AISHE-J - The All Ireland Journal of Teaching and Learning in Higher Education
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Embedding Digital Citizenship in Higher Education Institutes
No full textThis paper presents an account of the genesis, rationale and implementation of an initiative to promote responsible Digital Citizenship in Higher Education settings. The genesis was concern about the negative impacts of inappropriate online activity within the DkIT community. The norms of virtual interaction appeared to be different to those which shape our face to face, physical interactions. Therefore, our rationale was to create a dialogue within our HE setting that sought to challenge this false division. The initiative's theoretical underpinning synthesised literature from Community Development, Republican Citizenship and the Social Psychology of online communications. We implemented a two strand response: firstly an awareness raising, train-the-trainer model of peer-led workshops, which is now embedded as part of the first year students’ formal induction. Secondly, a proposed mediation process based on Restorative Justice principles to allow those harmed by the Social Media actions of others to be heard and their concerns addressed. The evaluation of our initiative indicates the emergence of cultural change within our institution in relation to online behaviour. Furthermore this knowledge and experience will contribute to and inform discussions about how best to shape the norms of online interaction within and across our HE communities
‘The Vital Triangle’: the Inter-Related Roles of Author, Reviewer and Editor in Strengthening Academic Scholarship and Evidence
No full textBB and KD began as institutional colleagues in disparate disciplines, became teaching, learning and assessment collaborators, then professional development co- mentors and academic editing partners. This paper presents our personal reflections on our shared journey in friendship and the insights it provides into the landscape of academic scholarship in higher education, where teaching and research need not be placed in opposition but may serve to illuminate and engage each other
From Conference to 5k – getting started with bidding for funding
No full text This brief and somewhat lighthearted guide is designed for colleagues who have never bid for funding before but think they might like to give it a try. It may also be of use to those who have had bids rejected in the past and, becoming disheartened, have not persisted with the task. The process is described as analogous to the systematic approach to developing fitness that is referred to in the phrase “From Couch to 5k”, that is going from your inactive couch focused life, to running 5 kilometres. Much like training for a race in order to be successful at bidding you will need to want to do it. However, the desire is not a sufficient condition for success. In this contribution we draw on our bidding experience to suggest what the other essential elements might be. We share lessons we have learned, and we suggest some potential places where Irish colleagues might begin to seek funding particularly to support teaching and learning related activity. The guidance is aimed specifically at those who are inexperienced in this aspect of academic work and is thus at a basic but systematic level to help with the beginning of the journey from Conference to 5k
Educational Upward Mobility from precarious backgrounds: Studying as a process of ontological assurance
No full textThis article argues that education which gives leeway and sources to seek truth enables upward social mobility. Students who have experienced a large degree of precariousness in their childhoods and youths are able to find assurance through studying in universities that provide scope for seeking truth. Therefore, the organisation of universities is crucial for social upward mobility. At the example of three reconstructed life histories gained through biographical-narrative interviews with university graduates from working classes in England and Austria, relations between seeking truth and gaining ontological assurance are explained and demonstrated. The design of higher education institutions is crucial for providing scope of seeking truth. Therefore, four suggestions for a change of universities towards inclusive education institutions covering the creation of study programs, staff and student body, higher education policies and finance are offered
An Appraisal of Thematic Analysis: Warts and All
No full textMaguire & Delahunt’s (2017) outline of thematic analysis provides a valuable guide for novice qualitative researchers. However, it is essential for such researchers to be forewarned of the issues and debates that impact this approach. These include the relative standing of qualitative approach and thematic analysis in particular. In addition, neophyte qualitative researchers should consider using specialised software to support their endeavours, as well as both a research log and reflective diary. New researchers to this field are also advised to also consider the framework outlined by Fereday and Muir-Cochrane which advocates a hybrid approach combing inductive and deductive coding
The Research-Teaching Nexus as a Curriculum Development Tool in a Graduate Taught Programme
No full textThe graduate taught programme in Clinical and Translational Research aims to expose students to research content as well as research process and problems. This practice has strongly influenced our teaching approach by the integration of research in the curriculum by means of a wide-ranging programme of hands-on practical experience complementing classroom-based learning. Here, we investigate the potency of the Research-Teaching Nexusin our programme by using the Healey & Jenkins pedagogical model as a curriculum development tool and thereby enhancing learning. We map our module learning outcomes to this model enabling us to examine research-teaching linkages in our curriculum as well teaching strategies and learning experiences. These findings also allow us to highlight areas of our curriculum for development. Other outcomes are the development of a curriculum evaluation tool for staff and the broadening of students’ awareness of what constituents research by providing a framework for research driven continuous professional development.
The Engaged Classroom: PowerPoint Free
No full textStudent passivity is a problem in higher education classrooms. This study contests that much of it may be caused by the presentation style in lectures. The ubiquitous use of PowerPoint has negatively affected student engagement in higher education classrooms. Accordingly, research was conducted into the removal of PowerPoint as a transmission medium. The location was in two undergraduate modules at an Irish university. A total of 136 students were involved over a 12-week period. Data following the interventions were collected the survey method. Results showed a positive response to the removal of PowerPoint resulting in increased engagement by students.