AISHE-J - The All Ireland Journal of Teaching and Learning in Higher Education
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Preparing higher education language students for their period abroad through telecollaboration: The I-TELL Project.
No full textThe period abroad (on Erasmus or work placement) is a significant part of the higher education student experience. While it is crucial to increase the opportunities for students to go abroad, it is also paramount to prepare them for their stay in a foreign country through reflection and analysis so that they can benefit fully from this experience. The better prepared they are before their placement, the better their experience will be (Byram & Dervin, 2008a). The main objective of the project described in this paper was to respond to this need for preparation.In order to do so, the I-Tell project was initiated. It aimed at raising intercultural awareness amongst students and at promoting language practice through online exchanges between students of Spanish in Ireland and students of English in Spain prior to their sojourn abroad. As part of the project work, students had to conduct in pairs a series of telecollaborative tasks covering a range of cultural and intercultural topics. The virtual exchanges were carried out using e-mail, video recordings and videoconferences on Skype. The data analysis reveals some encouraging results. Students reported an improvement in their fluency and range of vocabulary and expressions. The data also contains many examples of them comparing, reflecting and learning about differences and similarities between both cultures, which are important steps in the intercultural learning process. The project was also instrumental in preparing students for their mobility programme, both logistically and psychologically.
Some Reflections from the Entrepreneurship Educator’s Mirror
No full textThe context of this research is based on the European reference framework, which presented ‘Entrepreneurship and a sense of initiative’ as one of eight key competences for lifelong learning that citizens require in a knowledge-based society. The key competence ‘sense of initiative and entrepreneurship’ is defined as “an individual’s ability to turn ideas into action. It includes creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives” (EU, 2013, p.8). These European developments and initiatives contribute to the growing evidence of the need for individually based entrepreneurial learning and for more entrepreneurship educators. “Teachers are key actors”, (EU, 2015, p.89).Duening (2010) has attempted to develop the five minds of the future specifically to the five minds of the entrepreneurial future. However, realising that there is a difference between the cognitive thinking process for an entrepreneur and for a non entrepreneur means we will need to provide entrepreneurship educators “with a conviction that we know why we are doing and what we are doing in the entrepreneurship classroom”, (Duening, 2010, p. 20). Wilson and Beard (2003) have developed the learning combination lock model which acknowledges the inclusion of the five elements in the model: stimuli, our senses, the filtering process, interpretation and responses. This model is a key component to this research. This paper is a small initial exploratory study based on a literature review and on four interviews across the primary, secondary and tertiary education levels to help establish a platform for a deeper analysis at the tertiary education level. To date, reflective based interviews using the Pictor Technique have helped to understand the role of learning, experience and key influencers in becoming an entrepreneurship educator. The proposed deeper analysis will continue this approach in an attempt to develop the typology (ies) of an entrepreneurship educator
Comparing Attitudes to Entrerpeneurship Education among Business and Non-Business Undergraduate Students
No full textThis reflective paper aims to explore attitudes to entrepreneurship education among bothbusiness and non-business undergraduate students. Reporting on findings from a smallpilot study of final year university students, the paper highlights attitudes to the current andperceived importance of entrepreneurship in the curriculum, and examines the rolestudents believe the topic should actually play in their courses. Findings reveal a considerable gap, especially among non-business students, between thecurrent importance placed on entrepreneurship education in the curriculum, compared tothe role they believe it should play. The majority of business students believeentrepreneurship should play a major role in their course, while the majority of nonbusinessstudents believe that entrepreneurship has a part to play in their course, albeit ina ‘minor’ role. Only a small minority of non-business students believe thatentrepreneurship has no role at all to play in their course. Limitations and suggestions for future research are provided, the latter focusing on morequalitative enquiry to probe some of the issues raised in much greater depth.
Review of Entrepreneurship: Theory, Process, Practice, 10e
No full textThis new edition of Entrepreneurship: Theory, Process, Practice, 10e has to be one of the most comprehensive books on entrepreneurship on the market. If earlier editions positioned Kuratko as one of the leading authors in this field, this edition cements it
Assessing students’ journeys from theory to practice in intercultural education
No full textIn this discussion paper we examine the development and assessment of a module on intercultural education which we designed, taught and assessed as one module on a master’s programme in a private Higher Education Institution. The programme was initially designed for primary school teachers as formal continuous professional development, however, teachers from other educational settings such as, early childhood, and post-primary also registered for the programme. The module was entitled Intercultural Education and the focus was on how intercultural education promotes social inclusion and eschews discrimination of any kind whether it is based on age, race, gender, religion, disability, sexual orientation, family or marital status, and Traveller status. Policies encourage teachers to be political activists and to challenge discrimination of all kinds. The European Council emphasises the importance of intercultural competence and dialogue, exchange and education in building a common European future based on values and principles, so that human rights and democracy are safeguarded. It further argues that intercultural competence is at the heart of education and can be developed, learned and maintained throughout life. The Intercultural Education Strategy (2010) states that it is imperative that qualified teachers engage in modules on interculturalism through continuous professional development. The assessment for the module was based on a critically reflective 3,000 word essay focusing on a classroom intervention to promote intercultural education and social inclusion. Essays were written on the following topics: race/ethnicity promoting awareness of intercultural guidelines, religion, Travellers, homosexuality, increasing parental involvement, conflict resolution, policy development, racism identity and promoting equal opportunities. This paper will explore three exemplars of classroom based interventions that focused on aspects of ethnicity such as food, religion, language and Travellers. The module and assessment strategy proved to be successful as evidenced by the positive feedback from students and also evidenced by their critically reflective essays.
Screencasting, a tool to facilitate engagement with formative feedback?
No full textThe feedback that students receive on their work is a problematic area in Higher Education. Lecturers are concerned by a lack of student engagement with feedback, and students report a lack of feedback being provided, a lack of clarity in the feedback, or being provided too late to apply. It is widely agreed though that feedback can narrow the gap between current and desired performance, and can contribute in a positive manner to the student learning experience. This small scale mixed methods study, using an online questionnaire and focus group seeks to evaluate screencasting as a means of enhancing the formative assessment process for students, and to develop guidelines for practitioners wishing to adopt its use. The study is based on formative feedback provided to second year students on a multi stage assessment at a Higher Education Institution in the Republic of Ireland. Key authors on the scholarship of feedback have been consulted in the design of the intervention. Data analysis indicates that students engage with screencast feedback in a number of ways. Students watch the screencast feedback multiple times. They can pause and rewind if necessary, apply the suggestions for improvement from the lecturer, and they can access it anywhere that has an internet connection.Screencasting is an effective medium to communicate formative feedback but it is only as good as the message contained within it. This study will contribute to the development of best practice by suggesting a framework for audio-visual feedback; which will have a wide application that is not limited to e-portfolios
Peer assessment of, for and as learning: a core component of an accredited professional development course for Higher Education teachers
No full textA core competence associated with effective teaching in Higher Education is self-awareness and is associated with reflective practice, an active process of learning and teaching development. Through reflection, teachers can gain insight into personal strengths and limitations which consequently can be of benefit when focusing on enhancing the knowledge, skills and dispositions of their learners. This study concerns an accredited programme for the professional development of teachers in Higher Education, developed for both experienced and novice teachers to learn new skills and share existing ideas. The design of the programme ensures that peer assessment and feedback are embedded to support assessment of, for and as learning. This study examines the perceived value of peer assessment and feedback in relation to learning from the perspectives of both learners enrolled on the programme and the academic programme team. Attention is paid to how the use of peer assessment and feedback has impacted on the learning experience of teachers and a conceptual model is proposed as to how peer assessment and feedback can be effectively used as a method of assessment of, for and as learning.
Y1Feedback - The Story so Far: Progress and Reflections from an Irish Multi-institutional Learning and Teaching Enhancement Project
No full textThe Y1Feedback Project is a multi-institutional learning and teaching enhancement project that aims to support the transition to Higher Education by using digital technologies to enhance feedback in the first year. The project is funded by the National Forum for the Enhancement of Teaching and Learning in HE under the 2014 Enhancement fund. This paper outlines the project development and progress, with particular focus on identification of the feedback approaches that we are developing case studies of as part of this initiative. Although the project is not complete, the outcome of initial evaluations is reported and we reflect on the process and challenges encountered.