Education Commons^™

Creating An Experiential Learning Based Multi-Disciplinary Program, Jeff Moretz, Steve Marsh, Jennifer Percival

Stream 2: Curriculum

For many years, curriculum development has considered learning outcomes at the program level largely via learning outcomes at the course level. Some programs have modified their designs to use different structures such as condensed courses or project based learning. Recently, there has been an increased interest in experiential learning as a way to facilitate student acquisition of real-world applicable capabilities while enhancing student learning of ‘soft skills’ such as professionalism, communication, and team management. Historically, such engagement including complexities of real-world problems has been accomplished through internships, co-op, capstone courses, or project based learning. In this paper we present an …

An Experiential Learning Approach: Implementing A Group-Based Research Project As The Main Learning Vehicle In A First Year Microeconomics Module, Joe Dennehy

Teaching Fellowships

The overall purpose of this Teaching Fellowship project is to determine whether a current bold-on continuous assessment research project can be developed further to become the main learning vehicle in a first year Microeconomics module. The main research objectives are: can a group-based research project become the main learning vehicle in a first year Microeconomics module?: can such a project provide the generic skills relevant to a modern society : can such a project be facilitated by a Wiki. There are two main sections to the extensive range of literature reviewed. One is that which considers the wide range of …

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 …

Techknow-Share: A Social Learning Framework For Group Projects, Mary Lawlor

Teaching Fellowships

Many marketing students at undergraduate level are exposed to experiential learning in Years 3 and 4 where, through more varied pedagogies such as case studies and industry projects, they have a taste of real work marketing practice. It is often a challenge to engage students at second year where the theory and concepts of marketing are required to be taught, often employing a traditional passive learning paradigm (lecture based). The need to foster engagement early in a student’s learning is ever greater with a generation of students that want to construct knowledge socially and leverage Web 2.0 tools in their …

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 …