AISHE-J - The All Ireland Journal of Teaching and Learning in Higher Education
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Peer Assessment as a Teaching and Learning Process: The Observations and Reflections of Three Facilitators on a First-Year Undergraduate Critical Skills Module
No full textThis article reflects on the experiences and observations of three facilitators as they facilitated first-year undergraduate students in a peer assessment exercise. The peer assessment exercise in question is an integral part of the new Critical Skills module developed by Maynooth University and the focus of this article is on the facilitators’ reflections of how this assessment approach succeeded in terms of intended and unintended learning outcomes. The learning outcomes are explored using four categories developed by Boud, Cohen and Sampson (1999) – Team-work and Collaboration; Critical Enquiry; Communication Skills and Learning to Learn. The article also includes reflections on certain challenges and concerns that arose and bear consideration when adopting peer assessment as a teaching and learning strategy
Supporting and engaging students who are the first in their families to attend university: A practise paper.
No full textGlobally, first-in-family learners represent a significant proportion of the university student population, yet these high rates of participation are not necessarily matched by equally high success rates. Instead, internationally the research on this group indicates that these learners are at greater risk of departure from university when compared to their second and third generation peers, often as a result of limited exposure to academic culture and expectations. This article provides an overview of current research on first-in-family learners and also, offers some recommendations for supporting and engaging with this cohort within university setting
‘Learning to be’ – piloting the use of a role playing serious game to teach Operations Management.
No full textToday’s constantly changing economic environment demands that graduates possess skills of flexibility and adaptability when launching and managing their careers. Policy documents on employability make specific mention of the entrepreneurial mindset, the foundation of which is cognitive adaptability, or the ability to be dynamic, flexible and self-regulating in uncertain task environments. Developing these skills requires that students are offered opportunities to learn how to ‘be’ something as opposed to simply learn ‘about’ something; essentially experiential learning - that is practising in a real situation. This paper reflects on the use of a role play serious game that allows students to be Operations Managers. Feedback from students revealed the extent to which they immersed themselves in the game, many confessing to being addicted, losing sleep over deliveries and orders, and generally being ‘in the game’, evidence that they had learned to ‘be’ through the experience of running a business
Reconceptualising Curriculum Design for Entrepreneurship in Higher Education
No full textThis paper challenges some of the assumptions that underlie the now widespread provision of third level ‘entrepreneurship education’ and seeks to open up the debate by suggesting an alternative view which, while the case for it is not fully proven, might nevertheless merit some consideration. Although entrepreneurship education appears now to be well established, it has in-built contradictions because it encompasses both being entrepreneurial and being an entrepreneur which, according to some arguments, are not the same thing. Nevertheless, because of an apparent assumption that in essence they have a lot in common, and because the business plan provides a convenient and ready-made guide to what to teach for being an entrepreneur, the content of being entrepreneurial courses often appears to follow similar business plan-based lines. If, however, it is accepted that being entrepreneurial and being an entrepreneur are not variations of the same thing, and in particular that being entrepreneurial is not a sub-set of being an entrepreneur, then it could be helpful to explore the implications of treating them as being different. In particular this would challenge the apparent presumption that a business plan-based approach is valid as the basis for all entrepreneurship education situations. Instead the paper suggests a process of ‘reverse engineering’ course content from the outcomes it is hoped to produce. Because there is little in the published literature to indicate what the content of a ‘being entrepreneurial’ course might be, it outlines some ideas based on exploring epistemological approaches to teaching entrepreneurship and the authors’ own experiences. For instance it is suggested that such programmes should help learners:To consider different perspectives.To explore possibilities in an ‘effectual’ way.To analyse situations and to persuade others of the relevance and desirability of new solutions.To acquire and use the different forms of social capital that will assist them in being entrepreneurial as a 21st Century graduate. In all this the paper does not seek to close the argument by proving conclusively all its suggestions. Instead it seeks to stimulate discussion by making a prima face case for changing assumptions and also by making new proposals for the content of ‘being entrepreneurial’ courses
Review of Detox Your Writing. Strategies for doctoral researchers by Pat Thomson and Barbara Kamler (2016) Routledge. Taylor & Francis Group. London and New York
No full textAn analysis of the impact of formative peer assessment and screencast tutor feedback on veterinary nursing students’ learning
No full textThis paper examines the ways in which the learning environment can be enhanced for higher level learners by means of feedback via screencasting and peer assessment. A group of final year veterinary nursing students in DkIT were given tutor feedback via screencasting and encouraged to formatively peer assess each other’s work. Their attitudes to these feedback methods and their reflections on the usefulness of these methods for their learning form the basis of this paper. Deep learning, improved communication leading to greater social cohesion in the learning group and increased self-confidence are positive outcomes which such methods can evince if learner fear and apprehension is carefully addressed and controlled