Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 30 of 31
Full-Text Articles in Education
Ungrading, Supporting Our Students Through A Pedagogy Of Care, Shaun Ferns, Robert Hickey, Helen Williams
Ungrading, Supporting Our Students Through A Pedagogy Of Care, Shaun Ferns, Robert Hickey, Helen Williams
Articles
The awarding of grades or marks to student work is traditionally considered a fundamental feature of assessment. Grades became more widely established in the twentieth century becoming ubiquitous across most educational institutions. There is increasing evidence to suggest that grades are not effective tools for promoting or measuring learning. One alternative approach for promoting and measuring learning is "Ungrading," in which no letter grades or marks are given to students. Instead, they are replaced with formative feedback provided through strategies such as individual feedback, peer review and self-assessment. An Ungrading approach promises increased learner motivation, a reduction in stress, and …
Online “Maker” Modules To Support Production Pedagogies In Education, Janette Hughes, Lauren Fridman, Laura Morrison
Online “Maker” Modules To Support Production Pedagogies In Education, Janette Hughes, Lauren Fridman, Laura Morrison
Teaching and Learning in a Digital Context
Our research study examines the use of online maker modules (developed by our research team) on the learning process for, and professional development of, graduate M.Ed. and M.A. students in a faculty of education in Ontario, Canada. The research draws on the practice of critical making with both digital and real-world artefacts as a vehicle for collaborative knowledge- sharing and generation, deep learning and meaningful engagement with one’s local and global communities. The students engaged in all five online maker modules as part of a graduate-level course and this paper offers insight into the experiences of two of these students …
Addressing Inequities In The College Of The 21st Century, Linda Muzzin, Diane Meaghan
Addressing Inequities In The College Of The 21st Century, Linda Muzzin, Diane Meaghan
System and Institutional Design and Transformation
Based on a Social Sciences and Humanities Research Council (SSHRC) funded study of college faculty and administrators in BC (part of a national study), we documented inequities that can be related to class, ethnoracial, and gender stratification. Participants in Early Childhood Education (ECE), practical nursing and literacy explained how government restructuring disadvantaged poorer women students, and placed heavy workloads on faculty and students. These feminized vocational fields are vulnerable to instability in the “new” college in which the “flexible” worker is the norm. Our interviews took place in former university colleges, and urban as well as rural colleges. We document …
An Insurmountable Gap: Can We Balance Incoming And Outgoing Erasmus Exchanges Among Engineering Students?, Susan O'Shaughnessy
An Insurmountable Gap: Can We Balance Incoming And Outgoing Erasmus Exchanges Among Engineering Students?, Susan O'Shaughnessy
Stream 2: Curriculum
Because of the global power of English and being situated in an English-speaking country, Irish higher education institutions do not have to try very hard to attract Erasmus students from across Europe. However, persuading Irish students, particularly students of engineering, to undertake an Erasmus exchange in another European country is a much more difficult process. This paper outlines the recent history of Erasmus exchanges of engineering students to and from the Technological University Dublin and examines the push and pulls factors that affect these exchanges. It presents the results of a small-scale research project into the factors that encourage or …
We Had The Experience But Missed The Meaning: Capacity Building Using Student Diary Pro To Enhance The Mobility Experience, Angela Feeney, David Irwin, Tara Mckiernan
We Had The Experience But Missed The Meaning: Capacity Building Using Student Diary Pro To Enhance The Mobility Experience, Angela Feeney, David Irwin, Tara Mckiernan
Stream 1: Enterprise and Engagement
The mobility experience is not confined to the sphere of upward social and economic mobility but, in equal measure, to geographical, linguistic and cultural mobility as a function of the public role of the university. Effects of mobility can be registered in terms of their impact on the university directly, the impact of such mobility on society generally, and its impact on those who participate in mobility opportunities in particular. The paper begins with a general overview of ideas and intentions underpinning mobility which in turn inform and are informed by policy considerations in a European Union context. Since mobility …
Class Presentation, Claire O'Connell
Class Presentation, Claire O'Connell
Assessment & Feedback Cases
Students prepare and deliver a presentation to their peers based on either a single journal article or a specific topic/issue within music education they have researched. Within some courses, this is done as a group project while in others it is an individual assignment.
Class Presentation, Lorraine O'Connell
Class Presentation, Lorraine O'Connell
Assessment & Feedback Cases
Students prepare and deliver a presentation to their peers based on either a single journal article or a specific topic/issue within music education they have researched. Within some courses, this is done as a group project while in others it is an individual assignment.
Practical Assessment, Claire Mcdonnell
Practical Assessment, Claire Mcdonnell
Assessment & Feedback Cases
Students are assessed on their competency to carry out a practical technique
Case Studies, Fabian Mcgrath
Case Studies, Fabian Mcgrath
Assessment & Feedback Cases
This is a description of an implementation of an assessment method by a lecturer or group of lecturers. The content of the page is the result of an interview conducted through the RAFT project in DIT in the 2013-14 Academic Year.
Marking Rubrics, Jane Courtney
Marking Rubrics, Jane Courtney
Assessment & Feedback Cases
A marking rubric is used to clearly outline the criteris and marks available to students for sections of an assignment, typically a report. For example sections could be Style, Analysis, Results, Innovation. The students see the allocation of marks in advance, with performance levels or indices given ranging from Not done to Excellent.
Blogs For Workplace Assessment, Julie Dunne, Sinead Ryan
Blogs For Workplace Assessment, Julie Dunne, Sinead Ryan
Assessment & Feedback Cases
Students out on work placement undertake a period of writing individual reflective blogs (4 x weekly blog @ 400 words per blog) to capture their experiences and reflections on experiences. Assigned to small groups, they also are required to interact with the blogs of peers though reflective comments. Students are also encouraged to read as many blogs written by their peers (outside their assigned group) and comment if they wish. Marking is across several desired outcomes (see rubric). Feedback is provided after the first blog which is not marked. Feedback is via a comment on the student blog. All students …
Online Quiz, Thomas Freir
Online Quiz, Thomas Freir
Assessment & Feedback Cases
Three sets of multiple choice (primarily) quizzes, 20 mins, 20 questions, open book, 3 weeks (unsupervised), single attempt. There is a question bank consisting of 40 questions, each quiz selects 20 of these 40, thus students will not receive the same questions in the same order.
Self And Peer Assessment, Kerry Meakin
Self And Peer Assessment, Kerry Meakin
Assessment & Feedback Cases
The second year VM & Display students are given a brief to research, design and style a ‘Catwalk Show’. This brief is one of three they are given for a 15 credit module in ‘Fashion & Styling’ in the second semester. Individually students research a theme and remodel an outfit based on their research, the outfit is modelled (taking in consideration of make-up and hair) in a Catwalk Show. The venue is a studio, which as a group, the students must design, make and gather props and dress to emulate the theme. Students must photograph their outfits and compile a …
Industry Report, Detta Melia
Industry Report, Detta Melia
Assessment & Feedback Cases
The students need to identify a change that needs to be made in the organisation that they work for and implement this change and track the effects of this. They submit a 5,000 word report. This is a 20 ECTs module.
Advanced Restaurant Techniques, Mike O'Connor
Advanced Restaurant Techniques, Mike O'Connor
Assessment & Feedback Cases
This is a food and beverage module. Marks are awarded each week and then at the end of the module students undertake a practical assessment. They also develop a portfolio of what they have done throughout the module and compare that with books/published research of the different techniques/presentations that they have learnt in the form of a reflective diary.
Practical Project, Phil Nicholl
Practical Project, Phil Nicholl
Assessment & Feedback Cases
Students work in groups in the microbiology lab carrying out structured tasks on a weekly basis. Completion of the tasks ultimately allows them to complete a project over several weeks. The tasks are based on the previously used lab manual. Each group is given a slightly different project to complete (eg different pathogens) however the tasks are similar, with minor modifications to suit the project. Students are given templates for SOPs and reports, and they learn to generate their own SOPs during the project. They decide as a group what tasks are required, and elect a supervisor to delegate tasks. …
Problem Based Learning, David Williams
Problem Based Learning, David Williams
Assessment & Feedback Cases
Students are given a hypothetical case study of a family which is based on practice experience. Random social care themes such as poverty, addiction and attachment problems are considered. Students work in groups of 4/5. They must do a group report of the case study. They must develop a risk assessment and an intervention plan. They must also prepare an individual report to inform the tutor what they have learnt individually. Traditionally we give them the knowledge to solve problems; this approach gives them the problem to help develop the knowledge.
Multiple Choice Questions, Arthur Sloan
Multiple Choice Questions, Arthur Sloan
Assessment & Feedback Cases
On-line multi-choice of 50 questions through Webcourses
Wikis, Theresa Ryan
Wikis, Theresa Ryan
Assessment & Feedback Cases
This assessment on e-tourism asks students to evaluate the e-tourism strategies of a particular destination. Students are broken into groups of 4-5 and all have to participate in all tasks. The wiki style allows the lecturer to see exactly who is contributing to what extent. It also encourages collaboration and students like it as it is something new.
Reflective Practice, Robert Tully
Reflective Practice, Robert Tully
Assessment & Feedback Cases
This project is for students to communicate through a Design Manifesto, where they are in relation to design. It is a reflective piece of work in any medium, with recommendations to consider video/dance/music. One of the students wrote, recorded and performed a song on video about design, some make cartoons, magazines etc.. They are put up on Vimeo or YouTube, DIT are populating Design Manifesto on YouTube. This project sits within a Professional Practice Module and must be a piece of work that can be displayed professionally and should be focussed on adequate reflection. Final presentation is to the class …
Project, Louise Reddy
Project, Louise Reddy
Assessment & Feedback Cases
Students complete three projects. Two are group projects and one individual project. The group project clients are sourced by the lecturer from industry, the individual project client is sourced by the student. Teaching time is divided into lectures, informal assessment and summative feedback at various intervals. These projects are linked to different modules, Design (30 credits), Commercial Printing (5 credits) and Prepress Technology (5 credits), they also filter into Media Law (5 credits) and Strategic Marketing (10 credits). Students are assessed by completing a Group Project Report, Individual Log and an Individual Presentation which is filmed. The Individual Presentation is …
Students Learning With Communities, Claire Mcdonnell, Sarah Rawe
Students Learning With Communities, Claire Mcdonnell, Sarah Rawe
Assessment & Feedback Cases
Students work in groups to research and prepare a short scientific demonstration and hands-on activities for partner primary school children in an initiative called “A Slice of Science”. Each member of the group prepares on section of the lesson plan and the group has time to practice and prepare the lesson on-site before going to the primary school to run the demonstration/workshop. Students are assessed based on the use of online discussion board activities and their participation in class. Further assessment includes the standard of the lesson delivered off site, a reflective essay and a log-book.
Bridges To Higher Education: A Resource Pack For Guidance Counsellors, Teachers, Access And Community Education Practitioners Working With Young People In Dublin, Access And Civic Engagement Office, Technological University City
Bridges To Higher Education: A Resource Pack For Guidance Counsellors, Teachers, Access And Community Education Practitioners Working With Young People In Dublin, Access And Civic Engagement Office, Technological University City
Staff Articles and Research Papers
A review of this access work to date as well as consultation with stakeholders, including second-level students and third-level access students, and an analysis of national and international research on access reveals a clear gap in relation to pre-entry work. This gap relates to the more subtle factors affecting participation in higher education for students from socio-economically disadvantaged backgrounds, particularly in areas and schools with low levels of participation in higher education. Research shows that these factors include: issues associated with sense of identity and confidence:coping with transition and decision-making:gap between the culture of school and the culture of home …
Bridges To College Presentation 1 (Module 2.3), Access And Civic Engagement Office, Dublin Insitute Of Technology
Bridges To College Presentation 1 (Module 2.3), Access And Civic Engagement Office, Dublin Insitute Of Technology
Staff Articles and Research Papers
This is a presentation to be used with module2.3 of the Bridges to Higher Education Resource Pack.
Bridges To College Presentation 2 (Module 2.4), Access And Civic Engagement Office, Technological University City
Bridges To College Presentation 2 (Module 2.4), Access And Civic Engagement Office, Technological University City
Staff Articles and Research Papers
Presentation to be used in conjunction with Module 2.4 of the Bridges to Higher Education Resource Pack.
Bridges To College Presentation 3 (Module 3.8), Access & Civic Engagement Office, Technological University City
Bridges To College Presentation 3 (Module 3.8), Access & Civic Engagement Office, Technological University City
Staff Articles and Research Papers
Presentation to be used in conjunction with Module 3.8 of the Bridges to Higher Education Resource Pack.
Bridges To College Presentation 4 (Module 3.8), Access And Civic Engagement Office, Technological University City
Bridges To College Presentation 4 (Module 3.8), Access And Civic Engagement Office, Technological University City
Staff Articles and Research Papers
Presentation to be used in conjunction with Module 3.8 of the Bridges to Higher Education Resource Pack.
Bridges To College Presentation 5 (Module 4.8), Access And Civic Engagement Office, Technological University City
Bridges To College Presentation 5 (Module 4.8), Access And Civic Engagement Office, Technological University City
Staff Articles and Research Papers
Presentation to be used in conjunction with Module 4,8 of the Bridges to Higher Education Resource Pack.
Bridges To College Presentation 6 (Module 4.8), Access & Engagement Office, Technological University City
Bridges To College Presentation 6 (Module 4.8), Access & Engagement Office, Technological University City
Staff Articles and Research Papers
Presentation to be used in conjunction with Module 4.8 of the Bridges to Higher Education Resource Pack.
Student News Dec. 1980, Dit Students' Union