Education Commons^™

Using Blended Learning To Enhance The Experience Of Students In Built Environment Related Degree Programs, Philip Russell, Ruairi Hayden

Articles

Blended learning was introduced into the Construction Management programme in the School of Surveying and Construction Management at the Technological University Dublin in 2016. The module has traditionally been delivered by face-to-face teaching but online delivery has been facilitated using the Virtual Learning Environment (Blackboard) which has enabled a more blended approach to academic instruction. This innovative change to module provision has also provided an opportunity to enhance the student learning experience within the School through a more flexible teaching and learning environment. In this paper, the design, development and implementation of blended learning into a Construction Technology module is …

Engineering Education Through Problem Based Learning: A Case Study Of Teaching Mechanical Engineering Design In Tu Dublin, Kevin Delaney, Ger Nagle

Articles

Undergraduate students, having learnt to quantify the performance of specific elements of engineering objects, often find it difficult to integrate these elements into quite basic design concepts. Employers expect these engineering graduates to be able to do a great deal more than solve the technical problems taught in engineering school once they enter the workforce. To help students meet this expectation by developing real-world engineering skills as part of their engineering education, the Mechanical Engineering Discipline in Technological University Dublin (TU Dublin) introduced Problem Based Learning (PBL) module for Third Year Mechanical Engineering students in 2005. This module was well …

Examining Irish Educators’ Attitudes Regarding The Promotion Of Student Social And Emotional Wellbeing: Preliminary Findings, David Byrne

Other resources

Background: A review of the literature identifies that Irish post-primary students are at significant risk of experiencing negative affect in their academic lives. Previous research has demonstrated that initiatives aimed at promoting the development of emotional and social wellbeing in such students can produce positive outcomes such as higher academic achievement, improved self-efficacy and reduced attrition [1][2].

In 2017, the National Council for Curriculum and Assessment (NCCA) have recently published wellbeing guidelines which mandate all Irish secondary schools to allocate 300 hours of junior-cycle instruction to the promotion of students’ social and emotional wellbeing. While much is understood globally about …

Leaf (Learning From And Engaging With Assessment And Feedback) Final Project Report, Ziene Mottiar, Louise Bellew, Sara Boyd, Greg Byrne, Jane Courtney, Cliona Doris, Helen O'Brien Gately, Geraldine Gorham, Leanne Harris, Natalie Hopkin, Anne Hurley, Louise Lynch, Ciaran O'Driscoll, Denise O'Leary, Noel O'Neill, Emma Robinson, Mary Scally, Barry Sheehan, Mairead Stack

Reports

The LEAF (Learning from and Engaging with Assessment and Feedback) project was funded under the Teaching Fellowship in TU Dublin, city campus for 18 months beginning in January 2018. The project team comprised 18 academics from across the TU Dublin - City Campus and there are representatives from all colleges. Also included were two further members who represented the student voice: the Director of Student Affairs and the Students’ Union Education Officer.

This project sought to address a key issue in third level Teaching and Learning, that of assessment and assessment feedback. Assessment strategies have been shown to have a …

A Guide For Vet Teachers With A Focus On Aquaculture: Using Student Rapid Response Systems (Srrs) For Formative Assessment And For Recognition Of Prior Learning (Rpl), Anne Murphy, Aiden Kenny, Martyn Haines, Christine Dudgeon, Dag Willmann

Other resources

Introduction: This Optimal Guide is organised into 6 Parts as illustrated below. The reader is free to follow the sequence of parts or simply go to the parts of relevance.