Mary Immaculate College
Ireland - Thurles
Research interests include: Creative approaches to learning and teaching that adopt pupil focused methodologies and emerging technologies; promotion of collaborative and inclusive practices; holistic feedback practices, incorporating peer assessment and student reflection.
- An Irish perspective in comparing the recent pandemic online practices of constructive collaborative learning, student reflection and peer assessment with traditional face-to-face practices.
- Developing the reflective practice of student teachers through online dialogues.
- Machine learning system to guide teacher reflection on behavior management skills
- How can we improve and develop our team teaching in higher education? An invitation to create and join an international network of practitioners.
- Can technology offer a solution to providing large numbers of students with effective assessment feedback? An invitation to create and join a network of critical friends to provide feedback on feedback.
Nigel has developed and strengthened his understanding of educational issues and professional practice through his teaching and responsibilities in a variety of post-primary schools in Ireland, France, Canada and the UK, and has supplemented this school experience by also working in various roles within MIC Thurles, Maynooth University and in Traveller education.
Throughout his educational career Nigel has been actively involved in various innovative research projects that have addressed local, national and international themes, and that have focussed on improving teaching and learning in post-primary schools, initial teacher education programmes and other educational environments.
Nigel believes strongly in education as a positive force for personal and human development, especially when the learner is enabled to take an active and responsible part in his/her own learning. During his years in education he has always strived to create flexible and responsive learning environments that are both inclusive and supportive, and which encourage learners to make use of their full potential.