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D5.1. Training and education in open science skills. GAP analysis
No full textThe Regional University Network (RUN) is a European University made up of seven Higher Education Institutions (HEIs) from 6 countries and has 75,000 students and 8,000 staff. All RUN-EU partners have a regional focus and are engaged in the three RUN-EU thematic areas: Future sustainable industry and regional development, bioeconomy and social innovation. The focus of the RUN-EU PLUS project (Professional Research Programmes for Business and Society) is on promoting the development of research and innovation collaborations with industry, business and societal partners for regional development.
A central workpackage in the RUN-EU PLUS project is ‘Mainstreaming Open Science Practices’. Open science is defined by the European Commission (n.d.) as “An approach to the scientific process that focuses on spreading knowledge as soon as it is available using digital and collaborative technology. Expert groups, publications, news and events.” The individual partners of the RUN-EU alliance are all at different points on the pathway to develop their open science practices.
The RUN European University is committed to mainstreaming open science practices and skills within its research and innovation platforms through the delivery of new programmes and initiatives aimed at further strengthening our commitment to open science principles. A comprehensive Data Management Plan - Deliverable 2.2- (Technological University of the Shannon: Midlands Midwest, 2022) has been developed based on the principle that good data governance is essential to good research practice, ensuring that RUN-EU PLUS data is 'FAIR' (Findable, Accessible, Interoperable, and Re-usable).
This report highlights the current situation on the capacities of the member university research support teams to comply with open science principles and practices and identifying the main gaps to be addressed through training and education
D7.10 Icarus 2022. Annual International Conference on Applied Research with Business and Society
No full textHosted by the Technological University of the Shannon: Midlands Midwest (TUS),
Ireland, the RUN-EU PLUS Annual International Conference on Applied Research with
Business and Society (ICARUS) was held online on 14 December 2022 (10h00-15h00
CET). There were 292 Eventbrite registrations for the conference and 188 attendees at
the event. This was the second of the annual RUN-EU PLUS ICARUS conference since the
project was launched on 5 November 2021, at the RUN-EU General Assembly in Ireland.
The annual ICARUS conference engages research students, scholars, researchers, and
business and society stakeholders in discussions concerning the development of
practice-based research degree programmes, open science practice and researcher
career development across the Regional University Network – European University
(RUN-EU). Conference attendees from the 7 RUN-EU partner HEIs were joined by
colleagues from the University of Burgos and Howest University of Applied Sciences,
Belgium as well as be associated partners of RUN-EU who are our regional stakeholders
Finding Common Ground
No full textThis report gives a broad overview of how the Aarhus Convention
is implemented in Northern Ireland and identifies key issues
with implementation in the areas of access to information, public
participation, and access to justice in Northern Ireland. It highlights
deficiencies in the areas of access to information, equal rights of
appeal in planning cases, affordable access to justice, the standard of
review in judicial review. It also highlights issues with cross-border
access to justice, which pre-exist and are exacerbated by Brexit, as
well as new issues caused by Brexit
Screening of PHB and bacterial cellulose blends and its mechanical properties impact
No full textBiopolymers are polymers that are produced by or
derived from living organisms, such as plants and
microbes, rather than from petroleum, the traditional
source of polymers. Bacterial cellulose (BC) is a natural
biomaterial synthesized by bacteria. It possesses a unique
structure of cellulose nanofiber-weaved threedimensional reticulated network that endows it excellent
mechanical properties, high water-holding capability and
outstanding suspension stability. However, drawbacks
such as high production cost and processability and
consequently constant application are the reason why
this material still has the attention of the scientific
community.
This work contains information related to the first three
months of data collection, with preliminary results
Visual Conceptual Exploration Using Inquiry Graphic
Get PDFSummary of Teaching & Learning Context
Year 1 undergraduate Social care programme, Module
name: Creative Approaches (art) to Social Care
Rationale for this learning approach
Visuals are powerful devices for active knowledge
construction and deep authentic learning. Presented
here is an active learning task that teaches threshold
concepts and brings critical awareness of how the visual
world can influence, persuade and transmit ideas and
messages often unbeknownst to us (MacGiollaRí, 2020).
This novel approach brings together threshold concept
(TC) theory and inquiry graphics theory as ‘threshold
graphics’ (TG) (Lacković, 2020a) utilising the abundance
of visual materials, often an untapped resource. Threshold
graphics, as a teaching method, offers a critical approach
for connecting often abstract and language-centric
conceptual knowledge to everyday embodied, material and
visual experience, using static or moving images as key
vehicles of conceptual inquiry.
Learning threshold concepts may then be mediated by
exploring semiotic or ‘sign’ relations in between an abstract
concept or theory and their embodied manifestations via
diverse visual media, chosen or created by students and/
or teachers to represent their subjective experiences. Also
by representing concepts visually, troublesome knowledge
‘gaps’ can be identified, shared and worked thereby with
an effective gateway to significant knowledge exploration,
acquisition, critical engagement and conceptual knowledge
integration
Multiple Choice 4S (Significant, Same, Specific, Simultaneous) Application Exercise
Get PDFThis strategy is used to teach an Organisational Management
module to a second-year group of Accounting students, with
approximately 40 students in the class.
The 4S Application Exercise forms a core part of the Team
Based Learning (TBL) cycle. Students who are in permanent
diverse teams (4-6 members) firstly complete pre-reading
before class, followed by in-class individual and team quizzes,
before moving to focus on the application of the concepts
studied to real business scenarios.
The Multiple Choice 4S Application Exercises forms part
of this final step and includes a structured format for the
exercise focused on higher order critical thinking skill
Open Research Data Pilot (ORDP)
No full textThis document describes the development of the RUN-EU PLUS researcher career training programme for the period 2022-2024 based on feedback information from the project partners. The programme has been designed to be offered across all RUN-EU PLUS partner organisations.
According to the RUN-EU PLUS workplan, three editions of the researcher career development programme will be implemented. The first workshop of the programme was delivered on the 9th of June 2022, and two following workshops in 2022 will be implemented in September. Further editions of the programme will be delivered in 2023 and in 2024. The programme covers 1) three annual workshops of an average duration of one day, 2) the themes of existing courses for researchers provided by the RUN-EU partner universities, and 3) identified programme development needs. The workshops will address the researchers of all partners (estimated a total of 125 researchers involved)
Emerging Insights from an Evaluative Study: exploring the impact of active Learning on academic practice in blended and online learning
Get PDFThis reflection is based on the initial key finding from a
research study exploring the impact of Active Learning on
Academic Practice in Blended and Online Learning. The
findings are based on a review of literature in the area of
active learning and blended ad online learning aswell as
analysis of staff interviews and a student survey. From the
thematic analysis of the staff and student data to date, initial
key findings have emerged.
Online Learning Should Incorporate Student-Centred Active
Learning Approaches Aligned to Student Engagement
There are many factors that need to be considered when
designing and teaching online. Multiple variables will impact
on the design choices around how the course is taught. The
types of content/learning material to be developed, the types
of in-class activities that can/should be implemented and
the assessment types that are selected will be unique to
each programme. However, one consistency should be that
designing blended and online programmes needs to begin
with a student-centred approach. The analysis of the staff
interview data reflected many challenges for getting students
to actively participate in online class. This void impacted on
staff being able to gauge students’ level of understanding of
the material covered and the effectiveness of the teaching.
Staff found it was difficult to replicate the interaction and
engagement from a face-to-face class in the online class
Dietary practices, beliefs and behaviours of adults with inflammatory bowel disease in Ireland: a cross sectional study.
Get PDFInflammatory bowel disease (IBD) comprised
of Crohn's Disease (CD) and Ulcerative Colitis
(UC) is characterised by chronic relapsing
inflammation, which typically results in
gastrointestinal discomfort (1)
. Many factors
are thought to be involved in the
development of IBD such as genetics and
environmental factors including diet.
Patients often self manage their condition
which can result in unnecessary food
restrictions and subsequently other
complications (2,3)
.
The aim of this study was to investigate the
dietary practices, beliefs and behaviours of
adults with IBD in Ireland
Flipping The Classroom To Form A Community Of Learning
Get PDFSummary of Teaching & Learning Context
The teaching and learning context applies to law modules
with students assigned in groups of four. Each group is
required to conduct in depth research in relation to the
sections of an Act assigned by the lecturer and prepare and
deliver a PowerPoint for presentation in class to their peers.
The PowerPoint is also shared on Moodle via the Discussion
Forum after the presentations as a learning tool for all
groups. In effect the classroom is flipped, and the completed
PowerPoints provide both formative and summative
assessment and 10% of the module mark will be allocated for
this task.
Overview of the Assessment Strategy
All the legislation relevant to the law module is divided
amongst the groups to ensure that the module syllabus is
covered in its totality. This strategy may be used for the later
stages of programmes and post graduate programmes (years
3/4). These sections are relevant to real life or professional
practice in the business domain.
Each group uses the ILAC framework (Issues, Law,
Application/Analysis, Conclusion) to structure the PowerPoint
presentation. The use of this framework assists students
in law modules with building proficiency in completing
assessments (Richardson & Bartlett, 2021).
Autonomy of the group to engage in collaborative planning
and drafting of the presentation to be delivered within the
time slot allowed – 10 minutes per group is required. Team
presentation practice is facilitated in tutorials prior to
completion and final presentations. As part of the practice
session feedback will be provided by the lecturer. This is a coconstructivist
approach facilitating learners to make their own
interpretation of the sections of legislation using their prior
knowledge of the topic and research (Ryan 2021). The groups
will be required to answer a series of questions relating to the
presentation and feedback will be provided to the groups post
presentation in the form of detailed commentary as part of
the assessments. This task also acknowledges that groupwork
and peer engagement as a strategy assists learning
(Ryan 2021)