Education Commons^™

Generations Growing Together: Intergenerational Learning As A Pedagogical Strategy In Early Childhood Education And Care Services. A Handbook For Practitioners And Trainers, Anne Fitzpatrick

Books/Book chapters

Despite being the oldest form of learning, IGL has declined steadily over time due to wide-ranging social, cultural, economic and demographic changes. Children in the Western world are growing up in smaller, geographically dispersed family circles and, consequently, have fewer opportunities to interact with different age groups and to see themselves as part of a multigenerational society. Older people are living longer, yet are frequently separated from their families by distance, migration and family breakdown and, more recently, by COVID-19. Additionally, with the increasing attendance at age-segregated services, including preschools and care homes, traditional places and opportunities for age groups …

A Tutoring Framework To Support Computer Science Programmes In Higher Education, Emer Thornbury, Frances Sheridan, Pramod Pathak, Cristina Hava Muntean, Paul Stynes

Conference papers

Computing Support is the provision of academic supports such as individual tutoring and support classes to students studying computing at third level. Students can struggle with computing as it requires practice involving trial and error. This work proposes a research informed tutoring framework to support computer science students at third level. The tutoring framework combines three pillars; staff and training, pedagogies and activities. Support is put in place to help students develop technical and programming skills. Essential tutoring is provided for those who might otherwise drop out of college. The framework was applied to first and second-year undergraduate programmes and …

An Exploration Of The Causes And Effects Of Interpersonal Conflict Related Stress Among A Self-Selected Cohort Of Second Level Teachers In Ireland, Patrick Bruce

Theses

Teaching has been classified by researchers as a high stress profession. Stress in teaching has been reported to have many negative health outcomes and also affects productivity. The literature also reports that stress in teaching is a difficult matter to resolve satisfactorily, with mixed outcomes from interventions. An emergent cause of work-related stress in education is IPC and this study sets out to investigate the prevalence of this underreported phenomena.

A sample of 25 teachers working in Irish second level schools were recruited. Semi structured interviews were conducted to report on the experiences of stress, it’s causes and effects both …

Students With Hidden Disabilities’ Perceptions Of Online Versus On-Campus Education, And Disability Support Services, Susan Young

Theses

A focus on widening access and participation in Higher Education has resulted in increased numbers of tertiary students with hidden disabilities in recent decades, globally. While academic supports at an institutional level are available for this student population, issues are reported with them consistently, which often leads to their non-utilisation. This is one possible explanation for why these students experience inequitable academic circumstances compared to their peers concerning lower grades and welfare levels, and higher withdrawal and failure rates. There is a paucity of research available on adequate accommodations that support the academic success of students with hidden disabilities in …

Circlet Guide For Facilitators: Learning Circles For Community Engaged Research And Learning, Réka Matolay, Márta Frigyik, Catherine Bates, Amalia Susana Creus, Judit Gaspar, Nadja Gmelch, Sinead Mccann, Caroline Mcgowan, Emma Mckenna, Linde Moriau, Soledad Morales Pérez, Andrea Toarniczky, Brecht Van Der Schueren

Books/Book chapters

This facilitators’ guide contains rich resources that readers can use to organize Learning Circles to support lecturers to build community engaged research and learning (CERL) into their teaching. In this guide we introduce how consortium partners in the CIRCLET project designed and facilitated their local Learning Circles for Community Engaged Research and Learning (CERL) as well as International Learning Circles across the five partner universities.

Learning Circles aim to support educators to reflect on and reimagine their courses and modules to embed CERL through peer learning and with the contribution of experts, stakeholders. In this guide we provide resources to …

Circlet Themed Resource List On Key Topics Relevant To Community Engaged Research And Learning, Catherine Bates, Sinead Mccann, Caroline Mcgowan

Books/Book chapters

This Themed Resource List was produced as part of the process of developing a postgraduate Continuing Professional Development (CPD) module for lecturers who wish to build, or enhance, Community Engaged Research and Learning (CERL) projects in the modules they teach, as part of the Higher Education curriculum. CERL (or service-learning, as it can be known) is a high-impact activity in Higher Education (Kuh, 2008), increasing student engagement and learning. CERL also supports community goals and makes teaching more interesting for lecturers. The module was designed to build capacity among lecturers for CERL, including developing relevant knowledge, skills, attitudes and values. …

Circlet Guide For Facilitators: Online Continuing Professional Development Module: Embedding Community Engaged Research And Learning In Higher Education Curricula, Catherine Bates, Sinead Mccann, Caroline Mcgowan

Books/Book chapters

This guide contains all the resources needed to implement a postgraduate Continuing Professional Development (CPD) module for lecturers who wish to build, or enhance, community engaged research and learning (CERL) projects in the modules they teach, as part of the Higher Education curriculum. CERL (or service-learning, as it can be known) is a high-impact activity in Higher Education (Kuh, 2008), increasing student engagement and learning. CERL also supports community goals, and makes teaching more interesting for lecturers.

This module is designed to build capacity among participants for CERL, including developing relevant knowledge, skills, attitudes and values. Our approach to this …

A Systematic Review Of The Provision Of Sexuality Education To Student Teachers In Initial Teacher Education, Aisling Costello, Catherine Maunsell, Claire Cullen, Ashling Bourke

Articles

Teachers, and their professional learning and development, have been identified as playing an integral role in enabling children and young people’s right to comprehensive sexuality education (CSE). The provision of sexuality education (SE) during initial teacher education (ITE) is upheld internationally, as playing a crucial role in relation to the implementation and quality of school-based SE. This systematic review reports on empirical studies published in English from 1990 to 2019. In accordance with the PRISMA guidelines, five databases were searched: ERIC, Education Research Complete, PsycINFO, Web of Science and MEDLINE. From a possible 1,153 titles and abstracts identified, 15 papers …

Synergies In Scholarship At The Research Teaching Nexus At Tu Dublin: Building Research Synergies Into Teaching Activity Workshop, Deirdre Mcquillan

Articles

Objective of workshop is to provide and recognise possibilities for research synergies for individuals attending and to help participants develop more research supportive personal teaching philosophies. The workshop is evidence based and drawn from a survey of academics at TU Dublin in early 2021 on research synergies at the research teaching nexus.

Engineering Students' Perceptions Of Their Development Of Professional Skills, Caitriona Depaor, Una Beagon, Aimee Byrne, Darren Carthy, Patrick Crean, Louise Lynch, Dervilla Niall

Conference Papers

No abstract provided.

Authentic Assessment Framework May 2021 Version, Jen Harvey, Derek Dodd

Reusable Resources

The TU Dublin Authentic Assessment (AA) framework was designed to be used as a general guide.for staff undertaking assessment redesigns as part of a University Initiative under the IMPACT SATLE 1 funding call.

The Framework builds on the work of Gulikers et al, (2006) and Villerarroel et al (2020) and is structured across four dimensions: ‘Realism’, ‘Cognitive challenge’, ‘metacognition’, and ‘feedback processes’.

The resource provides a set of ideas that can be used to build the four dimensions into programme based Authentic Assessment strategies and practices.

Applying Interpretation Principles To A Non-Western (Japanese) Training Context, Naoko Yamada, Jeffrey Skibins, Betty Weiler

International Journal of Tour Guiding Research

Interpretive guides play an indispensable role in achieving tourism and sustainability outcomes. Although interpretation theory and best practice principles are supported by literature, they have been primarily developed in Western countries. Little work has been done to evaluate the cross-cultural applicability of using Western-based interpretation in training non-Western interpretive guides. This study evaluates the use of Western-based interpretive competencies in a Japanese training context. The efficacy of the training was assessed using quantitative and qualitative pre- and post-training data from all 42 trainees. Training programs were successful in improving trainees’ perceptions of the importance of links between individual roles and …

A Phenomenographic Study Of Academics Teaching In Engineering Programmes In Ireland: Conceptions Of Professional Skills And Approaches To Teaching Professional Skills, Una Beagon

Doctoral

Engineers play a central role in addressing the challenges which face society. However, the influence of globalisation, disruptive technological change and socially complex problems will greatly affect the way engineers work in the future.

As a result, there have been calls to embrace transformational change in engineering education, yet the literature reveals that many reform efforts have fallen short. Industry and society will therefore continue to look to Higher Education Institutions (HEIs) to better prepare engineering graduates with the new skills needed to face the challenges of the future. Notwithstanding the critical and valued role that technical engineering subjects have …

Synergies In Scholarship At The Research Teaching Nexus, Deirdre Mcquillan

Articles

Survey instrument for examining research synergies in scholarship at the research teaching nexus

Seik: Sustainable Event Industry Knowledge, Creating Oers For Event Management Students, Samantha Morris

Case Studies

Presentation describing the Sustainable Events Industry Knowledge project funded by TU Dublin Impact, National Forum of Teaching and Learning and the Higher Education Authority. Presented at the EdTech 2021 Conference hosted by The Irish Learning Technology Association.

Hot Cross Buns 2020: Recipe, James A. Griffin

Recipes

The hot cross bun is a traditional enriched, soft, spiced bun which is mainly eaten during lent. Good Friday being the big traditional day to buy these buns due to the religious significance of the catholic Easter celebrations. This particular recipe was used in the Coupe du Monde 2019 finals in Paris as part of the international challenge for competing candidates.

Raspberry Scones: Recipe, James A. Griffin

Recipes

Raspberry Scones are a delicious treat, best eaten warm with raspberry Jam, butter or clotted cream. The recipe is over 140 years old and was used by my great grandfather in the 1870's in Galway. Simple to make, this is one of the most popular recipes when I teach globally.

Currant Bread: Recipe, James A. Griffin

Recipes

Traditional Irish Currant bread is a fruited sweet soda bread available in most bakeries and bread shelves in supermarkets. This is a very straightforward and quick product to make and bake. Delicious toasted with butter.

Traditional Brown Soda Bread: Recipe, James A. Griffin

Recipes

The Irish Soda Bread is Ireland's iconic brown bread. The loaf is made with wholemeal flour, buttermilk, salt and baking soda. Brown soda bread is quick and easy to produce; the bread is nutritious and filling and has been the staple diet of the Irish for nearly 200 years.

Two Roads Diverged: Iaas @ 50, Sue Norton

Articles

This article joins others in The Irish Journal of American Studies reflecting back on the history of the Irish Association of American Studies and the teaching of American literature and American Studies in Ireland.

Cocreate: Collaborative Curriculum Reimagining And Enhancement Aiming To Transform Education, Barry J. Ryan, Adrienne Fleming, Catherine M. Deegan, Claire Mcavinia, Colm O'Kane, David Williams, Edmund Nevin, Eric Bates, Fionnuala Darby, Jen Harvey, Lesley Murphy, Maebh Coleman, Miriam O'Donoghue, Nicola Duffy

Teaching Fellowship Reports

The establishment of TU Dublin in January 2019 provided a unique opportunity to create a bespoke curriculum framework for students, staff and stakeholders of TU Dublin, produced by the students, staff and stakeholders of TU Dublin. A curriculum framework is a set of guiding values that inform the design of teaching and learning activities within TU Dublin. A Teaching Fellowship Team, comprising eighteen teaching academics from across the three TU Dublin campuses and supported extensively by the Learning Teaching and Technology Centre (LTTC), was formed to collaboratively craft, in partnership with all stakeholders, a curriculum framework for TU Dublin. Working …

Narratives Of Creativity Among Social Care Educators In Irish Higher Education, Louisa Goss

Theses

Research on creativity in the delivery of social care highlights growing evidence of its importance for the wellbeing and quality of life of those in receipt of care, as well as benefits for the workforce. However, what is less well understood and overlooked in the literature is how creativity is conceptualised and operationalised in practice and education. This thesis attends to this gap in research from the perspective of social care educators. With the aim of deepening understanding of higher education teachers’ construction of creativity, the study explores small stories about creativity from six educators teaching into an undergraduate degree …

Structured Professional Development For Academic Developers: A Collaborative Approach, Fiona O'Riordan, Íde O'Sullivan, Mary Fitzpatrick, Margaret Keane, Claire Mcavinia, Angelica Risquez

Articles

This paper shares the experience of a group of academic developers’ engagement in collaboratively working towards the completion of an online open-access professional development (PD) course designed to support higher education teachers to engage with a new professional development framework. Committee members of the Educational Developers in Ireland Network set out to complete the course as a demonstration of their commitment to their own PD and to experience the process with a view to becoming facilitators of the course. An auto-ethnographic approach was used to capture this experience, and findings demonstrate an inspiring alternative to PD that supports academic developers …

Teaching Out-Of-Field Internationally., Anne Price, Colleen Vale, Raphaela Porsch, Esti Rahayu, Fiona Faulkner, Máire Ní Riordáin, Cosette Crisan, Julia A. Luft

Books/Book Chapters

This chapter presents vignettes from six countries regarding the phenomenon of Teaching Across Specialisations (TAS) or as it is often known teaching out-of-field. The vignettes provide an overview of the education system and policies and practices relating to teacher education, certification, recruitment and assignment to subjects or year levels. They also provide insights into how teaching out-of-field is conceptualised, if or how it is officially reported, its extent and importantly, any local, state or national responses to teaching out-of-field. The six countries included are Australia, Germany, Ireland, the United Kingdom, the USA and Indonesia. These countries have been selected because …

Teacher Learning And Continuous Professional Development., Fiona Faulkner, John Kenny, Coral Campbell, Cosette Crisan

Books/Book Chapters

This chapter discusses teacher learning and professional development of out-of-field teachers from the point of view of the literature. It examines what makes this kind of learning and development effective and explores the ideas surrounding the varying rationale for the introduction of such teacher learning and professional development opportunities. Classical approaches to professional development are discussed in addition to several emerging international models of professional development that are currently being employed in the Republic of Ireland, England and Australia for in-service out-of-field teachers of mathematics predominantly but also a range of other subject disciplines (in the case of South Korea). …

Assessment Strategies To Promote Peer Learning In An Online Course, Pauline Rooney, Caitríona Ní Shé

Conference papers

The value of peer learning in higher education is now well recognised. Just as we continually learn from eachother in our everyday lives, so our students also learn from eachother as part of informal and formal learning experiences. Within educational programmes, peer learning is facilitated through a variety of pedagogical strategies which promote active participation, collaboration and the sharing of knowledge and ideas. With the increasing ubiquity of social networking and online learning platforms, new opportunities for facilitating peer learning, have emerged. Within online courses – where students often study at geographically disparate locations – peer learning strategies assume arguably …

Components Of, And Approaches To, Effective Feedback, Sarah Gibbons, Jonathan Mccarthy, Paul Mcevoy, Patricia Mordaunt

Practitioner Research Projects

Feedback is the subject of much research and discussion in Higher Education. Nationally the focus has intensified due to reports of low levels of student satisfaction with the feedback process e.g. the Irish Survey of Student Engagement (ISSE). The focus of this report is an examination of effective feedback in undergraduate education. The importance of effective feedback (particularly for those beginning their third level education) is reflected in a project funded by the National Forum for the Enhancement of Teaching and Learning, called the Y1Feedback project. This is aimed at increasing the quality of the third level experience and has …

Achieving Graduate Attributes Through Authentic Learning: The Case Of Student Managed Funds, Robert Dunne, James Fitzgerald, Jennifer Manning, Sean O'Reilly

Practitioner Research Projects

According to the Department of Education and Skills (2011), as cited by Murphy and Whelan (2016), there has been a growing emphasis on the importance of graduate attributes in higher education in Ireland. This not only places emphasis on the application of disciplinary specific knowledge, but also on the ‘soft skills’ highly sought by employers. By providing an authentic learning environment, higher education institutes can facilitate the development of graduate attributes while also ensuring graduates are gaining disciplinary specific knowledge. This project explores how Student Managed Funds (SMFs) represent an authentic learning experience through which students achieve a range of …

Problem-Based Learning As An Authentic Assessment Method, Stuart Henderson, Mary Kinahan, Elaine Rossiter

Practitioner Research Projects

Traditional learning and assessment typically focus on students being told what to do, memorising it, and the teacher assigning a problem on how to use it (Savery, 2006). By contrast, in problem-based learning (PBL) and assessment a problem is assigned to a group or individual, the teacher then facilitates the students’ learning as they identify what they need to know, and the students learn and apply a solution to the problem (Savery, 2006). PBL was developed and pioneered by Barrows and Tamblyn in McMaster University as part of the Medical School programme due to students’ lack of application of their …

A Generic Integrated And Interactive Framework (Giif) For Developing Information Literacy Skills In Higher Education, Aoife Donnelly, Maria Chiara Leva, Ayman Tobail, Nikolaos Valantasis Kanellos

Practitioner Research Projects

Information literacy (IL) is defined as “the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning” (ACRL 2015, p.3). The term IL was originally confined to library and IT skills (Behrens, 1994; Johnston & Webber, 2003) but has since received increasing international interest. It is considered as an important 21st century skill in combination with critical thinking (Kong, 2014), and is perceived as basic human right within the digital world (UNESCO, 2008). The importance …