Education Commons^™

Using Architecture Pedagogy To Enhance Engineering Education, Shannon Chance, Mike Murphy, Gavin Duffy, Brian Bowe

Conference papers

Based on evidence, numerous advisory boards and scholars insist engineering education must change (NSB, 2007; McKenna, Froyd, King, Litzinger, & Seymour, 2011) and that hands-on, inquiry-driven, project-based learning pedagogies can enhance STEM education (Boyer & Mitgang, 1996). These pedagogies have formed the core of architectural education since the Renaissance and have been in continuous use since that time. As such, engineering educators can benefit from observing how architecture students learn and understanding how they are taught. Likewise, architecture can benefit from applying the group-based learning strategies employed by engineering teachers who use studentcentered, project-based pedagogies. Trans-disciplinary approaches hold particular merit.

Formative Assessment Structures To Enhance Student Learning Despite Resource Limitiations, Maire Crean, Catherine Prunty

Conference papers

Higher Education student numbers are rising globally and yet teacher numbers are being reduced - all because of economic constraints and external criticisms. Despite these limitations, which all educators face today, the quality of teaching and depth of learning requires to be maintained. The impressive pace and rising numbers of educators who research and test methodologies which are developed and then shared to enhance teaching and learning is to be applauded. The study outlined in this article was inspired by just such seminal education researchers.

This paper has emerged from a small action research case study that was completed in …

Experiencing Technology: Integrating Learning Technology Within The Experiential Learning Cycle Of A Pg Certificate In Third Level Learning And Teaching., Roisin Donnelly

Conference papers

This paper will discuss how a PG Certificate Course in Third Level Learning and Teaching for lecturers in higher education has adopted a particular approach in teacher education. In light of the findings put forth by Collis (1999), the paper will explain the practical aspects of how Learning Technology (LT) is fully integrated into both core Learning and Teaching modules of a PG Certificate Course for academic staff. As an important aspect of the successful integration and use of learning technology is the way in which it effectively reflects and articulates a given learning model, this PG Certificate Course has …