AISHE-J - The All Ireland Journal of Teaching and Learning in Higher Education
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Partnership as a New way of Teaching and Learning: Reflection on my UDL Journey
No full textThe article explores different types of academic partnerships through Gamification, Active learning, and the Universal Design for Learning (UDL) for effective collaboration between students, staff, and subject matter experts in curriculum design and content development. It presents practical teaching examples that may be relevant to various educational environments with a specific emphasis on the three UDL framework principles: multiple means of engagement, representation, and action and expression. The author reflects on the UDL journey in the Level 7 Bachelor of Science Additive Manufacturing programme design and delivery for the School of Engineering, SETU, and how that reflection may resonate with a broader cohort of teachers and educators. The paper highlights the importance of the student’s voice and how it can be included in the learning process to make everyone feel involved, ‘heard,’ and responsible for the work outcome. The article considers partnership as a new addition to teaching and learning that can support the development of soft skills like problem-solving, critical thinking, team building, and time management and encourage engagement and collaboration through co-design, co-learning, and co-development
Post Pandemic Workplace Implications for Female Leaders: A Systematic Review of Stereotype Threat within Video Conferencing
No full textA significant body of research has documented the effect to which stereotype threat can be triggered by both the physical environment and by the use of various technology media. However, there is a dearth of research exploring the relationship between stereotype threat, defined here as “the concrete, real-time threat of being judged and treated poorly in settings where a negative stereotype about one’s group applies” (Steele, Spencer & Aronson, 2002, p.385), and video conferencing software features - specifically virtual backgrounds. This literature review suggested that this feature might, in certain circumstances, negatively affect the performance of groups not stereotypically associated with leadership roles. The review considered the use of video conferencing virtual backgrounds in order to discern if background images evoking gendered stereotypes of leadership can cue stereotype threat in female technology workers undertaking a leadership activity, thus negatively effecting performance. The review examined the relationship between performance on the leadership activity and exposure to gendered backgrounds on a video conference call, and the findings are applicable across organizations and higher education (HE) contexts. From this study situated in organizational workplaces, it can be argued that the issue of stereotype threat due to virtual backgrounds is also likely to exist in higher education contexts. Particularly since across many HE disciplines, instructors have adopted the use of video in instructional settings including face-to-face classrooms, blended learning environments, and online courses. Recommendations from the systematic literature review were provided for corporations and management professionals and can be extended to higher education institutions, with suggested amendments to support improved staff training and professional development outcomes.
Democratising UDL Professional Development in Higher Education through Partnership and Platforming Local Leadership
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Abstract.
In this case study, the authors describe a targeted programme which facilitates the widespread undertaking of training in Universal Design across their institution. This programme is a key part of the strategic whole institution approach to inclusion pioneered in and adopted by University College Dublin (UCD). The programme creates and empowers faculty to be local leaders in inclusion and Universal Design, and provides them with the structure, support and a community of practice in order to achieve the programme goals. The community of practice has been crucial to the success of the programme, particularly the partnership element. Since the inception of the programme, the number of colleagues completing training in Universal Design has increased threefold and has greatly raised the institutional awareness of the need for adopting Universal Design practices and created a sense of urgency behind it. Flexibility of the programme structure, the funding streams and leadership buy-in are recognised as vital ingredients for implementation
Empowering Diversity: A Case Study on Inclusive Assessment and Universal Design for Learning in a Post-Secondary Programme for Students with Intellectual Disabilities.
No full textAbstract.
This paper addresses inclusive assessment and Universal Design for Learning (UDL) for students with intellectual disabilities in higher education. Inclusive assessment entails the creation and application of assessment methods and practices that are both fair and effective, allowing every student to showcase their complete capabilities in terms of knowledge, comprehension, and skills. Universal Design for Learning (UDL) is an instructional approach designed to make curriculum and learning more accessible for every student. Presenting findings of a case study from a post-secondary education programme for students with intellectual disabilities in an Irish university, this article aims to contribute to the knowledge gap existing on this topic in the current literature. The study explored students’ perspectives on inclusive assessment which had been designed and implemented using a UDL approach in a two-year full time Level 5 National Framework of Qualifications (NFQ) course. Adopting a mixed-method approach, the students were invited to take part in two focus groups and to complete an online anonymous qualitative survey structured in an easy-to-read format. The survey and focus group findings provided valuable insights into student perspectives on assessment within the course, designed on UDL principles. Students recognized the multiple means approach in assessment as beneficial, enabling them to express learning without extra accommodations. Challenges cited include time management, assignment preference, and system consistency. Despite occasional anxiety, students felt empowered by engagement with assessments. Suggestions for improvement included more regular feedback, consistency in coursework management, and diverse assignment delivery options. The results of the case study underscored the significance of student voice regarding assessment, emphasising its invaluable role in advancing inclusive practices within a curriculum that adopts a UDL-based approach.
Escape to Learn: Digital Escape Rooms and Universal Design for Learning.
No full textGamification is an increasingly popular strategy to foster engagement in education. This paper reflects on digital escape rooms in the learning environment and their alignment with Universal Design for Learning (UDL) principles. Four digital escape rooms based on different anatomy and physiology themes were developed as revision exercises for a first-year biomedical engineering class. Students self-organized into small groups and completed the activities. Results from feedback surveys revealed positive student experiences, with 91% finding the activity engaging and 86% indicating its positive impact on learning. 82% of students said that the digital escape room helped create a sense of community in the class. Students commented on the development of collaborative skills, quick thinking, and coping mechanisms under pressure. Discussion centres on the alignment of digital escape rooms with UDL principles, addressing multiple means of engagement, representation, and action & expression
Pedagogical Partners: Designing Teaching & Learning Experiences that Foster Inclusion and Equity by Elevating Student Perspectives
No full textThis paper describes the 2023 pilot of a Pedagogical Partners project situated within the Centre for the Integration of Research, Teaching and Learning (CIRTL) at University College Cork (UCC). This project was intentionally designed to elevate and amplify student voices across diverse identities and perspectives with the goal of improving inclusive learning experiences and equity-minded teaching practices in higher education. Building on the literature on pedagogical partnerships and inclusive, equity-minded teaching, we share experience-informed insights from this pilot project at UCC. In this HEA/Path 4 funded initiative, undergraduate students selected for their rich array of intersectional identities were partnered with teaching staff interested in exploring how to make their teaching approaches more inclusive. The opportunity to focus on inclusive teaching practices informed by student observation, voice and Universal Design principles has proven to be highly generative and yielded enhanced learning experiences for all involved. Our explicitly equity-minded approach contributes to a growing focus of pedagogical partnership work, research and literature in recent years. As expected in any emergent practice, the supporting research for pedagogical partnerships focusing on inclusion and equity is sparse and there is need to add to this limited extant research. We respond by offering this exploratory case study and describing the design, structure, training and support strategies implemented in our pilot of this Pedagogical Partnership Project. It is our hope that sharing our experience will help others to pursue their own pedagogical partnerships aimed at elevating student voice to inform and enact inclusive educational approaches that enhance learning for all students
Levelling The Playing Field: Using Artificial Intelligence To Make The Learning Experience More Accessible.
No full textAbstract.
This paper reflects on the potential use of AI in a higher education setting to support learners and provide a more equitable educational experience. Whilst much media discussion suggests that AI is a threat to higher education, we offer a different perspective and argue that AI can help students to overcome barriers to learning, such as language deficiencies, or specific learning difficulties such as dyslexia. With the premise that UDL is an approach that enhances accessibility, we contend that AI can be used effectively to create a more inclusive and equitable learning environment.
The authors also provide practical suggestions on including AI within teaching, learning and assessment, so that students use AI ethically, and in line with their institution’s academic integrity policies. AI can help with grammar and spelling, identify suitable literature, summarise complex research articles, or provide structure for writing. However, attributing AI sources is imperative to maintain academic integrity and students need guidance and support from faculty about what is/is not acceptable within their discipline and their institution.
The reflection finishes with a call to action for educators, to engage with AI, to have a conversation with students about it and to discuss its pitfalls and potential as it relates to learning within their discipline.
“The Free Association Sessions”. Perspectives on a Novel Teaching Platform by Final Year Medical Students and Basic Specialist Trainees in Psychiatry.
No full textNotwithstanding the many advantages of outcomes-based education within Psychiatry placements in medical school and Basic Specialist Training within the College of Psychiatry of Ireland, there is limited protected time for broad reflective practice that appreciates the complexity of working in the mental health setting. Furthermore, there are limitations to the current model of restricting reflective practice sessions to the Balint Group Format.
A novel programme of structured reflective practice was offered to students in the School of Medicine in The University of Limerick and trainees in the Mid-West Deanery. Six student and fourteen trainee participants were subsequently invited to provide perspectives on the programme via focus Groups. The study employed an inductive latent phenomenological approach for analysis of qualitative data.
Five major themes emerged: These related to the teaching environment, personal identity, complexity, awareness of cognitive dissonance and the structure of the sessions. There were a number of different perceptions, relating to the participants’ stage of training.
There was evidence that the structured reflective sessions created a comfortable environment, addressed hierarchy issues and facilitated wide-ranging opportunities for reflective practice, with an observed increased appreciation for complexity in Psychiatry. There was apparent tension between controlling content and facilitating the form of group process. Nonetheless, the structure appeared more approachable for medical students and those early in training
Universal Design as a Catalyst for Change: Introducing the Special Issue on UD in Tertiary Education.
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Assessment and Feedback in Tertiary Education: A Reflection on Methods that Facilitate Inclusion Within Programmes of Education for Healthcare Assistants and Phlebotomists.
No full textThis work is a collaboration between a Registered Nurse Tutor and a Healthcare Assistant (HCA) colleague who has recently completed an Advanced Certificate in Phlebotomy. The authors have provided context on the education and career progression of HCAs in Ireland.
The work discusses the importance of accessible alternatives for HCA education and how Universal Design for Learning (UDL) can scaffold learning for learners who are studying a practical topic underpinned by theory. The Advanced Certificate in Phlebotomy is presented as an example of such an education programme. The evolution of UDL principles within the programme are discussed. A reflective essay written by the learner is used as an example of an assessment that facilitates progressive assessment and conforms to the principles of the Universal Design for Learning Principles and reflective practice.
Assessment strategies that are fit for purpose and can facilitate progression are essential for safe, competent practitioners who must regularly update their skills and knowledge in the workplace