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Full-Text Articles in Education

Using Blended Learning To Enhance The Experience Of Students In Built Environment Related Degree Programs, Philip Russell, Ruairi Hayden Dec 2019

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 Dublin Institute of Technology 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 ...


Assistant Head, School Culinary Arts And Food Technology,, James Peter Murphy Oct 2019

Assistant Head, School Culinary Arts And Food Technology,, James Peter Murphy

Other resources

The School of Culinary Arts and Food Technology, TU Dublin, Autumn Newsletter captured the many events, research, awards, significant contributions and special civic and community activities which the students and staff members of the school have successfully completed up to the Autumn period of 2019. The successful completion of these activities would not be possible without the active and on-going support of the 'INSPIRED' friends of Culinary Arts (school supporters) and our school's industry association supporters.


A Study Of First Year Undergraduate Computing Students’ Experience Of Learning Software Development In The Absence Of A Software Development Process, Catherine Higgins, Claire Mcavinia, Ciaran O'Leary, Barry J. Ryan May 2019

A Study Of First Year Undergraduate Computing Students’ Experience Of Learning Software Development In The Absence Of A Software Development Process, Catherine Higgins, Claire Mcavinia, Ciaran O'Leary, Barry J. Ryan

Conference papers

Despite the ever-growing demand for software development graduates, it is recognised that a significant barrier for increasing graduate numbers lies in the inherent difficulty in learning how to develop software. This paper presents a study that is part of a larger research project aimed at addressing the gap in the provision of educational software development processes for freshman, novice undergraduate learners, to improve proficiency levels. As a means of understanding how such learners problem solve in software development in the absence of a formal process, this study examines the experiences and depth of learning acquired by a sample set of ...


The Challenge Of Open: Empowering Students Or Eroding Privacy?, Pauline Rooney, Geraldine Gray, Lee O'Farrell, K.C. O'Rourke Apr 2019

The Challenge Of Open: Empowering Students Or Eroding Privacy?, Pauline Rooney, Geraldine Gray, Lee O'Farrell, K.C. O'Rourke

Other resources

Open education can mean different things to different people. A term which frequently refers to the creation, sharing and usage of open educational resources, open education can also refer to the use of technologies which promote collaborative, flexible learning and sharing of teaching practices, thus providing new opportunities for enhancing teaching and learning and assessment practices (Cape Town Open Education Declaration, 2007). Within this context, open education is often promoted as a means of widening access to education, improving equity and enhancing the student learning experience (Creelman, Cronin and Weller 2018). However in an increasingly privacy-conscious era, where data breaches ...


Irish Plan Offers European Roadmap To Improve Teaching, Roisin Donnelly, T. Maguire Mar 2019

Irish Plan Offers European Roadmap To Improve Teaching, Roisin Donnelly, T. Maguire

Articles

How do you improve teaching quality in higher education? It’s a question that is never too far from the headlines as students, parents and politicians demand more from universities. Publishing more data appears to be the UK’s favoured approach in recent times, with the introduction of the Teaching Excellence Framework adding to other data sets available on student satisfaction and graduate employment rates. Tougher regulation, more student participation in curriculum design or asking industry to step into the classroom are a few other approaches tried in some quarters.


The Impact Of Social Inclusion On The Social Development Of Students With A General Learning Difficulty In Postprimary Education In Ireland, Barry Ryan, Niall King Jan 2019

The Impact Of Social Inclusion On The Social Development Of Students With A General Learning Difficulty In Postprimary Education In Ireland, Barry Ryan, Niall King

Articles

Over the past decade, there has been a societal push for social inclusion in Ireland for students with special educational needs (SEN). As a result, the number of dedicated special needs schools has dramatically decreased across the country as students with SEN enrol, instead, in mainstream schools. Dedicated SEN schools provided an environment in which students with a general learning difficulty (GLD) could develop at a pace suited to them. However, this developmental pace is different for GLD students in a mainstream school. This research explores the social development of students with a GLD in a mainstream school in postprimary ...


Best Practice In Designing Groupwork For First Year Students, Judith Boyle, Rachel Halpin, Chao Ji Hyland Jan 2019

Best Practice In Designing Groupwork For First Year Students, Judith Boyle, Rachel Halpin, Chao Ji Hyland

PG Diploma Practitioner Research Projects

The ability to work effectively as part of a group is an expected skill of any graduate, and is regarded as highly desirable criteria for employability (Mellor, 2012; Rutherford, 2015). Through collaborative work, students learn from each other while also developing their interpersonal skills. Many students who enter higher education (HE) do not realise the demands of their programmes, and their first year experience usually has a strong influence on their entire college life (Ginty, 2001). It is estimated that 20-30% of first year students do not progress to the second year of their programmes (NSCRC, 2014); this finding requires ...


Mind The Gap: Integration Of International Students, Andrew Knox, Basil Lim, Amr Mahfouz, Maeve O'Connell, Matthew Sheehan Jan 2019

Mind The Gap: Integration Of International Students, Andrew Knox, Basil Lim, Amr Mahfouz, Maeve O'Connell, Matthew Sheehan

PG Diploma Practitioner Research Projects

The international mobilisation of tertiary students is increasing from 0.8 million in 1975 to 3.5 million worldwide by 2016 (OECD, 2018). This increasingly fluid student migration, supported with various European initiatives, the Erasmus exchange program (since 1987) and the Bologna Declaration (since 1999), have influenced the profile of students within the Irish higher education system. By 2016, international students comprised 5.1% of total tertiary students in Ireland (OECD, 2018). According to Irish and UK research, lecturers have an important role in facilitating integration (British Council, 2014; Irish Council for International Students, 2017). However, for most faculty, the ...


Timely Student Feedback, Ronan Oliver, Evelyn Casey, David O'Connor Jan 2019

Timely Student Feedback, Ronan Oliver, Evelyn Casey, David O'Connor

PG Diploma Practitioner Research Projects

Students are not only interested in their grades but they are also interested in feedback (Mulliner & Tucker, 2017), as this is an important element of their learning cycle (Gibbons et al., 2018). Together with lecturers they agree that for this to be effective, it must be returned quickly so that it can be acted on within the context of their learning (Denton et al., 2008; Mulliner & Tucker, 2017). However, the delivery of timely and effective feedback can be a burden on lecturers, particularly if they are responsible for large classes and in the early stage of their career. These and similar challenges contribute towards the low approval ratings on feedback provided by students across our national third-level institutions (Gibbons et al., 2018). This report explores the benefits and functionality of alternative applications that can help address these challenges and give feedback (1) within class, using TurningPoint, (2) within one ...


A How-To Guide For Student Generated Video, Janet Gillanders, Kate O'Brien, Sean O'Leary, Ariane Perez-Gavilan, James Sheridan Jan 2019

A How-To Guide For Student Generated Video, Janet Gillanders, Kate O'Brien, Sean O'Leary, Ariane Perez-Gavilan, James Sheridan

PG Diploma Practitioner Research Projects

The type of assessment used by the instructor is a major consideration that must be taken into account when designing a third level course. The importance of assessment can be understood if one frames it not only as assessment of learning but also as assessment for learning. In this new framework, in addition to measuring students’ knowledge of the material, assessment can be thought of as a tool used for providing feedback, for defining academic standards, and for directing student learning (Harris, 2005). There is currently a movement calling for a shift away from traditional high-stakes assessment towards alternative assessment ...


A Rubric Guide For New Academics, Pearlean Chadha, Louise Lynch, Barry Nevin, Edmund Nevin, Anushree Priyadarshini Jan 2019

A Rubric Guide For New Academics, Pearlean Chadha, Louise Lynch, Barry Nevin, Edmund Nevin, Anushree Priyadarshini

PG Diploma Practitioner Research Projects

Early career academics entering Higher Education face many challenges. The demands of a new work environment – particularly a third-level institute – can lead to struggles for identity and purpose together with uncertainty of how to fit into a new role (Archer, 2008; Houston, Meyer, & Paewai, 2006). The importance of supporting new academics is identified by many authors including Adcroft and Taylor (2013) and Sadler (2012), and is a crucial issue where assessment of student performance is concerned. Assessment is a major driver of student learning, and scholars have extensively documented the importance of constructively aligning assessment types to learning outcomes (Biggs, 2003; Boud & Falchikov, 2006; Crisp, 2012). Good assessment practice should accomplish a number of key objectives (Boud, 1995) including the stimulation of student learning, objective measuring of student accomplishment and provision of marks that are both valid and reliable. Rubrics can support new academics aiming to fulfil these goals by clearly articulating expectations whilst also providing a framework for feedback ...


Towards Supporting Academic Authors, Researchers And Phd Students In Higher Education, Eileen O'Donnell, Liam O'Donnell Jan 2019

Towards Supporting Academic Authors, Researchers And Phd Students In Higher Education, Eileen O'Donnell, Liam O'Donnell

Books/Book Chapters

Academic authors, researchers, PhD, Doctoral, and Master’s students, write articles for journals, books, book chapters for inclusion in edited books, papers for conferences and conference proceedings, and so forth as a method of communicating and sharing scholarly research findings. This chapter reviews the supports necessary to learn how to effectively undertake research and successfully publish the findings. These supports could satisfactorily be provided through an e-learning portal or an e-learning platform. An e-learning module could be used to facilitate collaboration amongst staff, researchers, PhD, and post graduate students, who share similar research interests. Staff and students should be encouraged ...


Real Time Detection And Analysis Of Facial Features To Measure Student Engagement With Learning Objects, Conor Cohen Farrell, Charles Markham, Catherine Deegan Jan 2019

Real Time Detection And Analysis Of Facial Features To Measure Student Engagement With Learning Objects, Conor Cohen Farrell, Charles Markham, Catherine Deegan

Session 6: Applications, Architecture and Systems Integration

This paper describes a software application that records student engagement in an on-screen task. The application records in real time the on-screen activity and simultaneously estimates the emotional state and head pose of the learner. The head pose is used to detect when the screen is being viewed and the emotional state provides feedback on the form of engagement. The application works without recording images of the learner. On completing the task, the percentage of time spent viewing the screen and statistics on emotional state (neutral, happy, sad) are produced. A graph depicting the learner’s engagement and emotional state ...


Active Learning Strategies For Higher Education: The Practical Handbook, Centre For Higher Education Research, Policy And Practice Jan 2019

Active Learning Strategies For Higher Education: The Practical Handbook, Centre For Higher Education Research, Policy And Practice

Books

The manual itself is based on a sound method that the Educator can easily deploy. This is made up of easy stages for each activity which they and their students can embrace. This student-centred pedagogical approach allows learners to build their understanding while also taking responsibility for their own learning where the educator acts in a facilitator or enabler role. This active, enquiry-based approach is at the heart of what Durham College, UOIT and TU Dublin endeavour to provide to students as it can be applied to diverse problems and contexts within their educational journey and across disciplines. It also ...


How Architecture And Engineering Students Conceptualize Design Creation: Report Of A Pilot Study, Shannon Chance, Mike Mimirinis, Ines Direito, John E. Mitchell, Emanuela Tilley Jan 2019

How Architecture And Engineering Students Conceptualize Design Creation: Report Of A Pilot Study, Shannon Chance, Mike Mimirinis, Ines Direito, John E. Mitchell, Emanuela Tilley

Conference papers

This study uses phenomenographic research methodologies to identify qualitatively different ways engineering and architecture students conceptualize design creation; it seeks to discover if and how their conceptualizations of design creation relate to their conceptualizations of knowledge generation. This work extends prior research by King and Kitchener (1994) and others (Baxter Magolda, 1992; Belenky, Clinchy, Goldberger, & Tarule, 1986; Hofer & Pintrich, 2002; Perry, 1970) about the ways students develop increasingly sophisticated ways of: understanding and conceptualizing knowledge; sources of truth; how to evaluate various opinions and points-of-view; and ways to assess truthfulness and validity of new ideas. This project stems from the proposition that this development ...


Comparing Grounded Theory And Phenomenology As Methods To Understand Lived Experience Of Engineering Educators Implementing Problem-Based Learning, Shannon Chance, Gavin Duffy, Brian Bowe Jan 2019

Comparing Grounded Theory And Phenomenology As Methods To Understand Lived Experience Of Engineering Educators Implementing Problem-Based Learning, Shannon Chance, Gavin Duffy, Brian Bowe

Articles

Convincing teachers to implement pedagogical innovations is notoriously hard. This research project investigated the shift in pedagogical approach among a small group of faculty as they replaced traditional lecture-based methods with problem-based learning projects. Interviews were conducted with eight drivers of this change, around the question: What was it like to be part of a learning group focused on tangible change toward student-centred learning? Objectives were to understand how pedagogical change happened in an electrical engineering programme at a post-secondary institution in Ireland; analyse data using two different research methods; describe the processes, results, and findings, determining: To what extents ...


The Impact Of The Professional Development Framework On Dit’S Information Literacy Programme, Allison Kavanagh Jan 2019

The Impact Of The Professional Development Framework On Dit’S Information Literacy Programme, Allison Kavanagh

Books/Book Chapters

This chapter presents a case study of the influence engaging with the Professional Development Framework (PDF) has had on the Information Literacy (IL) programme in a Library of the Dublin Institute of Technology (DIT), since 1 January 2019 the City Campus of Technological University Dublin. The PDF was developed by the National Forum for the Enhancement of Teaching and Learning in Higher Education. For over a decade (2008-2018), a team of DIT library staff has used a ‘menu’ of one-hour classes to deliver its IL programme in a standardised way. Participation by some team members in L2L (Librarians Learning to ...


Case Study: When It Goes Wrong, How Do I Know I Am An Excellent Teacher, (Just Having A Bad Day)?, Roisin Donnelly Jan 2019

Case Study: When It Goes Wrong, How Do I Know I Am An Excellent Teacher, (Just Having A Bad Day)?, Roisin Donnelly

Other resources

We all doubt ourselves at times, and we all have bad days in the classroom! Being an excellent teacher is a challenge to achieve consistently, made more difficult by trying to measure how we as teachers make decisions in the classroom, and what impact those decisions have on what and how our students learn. This case study is offered from the perspective of an academic developer, working as a ‘third space’ professional (Whitchurch, 2008), and as a facilitator of discussions about excellent teaching in higher education on DIT’s teaching qualification – the Postgraduate Diploma in Third Level learning and Teaching.


The Openness Of New Learning Spaces In Campus-Based Institutions, Claire Mcavinia, Jason Fitzsimmons, Jen Harvey, K.C. O'Rourke Jan 2019

The Openness Of New Learning Spaces In Campus-Based Institutions, Claire Mcavinia, Jason Fitzsimmons, Jen Harvey, K.C. O'Rourke

Other resources

In this research presentation we present and explore open educational practices and resources in the context of learning spaces, broadly defined to include lecture theatres, classrooms, social areas, and online environments. Specifically, we examine the ways in which the use of space in campus-based institutions has been opened up through the evolution of learning theories and technologies (Brown & Long, 2006), and how the design and use of physical learning spaces has been remediated through the evolving use of blended and online learning in campus-based programmes.

We have undertaken collaborative research comprising a literature review and desk study of existing institutional practices as the basis for planned fieldwork and further collaborative research in our respective institutions, Dublin Institute of Technology (soon to become TU Dublin) in Ireland, and Purdue University in the US. Both institutions are engaged in the redesign of physical spaces, as well as the creation of entirely new buildings such as those on the Grangegorman campus in Dublin. These large scale projects have allowed us the opportunity to reconsider the purposes of physical learning spaces in the 21st century, and whether/how architecture has interacted with the rapid changes in educational technology and pedagogy.

In our review of the literature, we have examined relevant research for the key insights and lessons that can inform campus development and reflect the potential and actual use of new technologies. We will draw out elements of this research linking with open practices as an important dimension of new physical and blended learning spaces. Some key themes for discussion are:

  • Evidence that changes towards more open and shared educational spaces afford new opportunities to educators and students. Research has already pointed to the contribution of learning space design towards improving student learning, and enhancing shared practices amongst teachers and informed institutional planning (Alterator & Deed, 2013; Brooks, 2010; Cohen & Harvey, 2008). We consider whether new kinds of physical space in turn contribute to greater openness in teaching practices, and the use and reuse of open educational resources.
  • Evidence for the development of confidence and enhanced practice amongst lecturers/faculty through providing active learning spaces (Fitzsimmons, Neubauer & Haston, 2018). As university educators develop and enhance their teaching practice overall, we can identify new opportunities for the design and redesign of physical spaces towards active learning and connection with students.
  • Theorising on the potential for further change and development: building on the work of Rook, Choi and McDonald (2015) we consider how the evolution of learning theories and specifically open educational practices will influence the design of learning spaces in the future.
  • The potential role of educational development teams in developing open practices in new kinds of learning space: we examine the roles of academic developers and educational technologists in supporting colleagues towards more effective use of new kinds of learning space as well as the adoption of open practices (Fisher & Newton, 2014; Jamieson, 2003).

References

Alterator, S. & Deed, C. (2013). Teacher adaptation to open learning spaces. Issues in Educational Research, 23(3), 315-330.

Brooks, D.C. (2010). Space matters: The impact of formal learning environments on student learning. British Journal of ...


Open Practices In Academic Professional Development Programmes, Roisin Donnelly, Pauline Rooney, Claire Mcavinia, Muireann O’Keeffe Jan 2019

Open Practices In Academic Professional Development Programmes, Roisin Donnelly, Pauline Rooney, Claire Mcavinia, Muireann O’Keeffe

Conference papers

In this reflective practice work, we will examine critically the process of evaluating and redesigning academic professional development programmes through the lens of open educational practices and resources. For over 15 years, the DIT’s Learning Teaching and Technology Centre (LTTC) has offered a suite of accredited postgraduate programmes and modules for staff. Demand for these programmes and modules has increased since 2013 with 187 participants graduating and a further 221 completing modules for continuing professional development (CPD). DIT was the first higher education institution (HEI) in Ireland to state a requirement that newly appointed lecturers complete a postgraduate qualification ...


Developing Data Literacy For Data Enabled Student Success, Pauline Rooney, Geraldine Gray, Phelim Murnion, James Doody, K.C. O'Rourke, Catherine M Deegan, Gordon Cooke, Carina Ginty Jan 2019

Developing Data Literacy For Data Enabled Student Success, Pauline Rooney, Geraldine Gray, Phelim Murnion, James Doody, K.C. O'Rourke, Catherine M Deegan, Gordon Cooke, Carina Ginty

Other resources

Tapping in to the potential benefits of learning analytics requires staff and students in higher education to be proficient in data literacy. This poster reports on a project to review and identify professional development needs for learning analytics, with an emphasis on the effective use of learning data to promote student success.

We report on the development of an evidence based strategy and implementation plan that addresses the skills gaps and professional development requirements of students and higher education staff who teach or lead teaching and learning enhancement. The outputs will enable upskilling of staff and also facilitate students to ...


Assessment Strategies To Promote Peer Learning In An Online Course, Pauline Rooney, Caitríona Ní Shé Dec 2018

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 greater importance ...


School Of Culinary Arts & Food Technology - Winter Newsletter 2018, James Peter Murphy Dec 2018

School Of Culinary Arts & Food Technology - Winter Newsletter 2018, James Peter Murphy

Other resources

The School of Culinary Arts and Food Technology, Winter Newsletter captured the many events, research, awards, significant contributions and special civic and community activities which the students and staff members of the school have successfully completed up to the Winter period of 2018. The successful completion of these activities would not be possible without the active and on-going support of the 'INSPIRED' friends of Culinary Arts (school sponsors) and our school's industry association supporters.


Investigating The Enduring Fascination With Dublin's Victorian Pubs, James Peter Murphy Nov 2018

Investigating The Enduring Fascination With Dublin's Victorian Pubs, James Peter Murphy

Conference papers

Victorian pubs of Dublin have played an integral role in the social, cultural and economic history of Ireland’s capital from their early development in the front rooms and parlours of Dublin homes they are one of the most iconic elements of Irish culture. These pubs have always been a strange mixture of tradition and curiosity which forms an integral part of the rich tapestry of Dublin life dating back to their creation nearly 200 years ago. A proud brewing and distilling tradition of these pubs combined with their natural hospitality and sociability, have all contributed to making the pubs ...


Components Of, And Approaches To, Effective Feedback, Sarah Gibbons, Jonathan Mccarthy, Paul Mcevoy, Patricia Mordaunt Nov 2018

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

PG Diploma 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 ...


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 Nov 2018

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

PG Diploma 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 of IL within the contemporary information society has been acknowledged due to its relevance to lifelong learning (Bruce, 1999; Johnston & Webber, 2003; Podgornik, Dolničar, Šorgo, & Bartol, 2016). The IL competency of higher education students is significantly increased by the integration of IL elements in the classroom (e.g. Cochrane, 2006; Kennedy & Monty, 2008; Price, Becker, Clark & Collins, 2011; Kong 2014; Sandercock 2016). However, IL skills of students are often limited to beginner levels (Henkel, Grafmüller, & Gros 2018). Faculty and librarians need to develop a shared understanding of the IL skills ...


Problem-Based Learning As An Authentic Assessment Method, Stuart Henderson, Mary Kinahan, Elaine Rossiter Nov 2018

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

PG Diploma 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 ...


Alternative Methods To Traditional Written Exam-Based Assessment, Shane Dillon, Alan Mcdonnell, Diarmaid Murphy, Lynsey White Nov 2018

Alternative Methods To Traditional Written Exam-Based Assessment, Shane Dillon, Alan Mcdonnell, Diarmaid Murphy, Lynsey White

PG Diploma Practitioner Research Projects

Donnelly and Fitzmaurice (2005, p.14) suggest that “assessment methods should be in accord with the learning outcomes of the module and should foster a deep approach to learning”. While unseen written exams do develop skills such as “examination techniques, writing under pressure, recall” (Smyth, 2004), there are a number of alternative assessment methods that determine what students actually understand and what they can do, in contrast to what they can recall. As one student noted “I hate to say it, but what you have got to do is to have a list of “facts” …you write down the important ...


Demonstration Of A Novel 3-D Wind Sensor For Improved Wind Shear Detection For Aviation Operations, Anthony O'Connor [Thesis] Nov 2018

Demonstration Of A Novel 3-D Wind Sensor For Improved Wind Shear Detection For Aviation Operations, Anthony O'Connor [Thesis]

Masters

Low level wind shear and turbulence present a serious safety risk to aircraft during the approach, landing and take-off phases. Low level wind shear has been identified as one of the primary factors for aircraft go-arounds and aborted landings. Aviation reports have concluded that pilots need to have improved information in relation to tailwinds, wind shear and wind variations on approach and during the landing phases. The ability for a pilot to land an aircraft safely without the need to go-around or abort a landing due to wind conditions is crucial. During any given year, wind shear occurs thousands of ...


Keeping Up With The Joneses: Social Contagion And Knowledge Acquisition In Irish Construction Professional Service Firms, Roisin Murphy, Oluwasegun Seriki Nov 2018

Keeping Up With The Joneses: Social Contagion And Knowledge Acquisition In Irish Construction Professional Service Firms, Roisin Murphy, Oluwasegun Seriki

Other Resources

The high knowledge intensity of professional service firms (PSFs) has been extensively researched in industries such as manufacturing; however, lesser attention has been given to construction. As the construction sector in Ireland continues in its path of sustained growth, knowledge acquisition is becoming a central issue for strategy researchers within the sector. While several authors have explored aspects of the strategy in construction PSFs, knowledge acquisition as a tool for driving strategy remains largely unexplored. Previous studies have applied the theoretical underpinnings of social contagion (SC) to sectors such as healthcare, however, research into SC theory is lacking within construction ...