Education Commons^™

Academics' Views On Personalised E-Learning In Higher Education, Eileen O'Donnell, Mary Sharp, Vincent Wade, Liam O'Donnell

Conference Papers

The challenges for academics in meeting the learning requirements of students are many and varied. This research focuses on the concept of personalised learning, where activities are specifically selected to suit the learning requirements of individual students. The creation of personalised learning activities to suit every student’s learning needs, are not easily achieved. A survey was conducted in June 2012 to determine academics awareness of, and views on, the ‘novel teaching approach’ of personalised e-learning in higher education. Forty academics participated in this study. 60% of academic respondents agreed with the statement: “There is a need to personalise e-learning to …

An Investigation Of The Current Course Content On The Ba (Hons.) In Culinary Arts Hot Kitchen Modules In The Dublin Institute Of Technology To Ascertain Whether The Content Is Adequate In Meeting The Needs Of The Stakeholders, Pauline Danaher

Theses, M.Phil

This research focuses on Culinary Arts Education, particularly the adequacy and attitudes of all the stakeholders to the content of the hot kitchen modules on the BA (Hons.) in Culinary Arts in the Dublin Institute of Technology. The lack of research in culinary education has been highlighted by Berta (2005) and Zopiatis (2010).

This thesis has traced the evolution of culinary culture in Europe from Ancient Greece and Rome, up to the present day. Carême (1784 – 1833) and Escoffier (1846 – 1935), the founders of classical French cuisine, codified French cuisine which lead to the need of properly trained …

Dit Teaching Fellowships Reports 2011-2012, Learning And Teaching Technology Centre, Dublin Institute Of Technology

Annual Reports

No abstract provided.

The Use Of Audio Feedback To Develop Deeper Learning In Business Education, Daire Hooper

Conference Papers

It is widely regarded that providing students with feedback is central to their learning (Biggs & Tang, 2007). Traditionally feedback has been given to students either in person or in writing, however, due to advancements in technology, audio is now employed by a small minority of educators in Higher Education (Ice et al., 2007; Merry & Orsmond, 2007; Middleton, 2007; Nortcliffe & Middleton, 2007). Audio feedback is a feedback mechanism whereby feedback is given to students via mp3. To date, research on audio feedback has focused on students’ perceptions of audio as a feedback mechanism, and its ability to increase …