20413 research outputs found
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GIS CPD Geospatial Skills
Get PDFThe GIS CPD programme is delivered to people from industry wishing to develop their Geospatial skills in GIS. For many this is an important skill. Many organisations and companies encourage and pay for their staff to attend the programme and get the CPD Students gain important skills for managing, analysing and presenting geospatial data in a GIS environment. certificate. Students come from many different industries including local authorities, semi state bodies, National mapping agency, transport consultant practices, cable companies, environmental companies. The programme has been running for almost 30 years by my former colleague Eamonn Donnelly. Up until the pandemic students attended in person and travelled from many parts of Ireland to attend. During the pandemic the course was delivered online. Based on positive feedback from students about being able to attend online the decision was taken in 2022 to offer the programme in Hyflex mode
Faculty Liaison Librarians use of Digital Education Tools in the delivery of Library skills classes
Get PDFThe Faculty Liaison Librarians (FLL) are responsible for supporting students on taught undergraduate and postgraduate programmes in their respective faculty. Each FLL will liaise and partner with academics on the teaching of library skills and engage with a variety of digital education tools to deliver library classes. These tools include polling software Vevox and video recording software ScreenPal which are used to facilitate hybrid classes on Teams or F2F, in order to deliver to their cohorts needs both Synchronously and Asynchronously
Using video-based e-Tivities for peer-led assessment
Get PDFThis case study describes an on-line peer-led assessment on the topic of ‘building personal entrepreneurial resilience’. The assessment is worth 30% of the overall module grade. Students complete a self-assessment measure of personal resilience (Reivich & Shatte, 2002) and are asked to note which resilience factor(s) resonate most strongly for them; they self-select recommended activities for building personal resilience and complete at least one. On completion, they prepare a 5-minute video recording using the integrated Brightspace technology, reflecting on their experience of the activity. Once all student videos are uploaded, they review and comment on – using clear guidelines – the posts of two of their classmates. While students are not asked to grade their peers, they do provide qualitative commentary within the parameters of the learning outcomes. Marks are awarded for the individual exercise; students must complete the peer-review elements of the assignment
DRAFT ACTIVE TRAVEL & PUBLIC REALM EVALUATION FRAMEWORK (SUMMARY)
Get PDFThis aim of this Draft Summary Framework is to assist Local Authorities & other similar authorities in the monitoring and evaluation of their active travel & public realm interventions. It is intended to allow for flexibility depending on the project objectives and context, and is not intended to be a definitive list of indicators and metrics. The indicators and metrics included seek to strike the balance between what\u27s reasonable, practical and feasible for a Local Authority and associated resources in terms of monitoring & evaluation. Not all projects can be reasonably expected to be fully monitored and evaluated, thus a sample typology of project scales/significance and commensurate evaluation metrics are suggested (depending on the project objectives)
Rebuilding Possible: Pilgrimage and Learned Helplessness
Get PDFLearned helplessness is a belief in one’s own powerlessness which may develop after repeated exposure to stressful situations ranging from domestic abuse to public education. It is associated with pessimism, passivity in the face of obstacles, and depression. Pilgrimage, conversely, is associated with agency — striking out on one’s own in search of physical, emotional, cognitive, and / or spiritual transformation. Combining psychological literature with my personal experience as a pilgrim, special education student, artist, art facilitator for people with special needs, and professor, I argue that walking pilgrimages such as the Camino de Santiago offer a comprehensive opportunity to actively reconstruct obsolete modes of self-perception and build belief in one’s own efficacy on the journey from helplessness to self-efficacy and hope. I explore how I became mired in learned helplessness as a child, how the ensuing behavior patterns imposed a ‘low ceiling’ on what I thought I could hope for in life, and how key experiences connected with pilgrimage led me to radically reconstruct what I believe is possible for myself and others. Finally, I ask how, as a teacher and art facilitator, I and others might use pilgrimage and experiences like it to ‘punch a hole in the low ceiling’ for those we support in the special needs community and beyond
“We all agree that the best thing to do is be kind to ourselves”: Emotionally reflexive reorientations of childcare during the COVID pandemic
Get PDFIn the face of a crisis like COVID-19, people in the UK mused on how they felt and how to care, including how to care for children. This musing can be understood as emotional reflexivity: which means reflecting on how to feel and how to use those reflections in our emotional practices. I illustrate emotional reflexivity at work in 47 volunteer writers’ responses to the Mass Observation Project’s special COVID directive in March 2020. It asked the writers to share their experiences as the COVID-19 pandemic unfolded. They did their emotional reflexivity with other people and sometimes reoriented caring for children. These writers reflected on their own, and other people’s, feelings about and practices of caring for children. Some reflected more widely on how society cares for children. These reflections occasionally led to different possibilities and practices of childcare. The paper considers what these accounts can contribute to debates about care by illustrating the importance of support from friends and children in caring, how to care at a distance and the part that strangers can play in sharing childcare as a social task
Mobile HyFlex
Get PDFI utilised the mobile hyflex technology with a group of taught postgraduate students attending a 2 hour research methods lecture. Students were required to complete preparatory work in advance which formed the basis of group discussion and group tasks. Sessions were divided between lecture delivery, individual exercises and small group discussion or group tasks. I delivered a hybrid approach using the mobile technology provided by the NTUTORR initiative and the virtual classroom function in Brightspace
Microsoft Whiteboard! The Digital Brainstorming
Get PDFMicrosoft Whiteboard is an online tool for collaborative brainstorming. Described as the digital equivalent of the post-it note / whiteboard, it enhances student engagement within groups and classes as it facilitates rapid sharing of ideas and learning. A technology that affords lecturers the opportunity to very quickly observe the evolution of student ideas and brainstorming in real-time. An impactful yet simple tool that facilitates lecturer intervention when more direction or guidance is needed e.g. a topic needs clarification, or additional prompts are needed. The integration of MS Whiteboard into tutorial and workshop-based settings, facilitates student-student and student-lecturer collaboration with maximum digital efficiency
VR for Tourism (Assessment)
Get PDF1st Year marketing and tourism modules typically employ assessments that are written or presentation-based, and due to the complexities of timetable delivery, rarely are able to share common assessments. Technology is of growing importance to both marketing and tourism businesses due to ability to connect with potential customers through various online channels such as websites, social media, email, and search engines, making it easier to build brand awareness and drive sales with new or existing audiences. Technology also plays a significant role in tourism marketing, enhancing the reach and effectiveness of marketing efforts. I introduced a new joint assessment shared by two modules that incorporated Virtual Reality (VR) and immersive 360-degree tourism videos with marketing techniques and tourism best practice. VR allows potential travellers to explore destinations and accommodations in a highly interactive and realistic manner, which can boost confidence and booking conversions. Funding was generously provided by NTUTORR and Dr Dominic Dillane (Head of School, School of Tourism and Hospitality Management)