AISHE-J - The All Ireland Journal of Teaching and Learning in Higher Education
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Integrating Web 2.0 learning technologies in higher education: the necessity, the barriers and the factors for success
No full text The pace of technological advance has led to significant change within higher education. Technology can be an enabler to develop sought after 21st century skills but this requires that educators redesign teaching and learning activities. The aim of this case study was to uncover the factors impacting the integration of learning technologies in the classroom. It sought to measure the degree of technology adoption following usage of an online learning resource incorporating Web 2.0 tools. A single cohort of eleven lecturers in Ireland used an online learning resource for a period of 6 weeks. The Technology Toolkit was developed on social constructivist principles using Captivate software. Participants completed surveys before and after they used the Toolkit and three of them were also interviewed. A general confidence in technical abilities was reported on completion of the research despite time being a significant barrier to utilising technology. Participants declared a preference for a blended learning format accompanied by peer sharing sessions. Findings showed that lecturers regardless of age or experience can develop positive attitudes towards the adoption of technology enhanced learning. A series of recommendations for integrating learning technologies are offered to support educators as they strive to innovate their pedagogy.
Review of Conor Clery, The Billionaire Who Wasn't: How Chuck Feeney Made and Gave Away a Fortune, Philadelphia:Public Affairs, 2013.
No full textA reflective conversation: community and HEI perspectives on community-based research.
No full textThis paper is a reflective correspondence between a community partner and a community-based research coordinator in a higher education institute (HEI). We asked each other questions about our experience of collaborating on two community-based research (CBR) projects, in order to share our learning from our collaboration, and to relate this to the wider context in order to develop recommendations for others – community partners and HEI staff – who would like to initiate CBR projects in the future
Increasing in-class student engagement using Socrative (an online Student Response System)
No full textThis paper draws on primary and secondary research to analyse the effectiveness of the Socrative cloud-based Student Response System (SRS) in improving student engagement and the learning experience, compared with the traditional lecture setting. For lecturers considering a move to a cloud-based SRS, this paper examines the potential pay-offs and pitfalls, identifies free online options available and assesses the efficacy of the Socrative SRS from the perspective of lecturers and students
Engaging learning and addressing over-assessment in the Science laboratory: solving a pervasive problem.
No full textThis small-scale, mixed-method research study aimed to improve the learning experiencefor students in laboratory practical sessions. A sub-group of undergraduate Sciencestudents performed the Biochemistry practical component using a range of innovativeintegrated approaches over one semester, which included a reduction in the number oflaboratory reports performed and the introduction of a suite of in-class formativeassessments. Group-work and self-assessment activities were combined with a distinctiveincremental grading system designed to encourage feedback uptake. The outcomes of theintervention were assessed using data collected by two mixed-method approaches in anethically approved manner: an online questionnaire and comparative focus groups.Quantitative analysis of grades obtained from laboratory reports over the semesterdemonstrated improvement in quality via uptake of feedback. Qualitative data obtainedfrom the questionnaire/focus groups was thematically analysed and triangulated. Resultsshowed the students engaged with, and implemented feedback, developed self-assessmentreflections on their work prior to submission and improved the quality of their laboratoryreports and theoretical understanding throughout this intervention. This study recommendsimplementing the feedback approach, incremental marking system and the self-assessmentforms in teaching curricula. Together, they encourage the development of lifelong skills,such as self-reflection and an always-improving attitude in students
Using Data from the National Survey of Student Engagement to Gauge Students' Adoption of a Deep Approach to Learning as a Basis for Curriculum Development
No full textThe recent review of the undergraduate nurse education in Ireland called for new standards in curriculum design and further research into the effect of curriculum on student learning. The National Survey of Student Engagement (NSSE) is recognised and used internationally as a rich source of information on the undergraduate educational experience including students’ approaches to learning. Higher education research literature suggests that curriculum may influence students’ approach to learning and ultimately the quality of their educational achievement. In order to make improvements, those with responsibility for curriculum design and development need to be able to ascertain the extent to which their curricula encourages students to take a deep approach to learning. This project uses data from the NSSE to investigate the extent to which undergraduate nursing students in one Irish university adopt a deep approach to learning. The results are illuminating as they provide the first published evidence of nursing students’ approach to learning under the new Irish system of university-based pre-registration education. The results will also stimulate further curriculum development of our own undergraduate nursing programme. We encourage readers working in Irish higher education to consider using data from the Irish National Survey of Student Engagement to inform their curriculum development while international readers are encouraged to make enquiries about local versions of the NSSE
Embedding Civic Engagement in the Curriculum in Ireland
No full textEngagement with wider society is a key driver in Irish higher education policy (Hunt 2011). This paper argues that linking engagement with teaching through student research projects with Community Service Organisations (CSOs)[i] can offer a key route in preparing students adequately for a knowledge economy. It is based on information gathered as part of the EC funded Public Engagement with Research and Research Engagement with Society[ii] (PERARES) project as well as on existing literature and the experience of practitioners in this field. This paper contends that whilst there are many examples of good practice in engagement through the curriculum in universities, this work more often happens in a fragmented way, relying on the goodwill of individual academics and is often not strategically embedded in higher education institutions (HEIs) (McEwen and Mason O’Connor, 2013). The full benefits are not therefore realised at an institutional or policy level. Whilst there are examples in Ireland where civic engagement through the curriculum is strategically embedded within universities via intermediary mechanisms (see section 3), this is not commonplace. This paper suggests that Community Knowledge Exchanges or Science Shops[iii] should be explored further in Irish universities as a mechanism for creating a cohesive approach to public engagement through the curriculum. Science Shops and Community Knowledge Exchanges are small organisations that enable students to carry out social and scientific research in a wide range of disciplines on behalf of citizens and local CSOs. This approach focuses on research with and for society rather than research on society. The fact that Science Shops respond to civil society’s needs for expertise and knowledge is a key element that distinguishes them from other knowledge transfer mechanisms. In this context we are discussing Community Knowledge Exchanges or Science Shops based in HEIs, where students conduct the research as part of the curriculum. The danger is that in delivering on so many different policy priorities, they can fall between the cracks in terms of policy development (Martin et al, 2011). This paper sets out the need for policy, practice and research to support the development of such intermediary mechanisms in Irish HEIs. [i] According to the World Bank, “Civil Society Organizations (CSOs) therefore refer to a wide of array of organizations: community groups, non-governmental organizations (NGOs), labor unions, indigenous groups, charitable organizations, faith-based organizations, professional associations, and foundations”. [ii] Study Financed by the European Community's Seventh Framework Programme (FP7/2007-2013) under grant agreement n° 244264. PERARES is an FP7 project funded by the European Commission. The views and opinions expressed in this publication are the sole responsibility of the author and do not necessarily reflect the views of the European Commission. This paper summarises learning from workpackage 7 of the Civic engagement with Research and Research Engagement with Society (PERARES) project which was funded by the European Commission under the Framework 7 programme. One element of this work has been examining civic engagement with research through the curriculum, trialling new ways of enabling students to make a contribution to communities by carrying out research on issues of community concern. For further information see http://www.livingknowledge.org/livingknowledge/perares [iii] Science Shops are not “shops” in the traditional sense of the word. They are small entities that carry out scientific research in a wide range of disciplines – usually free of charge and – on behalf of citizens and local civil society. The fact that Science shops respond to civil society’s needs for expertise and knowledge is a key element that distinguish them from other knowledge transfer mechanisms. Science Shops are often, but not always, linked to or based in universities, where research is done by students as part of their curricula – under the supervision of the Science Shop and other associated (university) staff. For further information see www.livingknowledge.or
