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Articles 1 - 18 of 18
Full-Text Articles in Education
Using Blended Learning To Enhance The Experience Of Students In Built Environment Related Degree Programs, Philip Russell, Ruairi Hayden
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 …
School Of Culinary Arts & Food Technology, Technological University Dublin Newsletter: Winter, 2019, James Murphy
School Of Culinary Arts & Food Technology, Technological University Dublin Newsletter: Winter, 2019, James Murphy
Articles
The School of Culinary Arts and Food Technology, TU Dublin, 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 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.
Engineering Education Through Problem Based Learning: A Case Study Of Teaching Mechanical Engineering Design In Tu Dublin, Kevin Delaney, Ger Nagle
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 …
School Of Culinary Arts & Food Technology, Technological University Dublin Newsletter: Autumn, 2019, James Murphy
School Of Culinary Arts & Food Technology, Technological University Dublin Newsletter: Autumn, 2019, James Murphy
Articles
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.
International Collaborations: Inspiring Active Learning In Higher Education, Caroline Ferguson, Robert Hickey, Shaun Ferns, Robert Savelle
International Collaborations: Inspiring Active Learning In Higher Education, Caroline Ferguson, Robert Hickey, Shaun Ferns, Robert Savelle
Articles
International collaborations can present various challenges; however, with strong leadership and support, as well as through leveraging a variety of online collaborative tools, the results can be great. In this paper, we discuss the process involved in the design, development, and utilization of an openly available active learning handbook that was created by colleagues at three institutions: one in Dublin, Ireland and two in Oshawa, Canada. We discuss the journey that inspired this collaborative project and address some of the unique issues around post-conference collaborations. To conclude, we highlight some applications of the handbook across our institutions and beyond.
School Of Culinary Arts & Food Technology, Technological University Dublin Newsletter: Summer, 2019, James Murphy
School Of Culinary Arts & Food Technology, Technological University Dublin Newsletter: Summer, 2019, James Murphy
Articles
The School of Culinary Arts and Food Technology, TU Dublin, Summer 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 Summer 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.
Irish Plan Offers European Roadmap To Improve Teaching, Roisin Donnelly, T. Maguire
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
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 …
Systems In Play: Simon Nicholson's Design 12 Course, University Of California, Berkeley, 1966, Tim Stott
Systems In Play: Simon Nicholson's Design 12 Course, University Of California, Berkeley, 1966, Tim Stott
Articles
In 1966, British artist, designer and educator Simon Nicholson (1934–1990) offered a lower division course, Design 12, at the College of Environmental Design, UC Berkeley. Controversially, Nicholson promoted play as the principal method of design and invited children to assess students’ projects on the Berkeley campus and in local schools, parks, playgrounds and hospitals. This article presents Design 12 as an important example of environmental design pedagogy in the USA, which uniquely attempted to synthesize British post-war constructivism with ‘design science’ and adventure play. The result was a course that placed play at the centre of design pedagogy, where it …
Comparing Grounded Theory And Phenomenology As Methods To Understand Lived Experience Of Engineering Educators Implementing Problem-Based Learning, Shannon Chance, Gavin Duffy, Brian Bowe
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 Study Of Grit In Engineering Education Research: A Systematic Literature Review, Shannon Chance, Inês Direito, Manish Malik
The Study Of Grit In Engineering Education Research: A Systematic Literature Review, Shannon Chance, Inês Direito, Manish Malik
Articles
Researchontheroleofgrit–definedasbothperseveranceandpassionfor long-termgoals–onhumanperformancehasbeenconductedforthepast decade. It has been suggested that this non-cognitive factor is a better predictor of students’ retention than traditional academic measures. These findings hold relevance for engineering education research but studies on this area are still scarce. This paper provides a systematic review of the current state of research on grit and its correlates in engineering higher education research. Publications were identified using three types of databases specific to engineering education; a final set of 31 relevant records was analysed by type of population, methods, research topics and main results. Most of the reviewed studies implemented quantitative methodologies to …
Childminding In Ireland: Attitudes Towards Professionalisation, Miriam O'Regan, Ann Marie Halpenny, Noirin Hayes
Childminding In Ireland: Attitudes Towards Professionalisation, Miriam O'Regan, Ann Marie Halpenny, Noirin Hayes
Articles
In light of rapid changes in the early years sector in Ireland since 2000, questions arise about the professionalism of childminders (family day carers), the vast majority of whom are exempt from regulation. Fewer than 0.1% (<120) of childminders are registered with Tusla, the national regulator, despite the National Childminding Initiative, (NCMI) which has promoted professional, high quality childminding. To investigate current attitudes to NCMI’s process of professionalisation (Brannen and Moss [2003]), among childminders and parents, a cross-sectional study was designed using a mixed-method approach. Specifically an anonymous online survey was conducted with 325 participants, followed by a qualitative World Café forum for 40 members of Childminding Ireland, the national childminding body. Findings from both phases of research revealed many of these childminders were well-qualified and engaged, with a sense of professional identity, seeking a distinctive approach to support childminding. Moreover, both childminder and parent participants value the distinctive characteristics of childminding – close relationships, a nurturing pedagogy, a rich, home environment – to a greater extent than markers of professionalism. These findings call for an innovative approach to childminding in Ireland, one that facilitates an organic development of agentic, professional childminding as part of a competent ECEC system.
Social Care Graduates’ Judgements Of Their Readiness And Preparedness For Practice, Fiona Mcsweeney, David Williams
Social Care Graduates’ Judgements Of Their Readiness And Preparedness For Practice, Fiona Mcsweeney, David Williams
Articles
While research has been conducted on social work graduates’ views of their readiness and preparedness for practice, the views of social care workers have not been specifically researched. This paper reports on the views of social care graduates in Ireland of how ready they are to join the workforce and how their educational programme has prepared them. Two semi-structured interviews were conducted with the same participants. The first was at the end of their final year in college and the second between 9 and 12 months later when they were in employment. Findings indicate that participants, while apprehensive, felt ready …
A Situational Analysis Of The Current Level Of Lecturers’ Engagement With Internationalisation Of The Curriculum In Ireland’S First Technological University, Deirdre Ryan, Fiona Faulkner, Dominic Dillane, Robert Flood
A Situational Analysis Of The Current Level Of Lecturers’ Engagement With Internationalisation Of The Curriculum In Ireland’S First Technological University, Deirdre Ryan, Fiona Faulkner, Dominic Dillane, Robert Flood
Articles
The educational value of internationalisation in higher education is of critical importance for both domestic and international students. While national and institutional policies globally are increasingly prioritising internationalisation, the resultant consequences for the teaching and learning context are not adequately being explored. Understanding engagement with Internationalisation of the Curriculum from the lecturers’ perspective allows for a greater insight into the inherent implementation gap between the theory and practice of the process. This knowledge may then help inform strategies to address the gap. The present study details the current level of engagement between lecturers and Internationalisation of the Curriculum in Ireland’s …
Towards A Learning System For University Campuses As Living Labs For Sustainability, L.A. Verhoef, M. Bossert, J. Newman, Filipa Ferraz, Z.P. Robinson, Y. Agarwala, P. Wolff, P. Jiranek, C. Hellinga
Towards A Learning System For University Campuses As Living Labs For Sustainability, L.A. Verhoef, M. Bossert, J. Newman, Filipa Ferraz, Z.P. Robinson, Y. Agarwala, P. Wolff, P. Jiranek, C. Hellinga
Articles
Universities, due to their sizeable estates and populations of staff and students, as well as their connections with, and impact within, their local and wider communities, have significant environmental, social and economic impacts. There is a strong movement for universities to become leaders in driving society towards a more sustainable future, through improving the sustainability of the built environment and the universities’ practices and operations, and through their educational, research and wider community engagement missions. Around the globe the concept of ‘Living Labs’ has emerged as an instrument to integrate these different aspects to deliver sustainability improvements, through engaging multiple …
Supporting Pedagogic Innovators In Professional Practice Through Applied Elearning, Roisin Donnelly
Supporting Pedagogic Innovators In Professional Practice Through Applied Elearning, Roisin Donnelly
Articles
This study explores the relationship between conceptions of innovation in eLearning pedagogy, the role of artefact-based learning in demonstrating this innovation, and how this can be investigated through critical incidents analysis of personal and collective learning. The context is an accredited masters programmes and the graduates’ experience from 2007 to 2017. Graduates are a blend of academic staff in higher education, private sector trainers, and independent eLearning consultants wanting to develop knowledge and skills in eLearning. Key dimensions of pedagogic innovation explored are the continuum of how programme participants learn to innovate, what enables or prohibits them to innovate in …
Improved Levels Of Critical Reflection In Pharmacy Technician Student Work-Placement Assessments Through Emphasising Graduate Attributes, Julie Dunne
Articles
This study investigated the effect of activities to promote awareness of specific prioritised graduate attributes on the quality of reflection displayed in work-placement reflective blog assessments for Pharmacy-technician students. Previous related research showed an increased tendency to frame placement experiences in terms of graduate attributes when they are made more explicit in the curriculum. Now, a thematic analysis of reflective writing from control and research groups, using a priori codes of ‘reflection’ and ‘graduate attributes’ explored the impact on the depth of critical reflection, and its relationship to explicit discussion of graduate attributes. The findings show an improvement in the …
Direct Instruction And Its Extension With A Community Of Inquiry: A Comparison Of Mental Workload, Performance And Efficiency, Giuliano Orru, Luca Longo
Direct Instruction And Its Extension With A Community Of Inquiry: A Comparison Of Mental Workload, Performance And Efficiency, Giuliano Orru, Luca Longo
Articles
This paper investigates the efficiency of two instructional design conditions: a traditional design based on the direct instruction approach to learning and its extension with a collaborative activity based upon the community of inquiry approach to learning. This activity was built upon a set of textual trigger questions to elicit cognitive abilities and support knowledge formation. A total of 115 students participated in the experiments and a number of third-level computer science classes where divided in two groups. A control group of learners received the former instructional design while an experimental group also received the latter design. Subsequently, learners of …