AISHE-J - The All Ireland Journal of Teaching and Learning in Higher Education
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Road LessTravelled, a Road Nonetheless
No full textGlobalisation of learning, digitalisation of learning are part of new learning environments. Such evolutions are significant as it alters the way education is delivered and supported (Fahey, 2014). For many educators, this move to digitisation of learning is a natural progression, a decision, a choice. While for others it is a requirement incorporated as part of changing pedagogy and plans within an organisation inducing some educators to feel that it is imposed upon them. Using a self-study methodology, supported by naturalistic diaries and analysed through the process of content data analysis, this research study explored this journey with four academics who have moved from a traditional classbased lecturing methodology to one where online learning, and in particular synchronous delivery, is a requirement for the programmes they deliver.While findings acknowledge the potential that this learning platform provides to participants and their students, they also articulate the fears and anxieties that such a change brought with it for educators. This extended not only to their practices and their pedagogy but most surprisingly, to their professional identity in its totality. Forcing them to explore and ask questions about their roles as professional educators within a higher education space
Developing a business simulation game to improve student engagement with accounting theory
No full textThis paper explores how an intervention research approach has been used to develop a simulation game to encourage active learning for undergraduate business accounting students. Based on the lecturer’s reflective practice, it was recognised that many business students struggle to understand the practical application of accountancy theory. It was envisaged that using a virtual gaming environment would help students to contextualise accounting theories by encouraging them to engage in active learning. While business simulation software already exists, the prototype of the game was developed with the learning outcomes from specific accounting modules in mind. The process of game development, like professional development is iterative, and so feedback was sought from accounting students currently enrolled in undergraduate business programmes at the Institute of Technology, Sligo. Their feedback was then used to refine the game to make it more relevant and user friendly. The objective was to improve not only the quality of the learning for the student, but also the quality of the teaching. This paper demonstrates how reflective practice, and the intervention which followed, has resulted in the development of a new tool for teaching and learning.
Review of Teachers as Learners: Exploring the impact of accredited professional development on learning and assessment in Irish Higher Education. Edited by Moira Maguire, Nuala Harding, Gina Noonan and Tamara O’Connor.
No full textThose of us teaching, learning and supporting learning in higher education are doing so against a backdrop of continuous change in the Irish higher education sector that is responding to a reviving economy as well as other social, cultural, technological and other influences. One of the most influential changes in respect of teaching, learning and assessment has been the initiation of the National Forum for the Enhancement of Teaching and Learning in Higher Education (National Forum), it’s focus on Assessment for, of and as Learning as a theme and its launch of the Professional Development Framework for all those who Teach in Higher Education in Ireland. This book, influenced by these changes, sets out to explore the impact accredited professional development (APD) has, and can have, on assessment and learning in higher education. Its aims are clearly laid out in the introductory paper from the editors which offers a clear context and overview of the sector in respect of APD and the need to attend to a recognised gap in evidence of the impact of APD on assessment and learning in the Irish Higher Education sector. The introduction also brings the value of the various papers together through exploration of key themes arising from the collective stories from practice across the book, allowing the reader to consider and reflect on these themes whilst reading the various papers that follow. Two key themes noted by the editors are reflective practice and authentic assessment both referred to by the editors as acting as ‘enablers’ for change in the various projects and case studies outlined by contributors. It is clear when reading these that the use of reflection on practice, as well as engaging in the authentic assessment approaches of the programmes they have participated in, have further developed in their practice and in some cases positively impacted on the practice of their colleagues, departments and disciplines. The book itself is clearly set out in sections that allow the reader to explore it from different perspectives. These sections tell the story of the impact of APD from the point of view of different stakeholders, each giving weight to a greater evidential story of the positive influences APD has and can have on learning and assessment. Section 1 consists of a paper from Donnelly et al that explores the gaps in evidence of the far reaching impact of APD on learning and assessment. It discusses issues around the definitions and measurement of impact itself and explores a range of evaluation models and tools typically used to evaluate APD programmes and identifies a recognised need to reconsider these in order to capture evidence of the far reaching influences of APD that can be found at the departmental, institutional and disciplinary level. The authors of this paper acknowledge the difficulty in truly knowing the impact of APD due to the wide variety of contexts and stakeholders involved. They offer a new framework that addresses gaps and can measure ‘perceived’ impact intended as a guide for programme teams. This is a useful tool for those involved in curriculum development and design of APD programmes and is further enhanced by the demonstrated example of its use given in the paper. It is useful also in the discourse of assessment practice for those teaching and learning on APD programmes. This first section acts as a useful precursor to Section 2 and the many examples from graduates of APD programmes of how authentic assessment has developed beyond the programme in their own practice and influenced beyond it. The collection of case studies and stories in Section 2 emerge from the page to give real life, reflective examples from APD programme graduates across a range of disciplines. Each demonstrates how their authentic assessment has led to research and evidenced based projects that positively impact the quality of assessment, feedback and learning in their own teaching contexts. Paper topics include: driving learning through assessment in a series of tutorials for undergrad students; the impact of engaging in action research on assessment and learning; measuring the impact of undertaking an APD programme on student learning; and the use of videos as planned assessment for learning These case studies offer creative and practical approaches in teaching, learning and assessment that resolve local issues but can be transferred to other contexts. The scholarly and practical level at which they are written means they have potential for use collectively in the discourse of the value and approach to assessment for, of and as learning. The individual case studies could also be used as APD programme resources and further ideas for programme design and delivery are set out in the papers of Section 3 of the book authored by programme providers. Section 3 tells the story from the perspective of those who design and deliver APD programmes and activities. The papers in this section, as well as evidencing emerging sectoral themes in respect of impact, also offer rich evidence based guidelines, case studies and ideas on which those interested in developing APD activities or programmes can be informed. Topics in this section include: the potential for influencing quality assurance at a department/institutional level through an APD module on Assessment and programme design; exploring the impact of APD through use of the Ako Aotearoa Evaluation Framework; the development of an accredited module for postgraduate tutors and demonstrators arising; the impact of APD and structured mentoring on assessment and learning. Section 4 summaries the book well with a concluding paper from Gina Wisker of Brighton University who responds to the various papers and gives interesting insights into the benefits of dialogue, feedback and scholarship in APD programmes as well as touching on themes such as authentic assessment, curriculum alignment and threshold concepts. In conclusion, this book tells the story of the impact of APD on assessment and learning from the perspective of both programme providers and graduates and in doing so gives written testament of the positive impact APD activities can have on assessment and learning. Tip toeing across the book you see practical examples come to life through the written testament and reflections of graduates and programme teams. These examples offer guidance, models, instruction and experience against a background of well researched literature. While there is much evidence of the positive impact of APD from the contributors, the book also pays due attention to documenting the challenges of evidencing the impact of APD. The value of it as a collective piece is that it allows all those who teach in higher education in Ireland, as well as those engaged in policy making and quality assurance, to consider the value and positive impact APD can have not only on those taking part in APD programmes but also on those who listen to their stories and share in their learning and successes to initiate positive change. As an education developer involved in designing and delivering APD programmes, as well as considering my own professional development through the National Forum’s Professional Development Framework, this book allows me new ways to reflect on my work from both a programme delivery perspective and the perspective of the learning of programme participants. It offers creative ideas, case studies and further reading as potential resources and I would recommend it as a positive addition to the reading list and resources of existing and future APD programmes and modules.
Review of Hughes, K. (2017). Encouraging Diversity in Higher Education: Supporting student success. New York: Routledge
No full textReview of a recent publication on the theory and practice of transparent pedagogies as a means of promoting success for students and teachers arising from massification in the higher education sector.
Commentary from the European Sociological Association (ESA) Sociology of Education Research Network (RN10) Co-Ordinator
No full textThe Sociology of Education Research Network (RN10) of the European Sociological Association (ESA) is delighted to collaborate with our Irish colleagues in AISHE to produce this highly relevant and wide-ranging Joint Special Issue of AISHE-J
Staff mentoring in Higher Education: the case for a mentored mentoring continuum
No full textMentoring provides a chance for both personal and professional development in mentee and mentor. It has previously been suggested that mentoring involves an integrated approach combining four development constructs consisting of coaching, counselling, networking/facilitation, and guardianship.The aim of this case study was to explore the case for a mentored mentoring continuum when compared with the usual dyadic or group mentoring approaches. This study was conducted through mentoring, discussion and development of ideas with a group of four people working in Cork Institute of Technology, Ireland, during 2017: a mentoring guide, senior mentor, mentor also acting as mentee and second mentee. Nine structured meetings were held, which included both an agreed agenda and a recording of minutes, and which were reviewed and agreed by mentors/mentees. Informal and unstructured meetings were also held throughout the period. Meetings were mentee and mentor driven, variously. The case study consisted of an exploration of the aspects of a mentored mentoring continuum that was reported to have facilitated enhanced and continuous professional and personal development in all participants. A comparison of this proposed method with the traditional dyadic model of mentoring is presented. We contend that there is increased support for mentors and mentees within the mentored mentoring model, that the potential for learning is greater than with the dyadic model. We suggest that mentor training is vital, and that while mentoring may be time-consuming, we agree with the findings of others that the mentors benefit as much from mentoring relationships as do the mentees
Care to Share? A study of the extent to which an expectation sharing and setting induction exercise is an effective pedagogical tool for first year law students
No full textStudent engagement in higher education is of crucial interest to many stakeholders. The government is driven by the potential economic and societal improvements through an educated people (National Straegy for Higher Education to 2030, 2011). Policy makers are concerned about issues of fair and equitable access and support resources (HEA, 2015). Providers are keen to demonstrate commitment to learners, in addition to the economic imperatives driving them. Finally, and of most importance in relation to this paper, engagement in terms of learner retention and progression is important for the student at a personal level. Research shows that the first year is the most decisive in securing a favourable outcome for the learner (Blaney and Mulkeen, 2008; Diggins et al, 2010; Tinto 2007). If educators and providers can support learners during their first year, propensity for completion and progression is higher (Palmer et al, 2009). Key to a successful first year is student integration with fellow students and staff; and alignment of expectations with the educational programme (Bozick, 2007; Moore-Cherry et al, 2015). Learner induction is often viewed as requiring complex and sophisticated solutions. Whereas the reality, as born out in the proliferation of research in the area, is that induction techniques to assist with transition into higher education are frequently quite simple and related to a basic sense of the learner feeling that they matter and are cared for (Bermingham et al, 2015). Further, engagement with students as partners has been shown to be effective (Healey, Flint & Harrington, 2014). The aim of this paper is to present a pedagogical strategy used to help integrate and transition first year law students into their programme. This approach offers the students a voice and partnership role whilst also facilitating the lecturer to manage expectations and induct students into the programme. The student population is undergraduate first year law students. The research methodology is mixed using both qualitative and quantitative data.