Griffith Open: No conditions. Results ordered -Date Deposited. 2024-03-29T15:27:51ZEPrintshttps://go.griffith.ie/images/sitelogo.pnghttp://go.griffith.ie/2017-09-14T09:59:57Z2017-09-14T09:59:57Zhttp://go.griffith.ie/id/eprint/130This item is in the repository with the URL: http://go.griffith.ie/id/eprint/1302017-09-14T09:59:57ZCurriculum Development in Higher Education: Investigating Practice and DiscourseCurricula in higher education is under increasing pressure to contribute to economic and societal enhancement. The National Strategy for Higher Education to 2030 view higher education as not only central to economic and social advancement but also as having a fundamental role in developing learners that have a broad sense of world agency and responsibility. These challenges and obligations are delivered through appropriately designed curricula. Educators are the primary source of curricula development and thus most centrally placed to help deliver on these significant requirements for higher education. Given their central role, the aim of this research was to elucidate the voice of educators with regard to their experience of curriculum development practice and discourse in the context of higher education. The key objectives in realising this aim were to engage educators in curriculum development discourse; illuminate educators' philosophical beliefs and their influence on curriculum development; build capacity among educators in relation to their role in curriculum development; and to irradiate current curriculum development practices. The study was conducted across four higher education institutions in Ireland. Discourse analysis was used as a methodology within a post-structural theoretical framework which facilitated layered analysis and questioning of curriculum development practice and discourse. The discourses used in the analysis included transcripts from in-depth interviews and focus groups with educators involved in curricula development during 2012-14, institutional strategy documents, and validation panel reports. An advisory group was used to offer depth and validity to the analysis and interpretation and as a capacity building tool. The findings were enlightening. In some cases they echoed concerns revealed in the literature; in addition some unexpected narratives were also uncovered. In any event. the findings contribute to the current curriculum development conversation by offering a framework for curriculum development practice and discourse. I argue if this framework is used as an early discourse and planning tool tt can offer transformative potential for curricula. It does so by facilitating the development team scope out the project through questioning and challenging existing curriculum development practices across three key areas - policy for curriculum development at institutional level; practice at development level; and discourse guiding practice.Fiona O'Riordan2017-09-14T09:22:01Z2017-10-25T14:46:01Zhttp://go.griffith.ie/id/eprint/118This item is in the repository with the URL: http://go.griffith.ie/id/eprint/1182017-09-14T09:22:01ZCare to Share? A study of the extent to which an expectation sharing and setting induction exercise is an effective pedagogical tool for first year law studentsStudent engagement in higher education is of crucial interest to many stakeholders. The government is driven by the potential economic and societal improvements through an educated people (National Straegy for Higher Education to 2030, 2011). Policy makers are concerned about issues of fair and equitable access and support resources (HEA, 2015). Providers are keen to demonstrate commitment to learners, in addition to the economic imperatives driving them. Finally, and of most importance in relation to this paper, engagement in terms of learner retention and progression is important for the student at a personal level. Research shows that the first year is the most decisive in securing a favourable outcome for the learner (Blaney and Mulkeen, 2008; Diggins et al, 2010; Tinto 2007). If educators and providers can support learners during their first year, propensity for completion and progression is higher (Palmer et al, 2009). Key to a successful first year is student integration with fellow students and staff; and alignment of expectations with the educational programme (Bozick, 2007; Moore-Cherry et al, 2015). Learner induction is often viewed as requiring complex and sophisticated solutions. Whereas the reality, as born out in the proliferation of research in the area, is that induction techniques to assist with transition into higher education are frequently quite simple and related to a basic sense of the learner feeling that they matter and are cared for (Bermingham et al, 2015). Further, engagement with students as partners has been shown to be effective (Healey, Flint & Harrington, 2014). The aim of this paper is to present a pedagogical strategy used to help integrate and transition first year law students into their programme. This approach offers the students a voice and partnership role whilst also facilitating the lecturer to manage expectations and induct students into the programme. The student population is undergraduate first year law students. The research methodology is mixed using both qualitative and quantitative data.Fiona BroughtonFiona O'Riordan2017-09-13T13:09:16Z2018-01-10T12:17:05Zhttp://go.griffith.ie/id/eprint/123This item is in the repository with the URL: http://go.griffith.ie/id/eprint/1232017-09-13T13:09:16ZTransformation Pedagogy through Curriculum Development DiscourseThe purpose of this paper is to demonstrate the opportunity curriculum development discourse offers to create transformational pedagogy and curricula. As educators and curriculum developers, we have a
responsibility to ensure we create a shared legacy in a renewed curriculum because we are privileged and entrusted with the learners’ journey in higher
education. The literature urges engagement in curricula discourse and reflection promising transformed curricula as a result. Additionally discourse, in particular dissensus, can challenge and question current curricula development practice in order to contribute to development of richer and more informed curricula. This paper presents findings presented in one aspect of a framework designed for curriculum development practice and discourse, which I argue, if used as an early intervention tool can offer transformative potential for
curricula.Fiona O'Riordan2017-09-08T00:36:52Z2017-09-13T14:00:42Zhttp://go.griffith.ie/id/eprint/122This item is in the repository with the URL: http://go.griffith.ie/id/eprint/1222017-09-08T00:36:52ZAuthentic Assessment as a Change Catalyst in Curriculum Development.INTRODUCTION TO CHAPTER: My early experience as educational developer within an institution was that, although the role was welcomed and applauded, there was little appetite at school and faculty level to engage with initiatives. Professional development within the context of teaching in higher education was not widely accepted or valued by the lecturer on the ground. Their emphasis was on being discipline current and well prepared for teaching. Support initiatives that were well-received tended to be light-touch and more directed at social events with dissemination of college-wide information. Events that were more focused on professional development were not well attended, despite the fact that the lecturers themselves informed and requested the sessions. After two years of trying to hit the right note for lecturers we eventually asked them
why the initiatives being organized were not attended. Their insight was simple. They wanted a value added take-away and recognition. So began the Special Purpose Award in Training and Education that was validated in 2008. The title was deliberate by way of building capacity
and engagement as many of our educators are professionals within their own industry and as such found accreditation within the training space as attractive as education.
The first decade of this century was a time of flux for curriculum development in higher education and so
professional development to support the paradigm shift was of key importance. Modularization, constructive alignment and learning outcomes were the buzz terms and these represented a significant change in curriculum development approach and process, underpinning effective teaching and learning strategies to ensure successful achievement of
learning outcomes was central. Thus the 20 ECTS credit Special Purpose Award (SPA) was designed with the objective of tooling up the professional higher education teacher in the nuts and bolts of programme design, assessment, pedagogy and reflective practice. The case study being presented in this chapter focuses on one 10 ECTS credit module of the professional development SPA, namely Assessment and Programme Design (APD). In particular,
attention is on how the authentic assessment strategy used in this module, acts as a change catalyst for programme design (curriculum development.Fiona O'Riordan2014-09-18T08:55:25Z2014-09-18T08:55:25Zhttp://go.griffith.ie/id/eprint/9This item is in the repository with the URL: http://go.griffith.ie/id/eprint/92014-09-18T08:55:25ZTechnology and the changing educational environmentGriffith College is a private third level institution which
was established in 1974 in Dublin, Ireland.
The college grew over the next thirty eight years to its present size with in excess of 8000 students on the Dublin campus and satellite campus’ in Cork and Limerick.
There are also many partnerships between Griffith College and other colleges and universities in both Europe and Asia.
Currently the college provides professional courses in accountancy and is also validated by HETAC to provide level 6, 7, 8 and 9 courses across a diverse range of subjects and disciplines. These include Business, Law, Fashion, Computing, Design and Architecture.
This case study examines how the introduction of Moodle, was incorporated into the college in 2005.
The change heralded a change to a blended approach to teaching and learning.Angela O'KeefeFiona O'Riordan