Education Commons^™

Ireland’S National Professional Development Framework Summary Findings Of The Initial Implementational, Roisin Donnelly, Theresa Maguire

Other resources

No abstract provided.

Civil War: A Board Game As Pedagogy And Critique, Hugh Mccabe

Articles

This paper describes the use of a board game, Civil War, as a learning experience in the context of a course on critical theory. Civil War was created by the Educational Games Company of Lebanon and is set during the 1975-1990 Lebanese civil war. The game functions both as a pedagogical instrument, in that players learn about the situation in Lebanon while playing the game, but also as a form of critique, in that its makers are clearly using it as a means of articulating their lived experiences and challenging the dominant narratives around the conflict. We suggest that the …

Bespoke Mobile Application Development: Facilitating Transition Of Foundation Students To Higher Education, Nevan Bermingham, Mark Prendergast

Books/Book Chapters

Smartphone usage by students has increased rapidly over the last number of years, and it is expected that the utilisation of mobile applications in educational environments will continue to increase. This chapter focuses on a bespoke mobile application which aims to facilitate the transition of Foundation students to Higher Education in an Irish setting. Foundation students comprise of Access and International Students participating on pre-degree foundation courses. These students experience a major life change in making this transition and it is important that efforts are made to ensure a successful adjustment experience. Research suggests that mobile technologies can play a …

The #Vleireland Project, Claire Mcavinia, Angelica Risquez

Conference papers

A decade after Martin Weller’s proclamation that ‘The VLE/LMS Is Dead’ (2007) was met with widespread acclaim and debate, virtual learning environmentsVLEs)remain pervasive in most higher education institutions (HEIs) including those in Ireland .

Preliminary Findings Of A Phenomenological Study Of Middle Eastern Women’S Experiences Studying Engineering In Ireland, Shannon Chance, Bill Williams

Conference papers

This paper reports analysis of phenomenological interviews conducted with eight women studying engineering, all Arabic speakers and practicing Muslims, and all from the countries of Oman and Kuwait. Data were collected as part of a larger study of women’s experiences learning engineering in institutions of higher education in Poland, Portugal, and Ireland. The eight women contributing data for the analysis for this paper were all enrolled on engineering degree programs in Dublin, Ireland, where they studied together. The larger study involves conducting longitudinal data via interviews with 47 women around Europe to understand what their undergraduate experiences in STEM have …

Identification And Preliminary Review Of Doctoral Theses In Engineering Education That Have Used Phenomenological Methods, Shannon Chance, I. Direito

Conference papers

46th SEFI Annual Conference 2018. Creativity, innovation and entrepreneurship for engineering education excellence.

Community Based Learning With Second Year Chemistry Undergraduates - Piloting A Junior Scientist Badge With A Local Youth Service, Claire M. Mcdonnell

Posters

We developed a pilot syllabus for a Junior Scientist badge for 8-12 year olds. It involved interaction between 16 of our students and 9 young people from St Michael's Youth Project in Inchicore over 5 weeks. The inspiration came from work in the USA to promote science to girls by supporting scouts towards obtaining a chemistry badge. This is one of a series of community based learning (CBL) projects implemented as the 'lab' component of a 2nd year Professional Skills module for chemistry at Dublin Institute of Technology (DIT).

Community Based Research By Applying Chemistry, Claire M. Mcdonnell

Posters

Poster describing projects undertaken by Students Learning With Communities e.g. Road Safety Awareness - Breath and Urine Testing for Alcohol and Development of Roadside Drug Testing Methods; Long-term Study of Soil Quality for a Common Garden and Grangegorman site; Student Placements with Wells for Zoe Charity in Malawi; Development of a liquid soap product from waste food carrier oils with the Lifeline Project.

Chemical Sciences In The Community, Claire M. Mcdonnell

Posters

Poster describing projects undertaken by Students Learning with Communities e.g. Students Learning with Communities in the School of Chemical and Pharmaceutical Sciences, DIT; Safety Audits and Chemical Risk Assessments in Small Businesses; Interaction with Schools, St Michael's Youth Project and the General Public.

Researchnews, 2018, Dit Public Affairs Office

Issues

No abstract provided.

Academic Twitter And Professional Learning: Myths And Realities, Muireann Okeeffe

Articles

Social networking sites provide opportunities for informal and social learning of academic practices in higher education, yet not all academics engage in these spaces. This qualitative study suggests that while Twitter offers informal opportunities for academi development, inhibiting factors prevent staff from establishing their social presence and participating in conversations on academic Twitter.

Quality Assurance Challenges For Inclusion Of "Non-Formal Education Qualifications" Into Nqfs, Dzelalija Mile, Ivana Carev

Level 3

In this article we analyse practices of various forms of learning in different countries and their key roles for individuals regarding their potential on the labour market, in further education or any other interests of individuals and society. In addition, we analyse validation processes for non-formal and informal learning, as well as quality assurance practices in those countries.

Based on our analysis, we discuss the challenges of the inclusion of ‘non-formal education qualifications’ into national qualifications frameworks, emphasising the quality assurance principles for qualifications that are part of national qualification frameworks, and propose the theoretical base for inclusion of such …

The Challenge Of Adapting Existing Qualifications For Inclusion In The Nqf: Lessons Learned From The Twinning Project In Macedonia, Emilia Danowska-Florczyk, Horacy Debowski, Maciej Lasota, Agata Poczmansksa, Barbara Przybylska, Stanislaw Slawinski

Level 3

Adapting existing qualifications to a national qualifications framework (NQF) and to the requirements of the European Qualifications Framework (EQF) is one of the key elements of the process of developing and establishing a country’s NQF. Many countries have to tackle the challenge of adapting existing qualifications to the NQF and EQF requirements. This also pertains to Macedonia, which is currently in the process of implementing a qualifications system based on a national qualifications framework.

An international Twinning project took place in Macedonia in 2016-2017, entitled Further improvement of the system for development and implementation of the National Qualifications Framework. …

An Investigation Into The Decline In The Use Of Fresh Potatoes And The Increased Demand For Processed Potato Products In The Foodservice Sector In The Leinster Area, Emily Gray

Level 3

The aim of this article is to examine the decline in use of fresh potatoes and the increased demand for processed potato products in the foodservice sector in Leinster. The study focused on the consumption and use of potatoes by chefs, restauranteurs, hoteliers, and managers in the foodservice sector. This was achieved by a survey questionnaire of one hundred and ten establishments of which sixty-five responded. The research also involved examination of background information and past literature, investigating when the decline of the potato occurred and the cause of that decline, and comparing data from the retail sector to the …

The Wicked Problem Of Including Non-Formal, Cpd Micro-Qualifications In National Qualification Frameworks (Nqfs): A Think-Piece, Anne Murphy

Level 3

This think-piece was written in advance of the concluding conference for the EU Erasmus+ Project: NQF-IN – ‘Developing organisational and financial models for including non-formal sector qualifications in national qualifications frameworks’, Warsaw, 5-6 June 2018. The main purpose of the conference is/was to present the draft analytical report on models of inclusion based on seven country reports produced by the project partners from Poland, France, Ireland, Croatia, Scotland, Hungary and the Czech Republic. The conference also intended to present a wider EU perspective from the EQF-LLL and a global perspective from UNESCO on the main theme. Participants from circa sixteen …

Inclusion Of Non-Formal "Certificates" In The Qualifications Framework In Hungary, Erzebet Szlamka, Zoltan Loboda, Eva Tot

Level 3

This article describes the findings of empirical research conducted in Hungary in 2017 for a Country Report under the EU Erasmus+ Project: NQF-IN - developing organisational and financial models for including non-formal sector qualifications in national qualifications frameworks. The research involved interviews with non-formal training providers focused on the possibilities and obstacles of inclusion of ‘certifications’ issued by non-formal training providers into the Hungarian Qualifications Framework. According to the interviewees, current regulation requires a lot of administration thereby hindering the flexible organisation of training, limiting the tailoring of training to customers’ needs, and resulting in the loss of ownership of …

Proposed Models Of Including Non-Formal Sector Qualifications In National Qualifications Frameworks, Horacy Debowski, Stanislaw Slawinski, Sylwia Walicka, Agata Poczmansksa, Barbara Przybylska

Level 3

Report prepared within NQF-in Project based on the analysis and discussions of the experiences of seven European Countries: draft for consultation

Enhancing Feedback: Key Issues And Solutions From The Literature To Help New Lecturers In Higher Education, Sheona Foley, Jennie Hussey, Theresa Hedderman, Jaiswal Amit, Rahim Aneel

Practitioner Research Projects

The National Strategy for Higher Education to 2030 highlights that whilst modularisation has allowed for greater flexibility, it has also produced some problems including fragmentation of programmes with large numbers of modules leaving students feeling over assessed and staff burdened (Hunt, 2011). Nicol & Macfarlene-Dick (2006) have argued that formative assessment can promote better student learning and that assessment can be used more effectively by embedding ‘feedback’ and ‘feedforward’ in curriculum practices. Their studies identify how formative feedback does not have to solely come from the teacher, but can also be provided by peers and even generated by the students …

Maximising Universities’ Civic Contribution : A Policy Paper., Ellen Hazelkorn, John Goddard

Other resources

Civic engagement is widely used but often lacks a common understanding. This report provides clarity and context for civic mission in Welsh higher education. • The concept of “the public good” underpins Welsh public policy; actions to strengthen universities’ civic mission builds upon that commitment. • Universities’ potential for civic engagement in Wales is shaped by several factors: institutional origin and subsequent development, the Welsh, and UK, higher education policy context and the globalisation of higher education and the economy at large. • Within Wales, the Wellbeing of Future Generations Act has an important role to play in shaping civic …

Position Paper: Collaborative Research, Caitriona Quinn

Other resources

This position paper is written on the topic of collaborative learning and how it might improve the ability of students, specifically third level students, to achieve learning outcomes within the construct of a project-based module. It is the author’s position that this statement is true. The topic is be discussed in relation to two specific aspects within the topic, student motivation and achievement of learning outcomes. Collaborative learning is based in social constructivism learning theory, which says that learning is co-created in a social context by learners. This is in contrast to the transmission method of learning, typified by traditional-style …

Nurturing ‘Buds Of Development’: From Outcomes To Opportunities In Early Childhood Practice, Noirin Hayes, Katarina Filipovic

Articles

The current future-focused, outcomes driven early childhood policy climate presents a danger that early years pedagogy will lose sight of the ‘present’ child. Increasingly policy support for early childhood education is built around an emphasis on preparing children for school and positioning it as a key element in enhancing society through preparing future citizens to become productive members of society. The measurable outcomes discourse, in emphasising product, renders invisible the critical contribution of the processes of everyday practice to children’s development. To challenge and counteract the strong outcome discourse early years professionals must have confidence in their pedagogy. However, research …

Supporting Teaching And Learning Transformations Through The National Professional Development Framework: Establishing And Recognising An Inclusive Community Of Practice For All Who Teach In Irish Higher Education., Roisin Donnelly, Theresa Maguire

Articles

The Natonal Forum (NF) for the Enhancement of Teaching and Learning has recently completed an inital implementaton of the Natonal Professional Development Framework (PDF) for all who teach in higher educaton. Prior to the publicaton of the PD Framework in 2016, there was no mechanism or route in place natonally to give structure, focus and support to individual staf to avail of relevant professional development and utlise it to realise their full potental in their teaching role. This important work is deepening sectoral understanding of the PDF itself and leading towards natonal recogniton of an individual’s commitment to their professional …

Professional Experience Informing Facilitative, Cognitive And Social Guidance On Eportfolios., Roisin Donnelly

Articles

Specific learning outcomes that are being met through the ePortfolio are the design and development of a pedagogically sound and accessible ePortfolio, demonstrating a journey of learning; critical reflection on the learning outcomes of each module and of the overall programme; developing resources in various multimedia tools to demonstrate learning; critically appraising the pedagogy and eLearning tools utilised; as well as critically evaluating pertinent academic literature and connecting it with learning.

"I Don't Have The Time!" Analysing Talk Of Time In Lecturers' Use Of The Vle, Claire Mcavinia, Deirdre Ryan, David Moloney

Articles

This paper reports on findings from the recent extension of the VLE survey which examined VLE usage from a staff perspective. 580 staff across seven institutions responded to the survey. The survey explored staff perceptions of the VLE and the opportunities for and barriers to its effective use. Qualitative and quantitative data were analysed in order to identify the major factors influencing staff engagement with the VLE. Time (or the lack thereof) emerged as the greatest barrier to effective use of the VLE. When time was in scarce supply, staff evaluated where to spend it and prioritised accordingly. The amount …

National Professional Development Framework: Establishing And Recognising An Inclusive Community Of Practice For Higher Education Teachers., Roisin Donnelly

Conference papers

What does inclusivity mean in the context of the national professional development framework (PDF)?

How can a community of practice for all who teach be formed and nurtured?

What resources have emerged from the initial implementation of the PDF: PD Portal?

Open-access programmes and national digital badges for PD recognition.

How can professional development for all who teach be recognised nationally?

Ireland’S Higher Education Teachers Have A National Professional Development Framework, Now What?, Roisin Ca Donnelly, Theresa Maguire

Conference papers

Momentum has been building for professional development (PD) for all staff who teach in Irish higher education - they now have the national Professional Development Framework (PDF) to support them in planning and engaging with authentic, inclusive, scholarly, learner-centred and collaborative PD across their career. In mid-2016, the PD Framework was published by the National Forum for the Enhancement of Teaching and Learning. In 2017, the PDF was piloted with 215 individuals from 22 professional identity groups from across the sector, working with the framework to reflect on their professional practice and set goals for their future professional development. This …

Towards A Truly Interdisciplinary Approach To Product Design Education, Colm O'Kane, Robert Tully

Conference papers

The education of new designers and innovators who can develop new product and service interventions to meet society’s challenges in the 21st century is a complex task. Design itself lies at the intersection of technology, art and science [1]. Technological University Dublin (DIT)’s BSc (Hons) Product Design programme was developed to reflect this reality and was uniquely designed to operate across three distinct Colleges (Engineering, Creative Arts and Business) within DIT. Its key objective is to give students a firm grounding in these three areas and to produce graduates capable of understanding and executing all stages of the design process …

Developing Meaningful Higher Education Evaluation Systems: Putting China In Context, Ellen Hazelkorn, Lu Liu

Articles

This paper firstly reviews how issues of accountability and transparency have become some of the key drivers of government policy over recent years. It finds that the drive for greater higher education accountability and transparency has encouraged the growth of an international evaluation industry. It secondly discusses issues related to different types of policy and evaluation instruments across Europe, as well as the importance of rankings. It finds that traditional approaches have relied on collegiality, expert judgment, and peer review, and there is a growing focus on indicator-led systems in the belief that indicators are value-free and statistically robust so …

Empowering Students To Perform An Enhanced Role In The Assessment Process: Possibilities And Challenges, Paul Dervan

Articles

Assessment is key to student learning. This paper examines the case for increased participation by higher education students in the assessment process to deepen learning and improve learner motivation. While increased student participation may not solve all problems relating to assessment, a review of the literature dealing with enhancing the role of students in the assessment process, and original research conducted amongst academics and students at the author's institution, suggests improvements can be made leading to increased student satisfaction, motivation and competency. This paper therefore argues for change in the approach to assessment by empowering students to become partners in …

Interculturalism In Higher Education In Ireland: An Analysis From A Strategy, Policy And Practice Perspective, Brid Ni Chonaill

Articles

Education is instrumental in preparing students to participate in increasingly diverse Irish, European and global societies, with higher education having a part to play in the process. Issues around migration and cultural diversity have gained less attention in the higher education sector in Ireland than at primary and post primary level with a few notable exceptions. Higher education is regarded as having a “critical role” to play in terms of “enriching Ireland’s cultural life, nurturing our understanding of our own national identity and that of other cultures and belief systems” [1]. Influenced by developments at European Union level, the approach …