Educational Methods Commons^™

Ontology, Epistemology And Axiology In Halal Research: Empirical Evidence From Hajj Pilgrimage, Mohammad Mominul Islam

International Journal of Religious Tourism and Pilgrimage

The philosophical contributions of ontology, axiology, and epistemology have not provided a clear understanding of conventional or Halal tourism, including the Hajj pilgrimage. Against this background, this study aims to explore the Halal perspective of knowledge creation, including At-Tawhid, Ijtihad, and philosophies, through a qualitative and grounded theory approach with inductive reasoning and ethnographic approach. The author collected primary data through active observation of the Hajj rituals from June 16th to July 25th, 2022, in Makkah, the Kingdom of Saudi Arabia, and popular blog posts about the travel experience of pilgrims. Then, the data were analysed using ATLAS.ti to result …

Grosafe: In-Classroom Technology-Enabled Solution To Build Societal Resilience Against Child Grooming, Christina Thorpe, Fiona Jennings

Conference Papers

GroSafe is an innovative initiative developed by TU Dublin in partnership with the ISPCC to address the critical issue of child grooming. By leveraging cutting-edge digital technologies, GroSafe focuses on educating children, caregivers, and educators to recognise, report, and prevent grooming behaviours. It integrates a 3D educational gaming environment with adaptive learning tools, enabling safe and effective engagement for children, including those with diverse learning needs. Designed to align with Ireland’s SPHE curriculum, GroSafe empowers schools and communities to tackle grooming through early intervention and resilience building.

Employment Experience: Authentic Assessment Exemplar, Peter Monahan

Case studies: Assessment and Feedback

I supervise the Employment Experience Module with the semester 1 stage 2 Mechanical Engineering Ordinary Degree class. The Module MECH2039 is a voluntary module that if the students pass successfully, they receive an exemption from the module MECH2002 Professional Development in semester 2 stage 2. This module was initialized by a recommendation from Engineers Ireland to incorporate more employment related activities into the module. Also, it has noted through student attendance that a large part of the mechanical student cohort is engaged in part time employment, and it was agreed at departmental level that some academic benefit could be aligned …

Authentic Assessment Portfolio: Regulatory Environment (Sports), Amanda Dixon

Case studies: Assessment and Feedback

Historically, the module was 30% continuous assessment and 70% invigilated examination. During COVID the module was changed to 100% continuous assessment to facilitate the implementation of Authentic Assessment. Over the course of the semester students compiled a portfolio of authentic assessment tasks worth 60% and a group project 40%. The portfolio tasks were completed on a weekly basis and were specifically linked to each module topic. The tasks were presented by each student in the tutorials and verbal feedback was given by peers and by the lecturer. Formal written feedback was given by the lecturer to facilitate student improvement for …

Enterprise Challenge Authentic Assessment Exemplar, Niamh O'Hora, Kevin Dominic Delaney, Mark Shiels

Case studies: Assessment and Feedback

Creative Digital Media students in Blanchardstown engaged in a live Enterprise Challenge with ESB, Ireland's leading energy company. Working in teams, they played the role of innovation consultants, addressing the challenge of using technology to promote sustainable energy habits among ESB consumers. Their goal was to provide insightful strategies and innovative ideas for digital engagement and energy efficiency. Armed with a Design Thinking mindset, teams translated a real challenge into impactful solutions through human-centered research with energy consumers, creative problem-solving, ideation, prototyping, and evaluation techniques, alongside self-reflection. The assessment piloted the Enterprise Challenge elective module, aligned to TU Dublin's partnership …

Machine Learning Dataset Generator Authentic Assessment, Keith Quille

Case studies: Assessment and Feedback

This assessment focuses on the development of a tool for generating student-centered datasets (using the MLDG - Machine Learning Dataset Generator) which are unique but fair to allow for both in-class and remote summative assessment for a final-year Machine Learning course, simultaneously. The results are encouraging and provide evidence that MLDG and the assessment approach used to promote a fair assessment with academic integrity for Machine Learning students. This tool and assessment approach could also be applied in other subjects such as databases thus having value outside of Machine Learning courses for the Computing Education Research community.

Co-Creation And Immersiveness: Field Study As An Engagement Tool, Catherine Gorman

Case studies: Assessment and Feedback

The Fieldtripmodule and its assessment involves the co-creation of a field trip as an action-based exercise that employs the four learning styles (visual, auditory, read/write and kinesthetic) to develop experiential and authentic assessment which fosters deeper learning. Themodule is wholly assessment based. Fromthe outset underpinned by an identified challenge within the sector, students decide their own research question which guides their assessment, co-createmarking criteria, consensually decide on the location and components of the trip, and post-trip deliver a presentation(Grp) and written work on their chosen question( Grp) together with a written reflection on the process (I).

Reflective Practice Using Oral Reflection - Authentic Assessment, Bairbre Brennan

Case studies: Assessment and Feedback

Final year Digital Marketing students are given a live client who they work with as their final year project. They are assessed on their ability to understand and respond to the client brief, and on their ability to manage the client relationship. As each student is working with their own client, each experience brings its own challenges which the students need to learn from, and adapt their own behaviour within the relationship. This requires the students to become self aware and move from passive experience to active engagement with the module and client. A learning journal was used as part …

Building A Shelter To Sleep Out Overnight As An Authentic Assessment In Architectural Technology,, Kirk Mccormack

Case studies: Assessment and Feedback

This assessment required students to design and make a simple shelter to house their group overnight at Grangegorman campus. This was done in conjunction with the national Shine A Light Night Sleepout charity to raise funds for homelessness. Unlike the broader initiative where people sleepout in back gardens or schools, the students were given a set number of parts and tools and left to determine whether they could create a small piece of architecture that could survive out in the elements. The final structure would need to withstand climatic conditions excluding water, allowing a minimum light level, and maintain an …

Co-Op Co-Op: What Challenges Face The Future Of Marketing? Authentic Assessment, Bairbre Brennan

Case studies: Assessment and Feedback

Final year Digital Marketing students undertake a module where they are looking to the future of Marketing and anticipating what changes are likely to have the most impact on Marketing. The aim of the assessment is to encourage the students to identify an area of Marketing theory and practice that they are interested in and believe is likely to be affected the latest research. They then carry out an integrative literature review, reviewing the latest literature in their field and identifying the implications for marketers of the future.

Profess 12: Project Report 5: The Profess 12 Summer School - Evaluation, Una Beagon, Ruchita Jani, Janet Mckennedy, Brian Bowe, Margaret Morgan, Rosalind M Henry

Reports

This report outlines the evaluation of the summer school which was a key element of the PROFESS 12 project. The key steps involved in the 5-day summer school along with the method by which the feedback and the reflections of the participants of the summer school were collected is described here. Thereafter, the reflections received in the form of audio and text files are analysed and themes identified from the experience of the summer school participants are explained in detail.

The survey responses from the feedback on the summer school participation are also shown graphically. This analysis helped us identify …

Profess 12 – Project Report Pr3: Briefing Document For Co-Creation Exercise, Una Beagon, Margaret Morgan, Ruchita Jani, Brian Bowe

Reports

This document was prepared as a guide for co-creation exercises which are carried out with students to help design the PROFESS 12 Summer School. The briefing document has been prepared with information on how the co-creation exercise (in the form of a 2 hour workshop) will be facilitated and also includes background material which can be issued to students to prepare them for the event.

Exploring The Significance Of The Traditional Chef’S Uniform In Making Sense Of Professionalism In Culinary Arts Using Interpretative Phenomenological Analysis, Orla Mc Connell

European Journal of Food Drink and Society

Previous studies have found that professionalism is an important success factor for chefs. Yet, research on what professionalism “means” to chefs, and how they “make sense” of it, is currently underexplored. While there is some evidence of the significance of the traditional chef’s uniform in professional identity formation, it also needs further consideration. Culinary arts lecturers and chefs have already contributed to these discussions, but the student voice remains largely unknown. Alongside this, there is no prior research specifically on professionalism in culinary arts in Ireland. Therefore, a research gap emerged, which this paper intends to address. Using interpretative phenomenological …

The University Education Model Collection 2024: “A University Way Of Being”, Fionnuala Darby, Shaun Ferns, Barry J. Ryan

Group Reports

The University Education Model (UEM) revolutionises our approach to education; this approach is grounded in transformative learning opportunities and experiences for all. The UEM is central to the TU Dublin Strategic Intent, which itself is informed by the UN Sustainable Development Goals (SDGs), and in the case of the UEM, SDG 4 Quality Education. Embedding the UEM into our practice, processes and culture will empower TU Dublin to cater for the largest number of diverse learners, producing the most sought after, digitally literate, graduates.

The central focus of UEM are our learners, grounded in the three components that comprise the …

Blendmaster: A Collaborative Board Game For Training Teachers In Blended Learning, Mariana Rocha, Paul Doyle

Conference papers

Blended learning (BL) combines face-to-face and computer-aided resources, promoting students’ engagement and independence. However, teachers may struggle due to a lack of technological skills and pedagogical challenges. Serious games have proven to be an efficient tool for enhancing teachers’ training, providing immersive and interactive learning experiences, and allowing teachers to develop classroom management strategies in a risk-free environment. We present the design and implementation of BlendMaster, a collaborative board game for training teachers in BL. The game challenges players to make decisions, addressing classroom challenges in both face-to-face and online settings. By exploring the game’s mechanics, dynamics, and aesthetics, we …

Profess 12: Project Report Pr4: The Profess 12 Summer School Toolkit, Una Beagon, Margaret Morgan, Ruchita Jani, Rosalind M Henry, Janet Mckennedy, Brian Bowe

Reports

This document forms part of the PROFESS 12 Summer School Toolkit for engineering educators as a component of Work Package 3 in the HEA funded PROFESS 12 (PROFessional skills for Engineering students - Summer School to achieve SDG 12) Project.

This handbook outlines the pedagogical background to the design of the Summer School and describes in detail the components of each session, outlining the aims and objectives, teaching and learning activities and links to resources or templates as required. Educators are encouraged to provide feedback or additional relevant resources to the project team for inclusion as alternative options.

A student …

The Profess 12 Summer School Student Handbook, Una Beagon, Margaret Morgan, Ruchita Jani, Rosalind M Henry, Janet Mckennedy, Brian Bowe

Reports

This document forms part of the PROFESS 12 Summer School Toolkit for engineering educators as a component of Work Package 3 in the HEA funded PROFESS 12 (PROFessional skills for Engineering students - Summer School to achieve SDG 12) Project.

This handbook has been prepared for students engaging in the week long school to let them know what to expect including the schedule of events for the summer school. It also sets out what is expected of the students both in terms of pre-reading and also engagement and behaviour during the week.

Circular Pedagogy And Digitisation A New Educational Paradigm, Lucia Morales, Lia Pop, Jon-Hans Coetzer, Iulia Stefan, Ivaylo Peev

Working Papers

Existing educational systems and models are insufficient to address the challenges associated with our evolving socio-economic and environmental systems. In this paper, we offer critical insights on the core elements defining Higher Education Institutions, the digitisation of teaching and learning practices with a dominant trend favouring STEM education that overlooks the value of social sciences. The neglection of social sciences and the criticism and negative connotations that affect research in the field of pedagogy are also considered as they are essential in articulating our vision of the need for pedagogical innovations that acknowledge our new learning and teaching realities and …

Circular Pedagogy To Advance The Integration Of Learning Technologies: Supporting Technological Universities Cultural Transformation, Nadia Barkoczi, Iulia Stefan, Ivaylo Peev, Todor Todorov, Lia Pop, Claudia Marian, Cristina Campian, Sonia Munteanu, Patrick Flynn, Jon-Hans Coetzer, Lucia Morales

Working Papers

European countries need active and proactive educational systems assisted by models that can drive a cultural transformation that supports sustainable socio-economic and environmental development. In this paper, we reflect on the future of European education. We offer some insights on how the foundations of a new educational model (ANEM) could be cemented and solidly supported by pillars that acknowledge our societies' rich and diverse cultures. Furthermore, the European University of Technology's (EUt+) future educational model is taken as a case study to enable us to reflect and analyse the need for novel pedagogies that drive change for a more sustainable …

Interfacing Between Blended Case Teaching And International Case Competitions As Undergraduate Student Inquiry And Literacy In Marketing Programmes, Roisin Donnelly, Roger Sherlock

Journal Articles

This practice example explores the inquiry-based relationship for students between case teaching and international competitions in Marketing. This work is based on the premise that undergraduate Marketing students in a College of Business should experience learning through and about inquiry and enhance their research literacy as a result. Although for many students research-oriented ways of engaging them with inquiry are fairly passive experiences, we believe student engagement in case study competitions offer a primarily active and exciting learning opportunity. In a broader sense, the framework offered by Healey & Jenkins (2009) which is explored in this example, is based on …

Contemporary Trends In The Theological Understanding Of Christian Pilgrimage, Piotr Roszak

International Journal of Religious Tourism and Pilgrimage

This paper analyses the historical changes that have taken place in the Christian theology of pilgrimage from Patristics to the present time. Against that background, it identifies the core parameters of the theological debate on pilgrimage, including its foundation in the truths of the faith and its key dimensions. In view of attempts to reduce the essence of pilgrimage to phenomenological descriptions in contemporary analyses, the author proposes to take advantage of the explicatory potential of hylomorphism as a theory that differentiates between matter and form. When applied to pilgrimage, hylomorphism makes it possible to integrate theological perspectives with the …

Profess 12: Project Report Pr1: The Global View On Skills Needed For Sustainability, Una Beagon, Margaret Morgan, Ruchita Jani, Brian Bowe

Reports

Engineers of the future must be technical experts, able to solve problems in an integrated way, a systems thinker, a holistic thinker, a critical thinker, someone who can work with diverse people in multidisciplinary teams. Excellent communication skills and being able to work across cultural boundaries are key components of the engineers toolbox. They must also have a good ethical conscience, grit, adaptability and the ability to challenge the status quo. Finally, the engineer of the future must have sustainability-friendly attitudes and values and a focus on social responsibility so that they can do their part to achieve the SDGs. …

Circlet Guide For Facilitators: Learning Circles For Community Engaged Research And Learning, Réka Matolay, Márta Frigyik, Catherine Bates, Amalia Susana Creus, Judit Gaspar, Nadja Gmelch, Sinead Mccann, Caroline Mcgowan, Emma Mckenna, Linde Moriau, Soledad Morales Pérez, Andrea Toarniczky, Brecht Van Der Schueren

Books/Book chapters

This facilitators’ guide contains rich resources that readers can use to organize Learning Circles to support lecturers to build community engaged research and learning (CERL) into their teaching. In this guide we introduce how consortium partners in the CIRCLET project designed and facilitated their local Learning Circles for Community Engaged Research and Learning (CERL) as well as International Learning Circles across the five partner universities.

Learning Circles aim to support educators to reflect on and reimagine their courses and modules to embed CERL through peer learning and with the contribution of experts, stakeholders. In this guide we provide resources to …

Could The Inclusion Of Certain Building Information And Modelling Aspects Into The Leaving Certificate Engineering Syllabus, Aid The Transition Of Students Into Third Level Education, When Choosing A Course Within The Construction Industry, Joseph Boyle, Deborah M. Brennan

Capstone Reports

The paper investigates the effects of implementing several Building Information and Modelling (BIM) aspects into the Leaving Certificate Engineering Syllabus and examines the impact this has on students choosing third level Architectural Engineering and Construction (AEC) industry courses with the desire of improving the shortage in the sector. The method and content of the study was based on academic research on second level education in other European countries through the lens of a Literature Review. A sixteen-week pilot program was trialed with over one hundred students at Senior Cycle. The outcomes of the study were critically evaluated through stakeholder interviews …

Circlet Themed Resource List On Key Topics Relevant To Community Engaged Research And Learning, Catherine Bates, Sinead Mccann, Caroline Mcgowan

Books/Book chapters

This Themed Resource List was produced as part of the process of developing a postgraduate Continuing Professional Development (CPD) module for lecturers who wish to build, or enhance, Community Engaged Research and Learning (CERL) projects in the modules they teach, as part of the Higher Education curriculum. CERL (or service-learning, as it can be known) is a high-impact activity in Higher Education (Kuh, 2008), increasing student engagement and learning. CERL also supports community goals and makes teaching more interesting for lecturers. The module was designed to build capacity among lecturers for CERL, including developing relevant knowledge, skills, attitudes and values. …

Circlet Guide For Facilitators: Online Continuing Professional Development Module: Embedding Community Engaged Research And Learning In Higher Education Curricula, Catherine Bates, Sinead Mccann, Caroline Mcgowan

Books/Book chapters

This guide contains all the resources needed to implement a postgraduate Continuing Professional Development (CPD) module for lecturers who wish to build, or enhance, community engaged research and learning (CERL) projects in the modules they teach, as part of the Higher Education curriculum. CERL (or service-learning, as it can be known) is a high-impact activity in Higher Education (Kuh, 2008), increasing student engagement and learning. CERL also supports community goals, and makes teaching more interesting for lecturers.

This module is designed to build capacity among participants for CERL, including developing relevant knowledge, skills, attitudes and values. Our approach to this …

Evaluating A Peer Assisted Learning Programme For Mature Access Foundation Students Undertaking Computer Programming At An Irish University, Nevan Bermingham, Frances Boylan, Barry J. Ryan

Articles

Access Foundation Programmes are a widening-participation initiative designed to encourage engagement in higher education among under-represented groups. This includes socioeconomic and educational disadvantage. Mature students in particular enrolled on these programmes experience greater difficulties making the transition to tertiary education, especially when they opt to study disciplines traditionally considered difficult. Computer programming is perceived as a traditionally difficult subject with lower pass rates and progression rates typically than other subjects.

This paper describes the first of a three-cycle action research study examining the perceived effects of a structured Peer Assisted Learning (PAL) Programme for mature students enrolled on a computer …

The Development Of A Template For Structuring Case Studies About Blended Learning, And An Associated Evaluation Check Sheet, Damian Gordon, Paul Doyle, Anna Becevel, Tina Baloh

Conference Papers

The Blended Learning International Train the Train Project is focused on the development of a training programme to equip teachers to become proficient in the training others in Blended Learning, which is an approach to teaching that combines online teaching with face-to-face teaching; and aims to leverage the benefits of both. The programme will be developed in two phases, in the first phase a series of case studies relevant to Blended Learning will be developed, followed by a second phase where the training programme with be designed and developed. In developing the blended learning case studies, two key documents were …

The Impact Of A Professional Development Mooc On The Teaching Beliefs Of University Science Laboratory Teachers, Natasa Brouwer, Gunther Fleerackers, Iwona Maciejowska, Claire M. Mcdonnell, Mauro Mocerino

Journal Articles

This study contributes to the understanding of online professional development of university STEM (Science, Technology, Engineering and Mathematics) lecturers. An active learning massive open online course (MOOC) to develop best practice in teaching in university science laboratories was developed using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model in three cycles. The teaching beliefs and intentions of the participants were determined before and after they completed the MOOC and their level of satisfaction with this professional development opportunity was examined using a survey. The results showed high completion rates and an appreciation of the online course design. Participants who completed …

All Things Merge Into One, And A River Runs Through It: Exploring The Dimensions Of Blended Learning By Developing A Case Study Template For Blended Activities, Damian Gordon, Paul Doyle, Anna Becevel, Tina Baloh

Articles

The BLITT (Blended Learning International Train the Trainer) Project is focused on developing a training programme to equip teachers to become proficient in championing the use of Blended Learning in the classroom. The training programme will be developed in two phases, in the first phase involves the development of a series of case studies relevant to Blended Learning, followed by a second phase where the BLITT training programme will be designed and developed, using input from these cases. In developing the blended learning case studies, two key documents were identified as being essential, first, a case study tracking template to …