fin…
Computer Science (14 works) · Psychology (14 works) · Digital Education and Society (10 works) · Sociology (10 works) · Pedagogy (9 works) · Political science (8 works) · Law (6 works) · Mathematics education (6 works) · Online Learning and Analytics (6 works) · World Wide Web (6 works)