AISHE-J - The All Ireland Journal of Teaching and Learning in Higher Education
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Review of The Slow Professor: Challenging the Culture of Speed in the Academy by Maggie Berg, Barbara Seeber
No full textDirector of the National Research Centre for Psychology, Education and Emotional Intelligence outlines a vision for creating emotionally intelligent colleges
No full textIn recent decades there has been an increase in the role of formal education in empowering students’ social and emotional development. A wealth of research evidence suggests that doing so can yield tangible benefits for students and educators including increased student engagement and decreased levels of drop-out. Until recently, very little research had been conducted in an Irish context in this regard. However, Dr Aiden Carthy has been working to redress this imbalance and he has been actively researching and publishing in this field for the past number of years. Dr Carthy directs the National Research Centre for Psychology, Education and Emotional Intelligence which is based at the Institute of Technology, Blanchardstown. His latest publication, ‘The Emotionally Intelligent College’, was released by Cambridge Scholars Publishing in 2016 and provides a synopsis of his work to date, a synthesis of current theories in the field of emotional intelligence and a tool-kit of simple exercises for use in third level educational settings, that are designed to help students develop a range of key aspects of emotional intelligence. Below is the transcript of a keynote address that Dr Carthy recently delivered at the 2016 International Conference on Engaging Pedagogy in which he discusses his research and outlines key policy changes that could help lead to the creation of emotionally intelligent colleges.
The Impact of a Constructivist Approach to Assessment and Feedback on Student Satisfaction and Learning: A case-study
No full textThis paper adopts a case-study approach to illuminate some core features of assessment models that engage learners and supports learning. It explores the student perspective on assessment and feedback processes in four modules delivered by the author. Initially, the assessment literature is reviewed to identify good practice. Based on this review, key features that were implemented include the use of criteria; exemplars, model answers and assessment workshops to communicate the criteria and standard; feedback to support learning; and, in most cases, opportunities to apply the feedback in their final assignment. A student questionnaire was used to collect data. As the student intake in individual modules is low (13 – 60 students) a longitudinal approach – over the years 2011 to 2015 - was used to increase the validity of the study. An analysis of the quantitative survey data reveals that students are highly satisfied with the assessment methodology. The qualitative data identifies feedback as a key feature of the assessment environment. The analysis also reveals that students identify with feedback that corrects, guides and motivates students. This feedback, when incorporated into a feedback-on-draft assessment model, engages students with the assessment process. The main issue reported revolved around making the assessment criteria sufficiently explicit. A significance of the study is that it illustrates how both student satisfaction and engagement with assessment can be enhanced by evidence-based assessment practices
Peer Assessment in Medical Science: An exploration of one programme's approach to peer assessment, including staff and student perceptions.
No full textAssessment in Higher Education (HE) is widely accepted as fundamental to the learning process. The assessment strategy employed in a programme plays a major role in how, what and when students engage and as such influences the depth of learning that occurs. A well-structured holistic approach to assessment within a programme can be of a major benefit to both students and academics. The use of Peer Assessment (PA) and other more formative tools assists in the development of self-directed independent learners. A critical evaluation of the effectiveness of programme assessment strategies and methodologies involves the analysis of the current practice and the perceptions of all involved. As a starting point in the development of a framework for the cohesive inclusion of PA in the B.Sc(Hons) Medical Science degree programme in GMIT this paper presents an exploratory review of the current assessment methodology in use. Methodologically, following a documentary analysis approach, the programme’s module descriptors were reviewed for content related to assessment methods in use. Staff and students of the programme were both surveyed to gain an insight into current practice and to document students’ perceptions of their experience of assessment and of peer assessment in particular. The main findings demonstrated a marked lack of transparency and detail in relation to assessment strategy in the module documentation. Staff are using diverse assessment methods in this programme, including PA, albeit at individual module level. Students’ perceptions and experiences of assessment and PA is overall positive. The programme and the students would benefit from a more structured programmatic approach to the inclusion of PA
“Keeping it Real”: A review of the benefits, challenges and steps towards implementing authentic assessment
No full textThis article presents the findings of a literature review on authentic assessment and forms part of a collaborative research project by lecturers from diverse disciplines in a large higher education institute. Assessment is an integral part of the learning process and alternative methods of assessment, including authentic assessment, can have many benefits for the learner. They can encourage active student learning, improved achievement and greater retention of information, while also providing students with valuable real world experiences in a safe, supportive environment. Greater student involvement with peers and the wider community, along with the development of essential graduate attributes may also be achieved through authentic assessment methods. Challenges may be encountered in the form of student resistance, working with large groups and resource and time constraints. However, the literature indicates that these challenges can be overcome with careful planning, preparation and student consultation. A guidance template, in the form of an infographic, which outlines a number of steps has been developed from the literature. It is hoped that this template will demystify the process and will encourage lecturers to introduce methods of authentic assessment into their teaching, by providing a straightforward and clear guide to the process and what it entails. Such a template could also potentially be used to facilitate and encourage collaboration across disciplines.
Towards a culturally responsive pedagogy in online teaching: An Irish perspective
No full textThe aim of this qualitative interview study is to explore the extent to which faculty in one Irish higher education institution consider the cultural nature of what they include in the design and delivery of online courses. As the number of online courses increases nationally and internationally, there is a need to consider the diverse background of the students that faculty will meet and work with. However, from the literature examined it seems that the focus is primarily on identifying suitable pedagogical approaches and technology, rather than the cultural dynamics amongst participants in online programmes. In this study, it emerged that though faculty are aware of diverse learning needs of their students, culture was not considered either in the design or delivery phases of their courses. Recommendations for how to address this are included and intended to provide some assistance for those working as or with faculty teaching online.
Review of Frith, Louise, May, Gina and Pockington, Amanda (2017) The Student’s Guide to Peer Mentoring, London, Palgrave, Pp117
No full textReview of Barrett, Terry (2017) A New Model of Problem-based learning: Inspiring Concepts, Practice Strategies and Case Studies from Higher Education. Maynooth: AISHE
No full textCollaborative Tools to Enhance Engagement in a Blended Learning Master’s Programme
No full textThis paper explores the contribution of collaborative tools towards enhancing engagement with online learning in a blended learning M.Sc. in Community Systems Health Research, piloted in Malawi by an Irish/Malawian partnership. Physical distance from students can make engagement challenging. Additional challenges to engagement in this MSc included differences in culture and skillsets, and limited technical infrastructure in Malawi. The M.Sc. utilised a number of technologies to support a collaborative and effective online learning environment. These included Padlet, Twitter, Wikispaces,- tools specifically selected to enhance learner-content, learner-learner and learner-instructor communications. Engagement with these online activities was measured in order to ascertain the most effective tools and approaches. The lessons learned from the programme included the importance of creating community, developing social presence for all, the affordances of specific learning technologies, and adopting best practices for facilitating online engagement