Griffith Open: No conditions. Results ordered -Date Deposited. 2024-03-29T13:49:59ZEPrintshttps://go.griffith.ie/images/sitelogo.pnghttp://go.griffith.ie/2021-06-27T22:07:13Z2021-06-27T22:07:13Zhttp://go.griffith.ie/id/eprint/456This item is in the repository with the URL: http://go.griffith.ie/id/eprint/4562021-06-27T22:07:13ZStrategies for Improving Retention in Online Learning.This research seeks to determine if methods exist to identify students in online education who are a retention risk and to develop solutions to help prevent said students from exiting the course prematurely. In order to do this effectively, this study addresses three specific
questions:
• What data is provided by VLEs that might help educators to measure student engagement?
• To what extent are educators able to identify those students who are in danger of exiting a course prematurely in the online learning environment?
• What preventative measures are being used by educators to attempt to improve student retention in the online learning environment?
A qualitative approach is used to answer the above questions. Initially the documentation for the most popular VLEs is analysed to identify the information present that would allow educators measure student engagement. Following this online educators are interviewed in order to harness their thoughts and experiences in the identification of students who are a
retention risk. The participants are also asked about their preferred strategies for preventing the early drop out of students in online learning.
The result of this primary research is to develop a set of recommendations, both for higher education institutions, and also for educators which aid in the identification of at-risk students. Additionally recommendations are provided for strategies that can be used, both proactively and reactively, in online learning to improve student retention.Fergus Toolan2021-06-27T21:46:59Z2021-06-27T21:46:59Zhttp://go.griffith.ie/id/eprint/455This item is in the repository with the URL: http://go.griffith.ie/id/eprint/4552021-06-27T21:46:59ZLearning in Later Life: A Study of the Experience of Older Adults Engaged in Non-Formal Learning within the Community.As the world experiences a growing older population this research study explores the participation of older adults in lifelong learning within their community, their motivation for engaging with education, the challenges they face while learning as they age and the benefits derived from learning in a local environment, both at a personal and societal level.
Using a qualitative research methodology, a group of older learners was interviewed to establish their
views on these issues and to ascertain what is important to them in the learning environment.
The study found older learners to be active and engaged citizens who do not regard age as a barrier to learning and view this life stage as one of growth and opportunity; learners want an informal, social learning environment - their relationship with both the tutor and their peers is of key importance; early school experience can have a profound effect on learners and must be considered by adult educators. A key finding was the lack of visibility of this age group, who are no longer in the workforce, in educational policy and planning, with an absence of hard data both at national and European level.Miriam McGuirk2021-06-27T21:26:14Z2021-06-27T21:26:57Zhttp://go.griffith.ie/id/eprint/454This item is in the repository with the URL: http://go.griffith.ie/id/eprint/4542021-06-27T21:26:14ZUnderstanding how Undergraduate Students Engage with Career
Development Education.The purpose of this paper is to understand how undergraduate students engage with career development. The Smarter World, Smarter Work Campaign, initiated by IBEC in 2018, was used as a framework to underpin the foundation of this research - to what extent do students understand the importance of career development education and how it relates to their own personal career journey?
This report highlights the importance of career management throughout the life cycle of a person’s
career. This study takes the current literature that exists and adds to the conversation using primary
research conducted with final year undergraduate students and lecturers delivering career development.
Based on the research questions proposed and the purpose of the study the following three strands were used as the focus for the research: 1. How students engage with career development?
2. At what stage do students begin to connect the classroom learning with their own career
development?
3. Can student engagement be enhanced with the use of specific learning theories in the delivery
of career development?
A mixed methods approach was used to gather data. A student survey (quantitative) and semi-structured interviews with lecturers (qualitative) were conducted. Surveys were chosen as they can be used to gather data to understand peoples’ interests and beliefs (Rea and Parker 2014). Semi-structured interviews were chosen as they increase the comprehensiveness of the data collected and
allow gaps to be identified and closed (Patton 1980, p. 206).
The author identified a gap where students entered third level with the view to gaining employment post-graduation but did not always engage with career development or see the benefit in engaging with it. Both the literature and the primary research pointed to institutions holding an assumption that the student had already made a decision on their career path before starting their third level
journey when many had not. The study makes a number of recommendations to Higher Education to bridge the gap between the move from second to third level and how best to guide undergraduate students in their career
development and give them the tools to manage their career journey throughout its’ life cycle.Emma Flynn2021-06-27T21:01:51Z2021-06-27T21:01:51Zhttp://go.griffith.ie/id/eprint/453This item is in the repository with the URL: http://go.griffith.ie/id/eprint/4532021-06-27T21:01:51ZAre Teachers Benefiting from Technology Integration to Enhance Teaching and Learning in the Further Education and Training Sector Regardless of any Challenges they Face.The rapid advancement in technology over the last two decades has put education in the spotlight and how this technology should be deployed to enhance the teaching and learning experience. As there is more focus on applying technology solutions to enhance teaching and learning, the challenge for teachers is immense on how they can best integrate technology solutions to achieve
this. The aim of this research was to explore how teachers are harnessing the benefits of technology
integration in the classroom today, if any. A technology integration model framework was the technique used to identify degrees of technology adoption to find more meaningful uses of technology in teaching and learning and moving away from simply using technology for
administrative purposes. A sample of five teachers who deliver business subjects in an Advanced Certificate of Business Level 6 in a Further Education College were interviewed for the purposes of this study and who all consented to their data being used in this research. The research was conducted using qualitative methodology with one-to-one interviews with each teacher. The qualitative data suggested that teachers were integrating technology on a very small scale but were very enthusiastic to engage in this model of delivery. Some findings were very surprising and four main themes were identified which were teachers technology journey, classroom technologies
integrated, benefits of technology and challenges when integrating technology. The findings show that while there are low levels of integration and many challenges still exist, these teachers see the benefit of technology integration and a suggested roadmap was designed to guide
them through the steps of the four hierarchal tasks in the SMAR framework : Substitution, Augmentation, Modification, and Redefinition.Monica Hickey2021-06-18T10:42:10Z2021-06-18T10:42:10Zhttp://go.griffith.ie/id/eprint/425This item is in the repository with the URL: http://go.griffith.ie/id/eprint/4252021-06-18T10:42:10ZA Pedagogical Approach to Assist Learners with a Generalized Anxiety Disorder.The Purpose of this paper is to investigate a potential pedagogical approach that might improve the learning environment for students presenting with a generalised anxiety disorder. Generalised anxiety disorder, comes under the banner of mental health and is classified as a disability. (AHEAD 2020). The research objectives for this study are as follows: 1. To establish a context for mental health in higher education.
2. To identify if stigma is a barrier to learning for students with anxiety.
3. To identify the skills deficit in students with a generalised anxiety disorder.
4. To investigate a potential pedagogical approach that might foster skill deficits in students with a generalised anxiety disorder A review of the literature pertaining to generalised anxiety disorder identifies both physical and psychological impacts and how in turn, this affects learning. The literature also identifies
institutional barriers to learning such as disclosure of mental health problems and associated stigma. Skill deficits such as self-advocacy, self-regulation and self-determination appear to be prominent in students with anxiety. The primary research set out to investigate how
experienced lecturing staff can help develop these skill deficits in students with anxiety. The research methodology undertaken for this study followed an interpretivist / pragmatic approach using qualitative research. Primary data was gathered through eight semi -
structured interviews. The findings from the secondary and primary research provides useful insights, into how to foster skill deficits in both students with anxiety and all other students. Recommendations for future research include a longitudinal study. This might provide for more informed solutions that would improve the learning environment for students with a generalised anxiety disorder.Deirdre Gorman2019-07-24T13:08:37Z2019-07-24T13:08:37Zhttp://go.griffith.ie/id/eprint/236This item is in the repository with the URL: http://go.griffith.ie/id/eprint/2362019-07-24T13:08:37ZCall to ARM at Griffith CollegeLast year we made a decision to engage college-wide in some dynamic change management – and we called the project A.R.M. or Annual Rollover of Moodle. In the past at Griffith College we reviewed and upgraded the module Moodle pages, and moved from one iteration of the VLE to the next during the summer months. But in 2018 we took the opportunity of a Moodle re-design, to change this practice and consign the last academic year pages to the archive. Every module was assigned a box-fresh empty Moodle page to populate, ready for a new cohort of learners to view and engage with VLE activities, in another busy academic year. The seismic change in practice was planned some six months in advance, as we needed to communicate this shift and then support our 200 members of staff in grasping a very positive move. Working closely with IT the Digital Learning Department (DLD) tested the technology on a sandbox platform and then started to spread the word that a change was coming. This was done to plan, and co-ordinated very deliberately as follows …
Communicate ARM to faculty via college wide committees from Feb 2018. A series of emails sent to all lecturers with illustrations and useful links. The DLD created two videos to guide lecturing staff through this process - the first video was an overview of ARM - using Video Scribe software and the second was a step-by-step narrated walkthrough of the roll-over on Camtasia. A webpage was created on the main Griffith College website and staff support Moodle page, with the two video guides, relevant links and contact details for the DLD Learning Technologists. A series of workshops were offered to staff, to explain and demonstrate the ARM process. Finally, as the old Moodle pages were archived (31st August 2018) the DLD staff offered desk-side support or Zoom conferencing to staff in all four campuses The DLD created a Standardised Moodle page guide with images, diagrams and video instruction, so staff could easily build up a working Moodle page on the newly designed platform
The project proved a success with reviewed/refreshed Moodle pages and over 1000 hits on the videos. This connect and converse item will involve use of video artefacts and lively discussion of the ARM project and the benefits of this methodology for change management on a college-wide scale.Alice Childs2019-07-24T13:06:51Z2019-07-24T13:06:51Zhttp://go.griffith.ie/id/eprint/235This item is in the repository with the URL: http://go.griffith.ie/id/eprint/2352019-07-24T13:06:51ZThe future look (s)blended: Engaging Pedagogy in Blended LearningThe successful LL.B. (Hons) programme via Blended delivery (Bachelor of Arts Law QQI level 8) at Griffith College has been running since 2014. Our Digital Learning Department (DLD) followed up that first Blended programme with a Business Studies under graduate offering – the BABS (Hons) via Blended programme, which commenced Sept 2016. The DLD staff were instrumental in proposing, designing and rolling out this blended programme as an extension of our Part-time (P/T) and Full-time (F/T) BA Honours Business Faculty offering (BABSH). Currently students are completing the final year of their degree and we have a staggered intake in September and again in February.
The model we employ for these programme consists of a blend of synchronous and asynchronous elements and activities delivered via the Moodle (3.4) platform, recently redesigned in-house, for better user experience (UX) in 2018. Weekly 20 min e-lectures are created by subject specialists, in bespoke, e-Learning labs, using Camtasia software; then quality reviewed and posted to the VLE in the high quality Ubicast format. Use of this highend technology makes flexibility of delivery and engagement possible and a variety of student pathways are facilitated on the Blended programme as a result. The Ubicast system provides value added functionality, which is appreciated by our learners in their student survey comments. Resources (including e-Lectures) and Moodle activities are revealed to students weekly, including blogs, discussion forums, YouTube clips, academic papers, online quizzes etc. This delivery mode is supplemented by monthly online classroom (Zoom Pro) etutorials, where break-out rooms, screen-sharing and use of white board graphics make for dynamic interactive Q&A sessions. Lecturers also make themselves available for 1:2:1 office hours using their own Zoom online classrooms via their Moodle module pages.
One of the corner stones of this blended delivery continues to be live face-to-face days scheduled monthly, where learners join their peers on Saturdays, on campus, for 3 hour “flipped” classroom workshops. Continuous formative assessment is facilitated via Moodle submission points, using Turn-it-in anti-plagiarism software, where a variety of online feedback options, are made easily available to the learners. This presentation will showcase our delivery methods, use of learning analytics and strong results.Alice Childs2019-07-24T13:04:56Z2019-07-25T15:44:42Zhttp://go.griffith.ie/id/eprint/234This item is in the repository with the URL: http://go.griffith.ie/id/eprint/2342019-07-24T13:04:56ZZooming MarvellousFor six years I’ve have the dubious experience of testing and supporting four online classroom systems. Each have had different features to offer and the technology has improved over that time. This whistle–stop tour points up the pros and cons of virtual communications and showcases the strengths of this evolving tool and how it can be harnessed for pedagogical advantage.
From the toggle choice of “speaker view” to “gallery” to the joys of icon-conversations (thumbs up, slow- down etc.) not to mention the distractions of the chat box, the virtual classroom can be a law unto itself. Lecturers need to assume the officer role and set the pace and tone for their tutorial sessions. Learning/Educational Technologists are crucial to facilitating online classrooms from training, advising on headsets and webcams, helping to trouble shoot during the webinar and posting links to recordings after the event. Our online classroom of choice at Griffith College is Zoom Pro and we have dynamic live sessions on a weekly basis, making full use of break-out rooms, screen-share, whiteboard graphs and dashboard tracking.
Our regular eLearning committee meetings have also had a boost from Zoom’s high resolution, robust signal and the democratising ease of connecting with our colleagues in Griffith College Limerick (GCL) and Cork (GCC). We don’t use Zoom technology for lectures but prefer to play to its strengths as an e-tutorial platform, perfect for synchronous Q&A sessions after the learners have viewed and re-played their e-Lecture online. Google Chrome is our choice of browser and Learning Technologists advise participants using the private chat option when they encounter technical issues. Increasingly our learners choose to join the tutorial via iPad and mobile phone making this a very movable e-learning feast.Alice Childs2019-07-24T13:04:01Z2019-07-24T13:04:01Zhttp://go.griffith.ie/id/eprint/233This item is in the repository with the URL: http://go.griffith.ie/id/eprint/2332019-07-24T13:04:01ZBusiness as Usual But Blended with a Digital TwistHaving supported a successful blended LL.B. programme at Griffith College since 2014, our Digital Learning Department (DLD) were instrumental in proposing, designing and rolling out a similar blended programme as an extension of our Part-time (P/T) and Full-time (F/T) BA Honours Business Faculty offering (BABSH). Currently students are completing the second year of their degree and we have a staggered intake in September and again in January. The numbers have tripled with this year’s stage 1 intake and using the Moodle attendance tool we report strong attendance at both live days on campus and e-tutorial webinars. This paper will showcase evidence for best pedagogical practice through the use of the Virtual Learning Environment (VLE) analytics, indicating a definite trend in successful completion of Learning Outcomes and higher overall results in this mode of delivery.
The model we designed for this programme consists of a blend of synchronous and asynchronous elements and activities delivered via the Moodle platform. Weekly 20min e-lectures are created in bespoke, e-Learning labs using Camtasia software, quality reviewed and posted to the VLE. Resources and Moodle activities are revealed every Monday including blogs, discussion forums, YouTube clips, academic papers, etc. Lecturers make themselves available for 1:2:1 office hours using Zoom Pro online classrooms. This technology is also employed on a monthly basis for e-tutorials, where break-out rooms, screen-sharing and use of white board graphics make for dynamic interactive Q&A sessions. There are also live face-to-face days scheduled monthly, where learners join their peers on Saturdays for 3 hour “flipped” classroom workshops. Continuous formative assessment is facilitated via Moodle submission points, using Turn-it-in anti-plagiarism software for online feedback made easily available to the learners. When required we also use our innovative Ubicast live lecture capture system which enables bi-annual intake of students and flexible learning pathways.
Learners are supported from induction to graduation by a digitally literate academic team and the DLD staff of experienced and pedagogically aware Learning Technologists. We also mine the Moodle learning data for student engagement and use this information to inform support on the programme e.g. data analysis prompts timely intervention. This resonates with Niall Sclator’s recent findings: “Learning analytics requires bringing people with high levels of technical expertise together with others who understand pedagogical and educational processes”. (Sclator, 2018, p.16). Communication is a key aspect of this delivery mode (Quality and Qualifications Ireland, 2018) and is reflected in the positive feedback annually received from our online evaluations. This research paper will explore the initial programme results, captured since 2016 which indicate a consistent improvement in overall marks, mirrored on our LL.B blended programme. In short the BABSH students are returning better results in all modules when compared to the same validated programme delivered in both F/T and P/T mode – despite high benchmarked results overall. Reflecting on this data leads us to conclude that the quality of the programme content, a considered pedagogical approach and consistent learner monitoring/support has contributed to evident student engagement and success.Alice ChildsMadeleine Ford2019-07-24T13:02:38Z2019-07-24T13:02:38Zhttp://go.griffith.ie/id/eprint/232This item is in the repository with the URL: http://go.griffith.ie/id/eprint/2322019-07-24T13:02:38ZE-Portfolio assessment of, for and as learning: Reflections on the Learning Technologist role in Technology-Enabled Assessment.The role of a Learning Technologist (LT) is one of support and facilitation and increasingly relevant in our technology enhanced Higher Education sector. This extended abstract is a reflection on delivering technology-enabled assessment (TEA) from an LT perspective and explores the challenges and lessons learned over a two year roll out period. The ePortfolio used was a be-spoke version of Mahara devised at University College Dublin (UCD), where I worked as an Educational Technologist (ED Tech) from 2014 until October 2017 with the School of Public Health, Physiotherapy and Sports Science (SPHPSS). The two programmes which I introduced ePortfolios to were diverse in subject and level and equally varied in the modes of use designed for assessment of, for and as learning, one of this year’s ICEP conference themes. Having worked in the HE sector in the UK and Ireland for several years as a lecturer and more recently a LT or Ed Tech I had been aware of ePortfolios as a multi-faceted learning and assessment tool. I was therefore very keen to use the Mahara version available to “add value” to the programmes I was supporting. Both student groups engaged enthusiastically with ePortfolios, as this technology is used within their professional context as a “showcase” for skills and qualifications and a framework for Continuing Professional Development. This paper will reveal some of the lessons learned from experience, intuition and reflection on a rapid assessment roll-out including some very positive results which were achieved. I will look at the indispensable role played by the LT in scaffolding technology-enabled assessment and the practice and experience of using this particular digital learning tool – what worked, what didn’t and why. I will also explore the various aspects of assessment of, for and as learning, as demonstrated through the deployment of ePortfolios in this particular context and use National Forum literature review findings to show examples of how this technology has been embedded into practice in the wider HE sector.Alice Childs2019-07-24T13:01:21Z2019-07-24T13:01:21Zhttp://go.griffith.ie/id/eprint/231This item is in the repository with the URL: http://go.griffith.ie/id/eprint/2312019-07-24T13:01:21ZInstructional Design guide: Team Guide for blended courses. Griffith College Dublin.This project focused on blended, flexible and online programme and module design and I have already created a simplified 15 page eLearning Instructional Design (ID) guide which draws on the Learning Pyramid (2005), Gardner’s Multiple Intelligences (1993) Grant Wiggin’s Backwards model (2005) and the Addie and Dick and Carey models (1996) amongst other learning theories. I developed this ID guide in response to an observed staff, learner need to understand and then apply eLearning knowledge and best practice confidently, for course development. My approach was to take learning theory which I am familiar with, as module co-ordinator on Pedagogical Practice 1, (part of a level 9 Special Purpose Award, Certificate in Training and Education (CTE) offered by Griffith College Dublin GCD and distil into a simplified, practical, user-friendly guide, to scaffold and steer the design process from traditional to blended delivery.
Drawing on aspects of a practical presentation paper which I delivered to the Irish Learning Technology Association (ILTA) at their annual Ed Tech conference in 2015, entitled “Conversion course” I described the process of re-designing the three modules in our 20 ECTS CTE programme from block release, classroom based modules for blended/online delivery. Identifying the essential elements of a module and creating a hierarchy of importance and significance of tools, activities and aspects of the course, is the first stage in this dynamic process. Reflection within a team context helped clarify what these elements should be and how they would help students apply the lecture content, fulfil the course assessment and achieve the validated Learning Outcomes. The structured ID guide serves as a blue-print for this creative and reflective process.
I introduced this guide document to staff at GCD this year and am in the process of creating a hand’s on web learning “object” based on my original ID guide. The motivation for this was drawing on Chickering and Gamson (1987) who identify active engagement as one of the most effective forces in education. I am developing this interactive tool in order to explain instructional design theory, while demonstrating some of the techniques which enhance active learning e.g. drag and drop problem solving, animated diagrams, use of cartoon characters etc. I am using the rapid eLearning software package Articulate Storyline 2 to enhance the user engagement and experience in understanding and applying learning theory. I would like to test the tool’s use with at least three programme teams each year, over a three year period and evaluate against other comparative studies and blended/eLearning guides.
The methodology of this research proposal would involve my facilitating use of the ID guide and interactive web object with small academic teams, tasked with developing blended, flexible, online programmes and modules; this could be within Griffith College or on a broader HE scale. Evaluation of the final outcomes in the course review process would include qualitative feedback captured from team focus groups, student questionnaires (using Survey Monkey) and quantitative use of O’Neill and Cashman’s recently developed score card, evaluation tool (2016).Alice Childs2019-07-24T12:55:39Z2019-07-24T12:55:39Zhttp://go.griffith.ie/id/eprint/230This item is in the repository with the URL: http://go.griffith.ie/id/eprint/2302019-07-24T12:55:39ZThe Virtual Classroom : Legally BlendedThe LLBH Online at Griffith College began accepting learners in August 2014; it was the first honours law degree to be delivered in an online format in Ireland. This short paper will examine the challenges, opportunities and possibilities of an online Legum Baccalaureus. We (Alice Childs and Mary O’Toole) will also consider the above in light of recent European and national policies such as the Roadmap for Enhancement in a Digital World 2015-2017.
The opportunities and possibilities are transformative – the use of emergent technologies to teach students effectively and actively, mature students now have the opportunity to engage in life-long learning, wider access to legal qualifications and the development of flexible learning pathways.
Our key concern is to ensure that students feel they are gaining a high quality experience. The other challenges are also daunting and they include: how to train staff quickly and effectively, how to communicate with staff most of whom are at opposite ends of the country, creating engaging content to a tough deadline and overcoming hardware and broadband problems.
In early August 2014, two learning technologists were recruited in Dublin and a lecturing team was appointed in Cork. We became the LLB online team and started to create a dynamic, interactive programme. We were supported by the College through an active E-learning committee and high level strategic commitment. From the beginning we realised that it is vital to measure how well we were meeting our objective of delivering an excellent student experience. In order to measure this we had three methods: informal feedback through phonecalls and emails, informal feedback at a face to face meeting, and two online surveys to date. In this paper we will examine our findings, and we will consider the opportunities and challenges we faced and how recent policies are impacting this field.Alice ChildsMary O’Toole2019-07-24T12:53:50Z2019-07-24T12:54:47Zhttp://go.griffith.ie/id/eprint/229This item is in the repository with the URL: http://go.griffith.ie/id/eprint/2292019-07-24T12:53:50ZConversion Course: Ed Tech conference short paper 2015The challenge was exactly the sort of model exercise that a Learning Designer might use for a Teaching and Learning training session; take a workshop based course and recreate it as a blended model with online emphasis. The 5 ECTs module, Pedagogical Practice, is part of a level 9 Special Purpose Award, Certificate in Training and Education along with other two modules, namely, Assessment and Programme Design (10 ECTS) and an ePortfolio based module - Reflective Practice and Development (5ECTS). Reflective practice and active learning were strong foundations of the original course, so the challenge was to enhance these elements and build on and retain the good practice which had already been established.
The focus of this short paper is on redesigning the one particular module – Pedagogical Practice 1, which is also part of a wider Masters in Training and Education. As an exercise in rethinking the various elements and adding new online tools and activities I used the OULDI Open University Learning Design Initiative (JISC-OULDI) project colour coded cards, a creative approach which helped clarify my instincts and judgements about the learning design. It involves distilling down to the essential elements of the module and creating a hierarchy of importance/significance of certain tools, activities and aspects of the course. This helped clarify what the online elements would be and how they would help students “unpack” the lecture content, fulfil the course assessment and achieve the validated Learning Outcomes. Once my choices were made as to the various blend of elements and how they would resonate with the other modules in the programme, I attempted to map out the online activities and assessment elements and discuss planning of design and delivery with the Programme Director and other academics on the team. The online activities would include use of the student forum, VLE blogging, creating a glossary of theory terms, collaborative project work using the online wiki tool and online quizzes. Assessment had a formative element in an online, micro teaching exercise, using Adobe Connect and summative assessment which included peer observational assessment. The course lectures were captured using Power Point within Camtasia and there were synchronous blended elements such as an induction day and regular Webinar tutorials. I included use of the University of London’s recently developed Learning Designer, a web based tool for dynamic lesson plan creation and support of learning technology integration. As this module has only begun delivery the final results will not be available by the end of May; however the main online lectures and activities will conclude on the 23rd May so there will be a rich source of material to present at Ed Tech 2015.Alice Childs2019-02-19T13:02:44Z2019-02-19T13:02:44Zhttp://go.griffith.ie/id/eprint/182This item is in the repository with the URL: http://go.griffith.ie/id/eprint/1822019-02-19T13:02:44ZBridging module for first year Computing Science studentsStudent retention in higher education, especially of first year students has been the centre of research for the past decades (Kantanis, 2000; Ramsay, Elphinstone, and Vivekananda, 2005; Hillman, 2005). Multiple factors have been identified that affect the likelihood of a particular student completing first year and subsequently being awarded a degree. One of the tactics to assist
students in transitioning to higher education is support and encouragement from academic departments.
Based on an earlier study (O’Riordan, 2014), an early support module has been incorporated into the BSc in Computing degree program which aims to equip learners with the skills necessary to manage learning on their own and academic life in general. The aim of this project is to develop a similar module, which would provide the necessary field-specific skills for computing science
students to successfully transition from secondary level education or in coming back to education in their selected field.
To inform the development of the module, the author has consulted relevant literature and analysed similar bridging course programs running in multiple institutions. For the selection of topics for the module, interviews were conducted with fellow lecturers and first year students in the College and the results analysed. Based on these results and from other sources in literature, topics in Maths, Physics and Business were identified for inclusion.
The module was defined as a 12 week program aimed at level 6 of the National Framework of Qualifications (NFQ), to help incoming students prepare for their level 7 studies. The curriculum was developed based on the defined Learning Outcomes. The Module will be delivered online.
Materials prepared for the Module include presentations, videos, practice worksheets in different formats and quizzes for formative feedback. These enable students to practice what they have learned during the presentations and assess their own progress.
Further work is to be carried out on developing additional course material and refine existing items
based on the feedback of students and lecturers. The selection of topics could also be modified based on feedback and possible future changes in the Learning Outcomes of the supported degree programmes.Tamás Csillag2019-02-19T12:28:39Z2019-02-19T12:44:03Zhttp://go.griffith.ie/id/eprint/180This item is in the repository with the URL: http://go.griffith.ie/id/eprint/1802019-02-19T12:28:39ZAn Exploration of the Reading Preferences and Habits of Millennial Undergraduate Business Students.This paper explores the preferences and habits of millennial undergraduate business students when reading instructions and manuals. It investigates the delivery medium and layout in relation to comprehension and retention of the content read. Moreover the current provision of instructions and manuals, in relation to their perception as being appropriate for their purposes, pertaining to preparing them for their course of study or employment progression is discussed.
An in-depth review of the literature is presented in the areas of millennials, as well as digital versus paper in multiple settings. Primary research, collected using a mixed methods approach, is outlined in detail in chapter three.
A clear preference for material in a print medium for the purpose of reading, comprehension and retention is noted, with supporting argument. A point of interest, a digital platform is preferred to find the material because of better availability, both of content and access to same. The preferred format or layout is in bullet point or other concise form.
The majority believe that the current provision of instructions and manuals by their institute of study is appropriate for their purpose. However an overwhelming majority said they printed online course content to read.
Recommendations, based on the research undertaken, that is believed would ultimately benefit students have been put forward.
An area of further research was identified and outlined in chapter five.Mary Glennon2017-09-14T09:22:01Z2017-10-25T14:46:01Zhttp://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'Riordan2017-09-08T00:36:52Z2017-09-13T14:00:42Zhttp://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'Riordan2014-09-18T08:57:46Z2014-09-18T08:57:46Zhttp://go.griffith.ie/id/eprint/5This item is in the repository with the URL: http://go.griffith.ie/id/eprint/52014-09-18T08:57:46ZMotivations surrounding the pursuit of postgraduate studyThis paper addresses a paucity of research that exists regarding the pursuit of postgraduate study by students. The central focus of this paper is to explore the motivations of students pursuit of postgraduate study and choices in relation to particular masters courses. The identification and analysis of the motivations behind students pursuit of postgraduate work seeks to negate the commodification of education. In economics, a commodity is the generic term for any marketable item produced to satisfy wants or needs. In higher education, a postgraduate course is a marketable item which seeks to satisfy students’ wants or needs. By identifying students’ wants and needs, teachers in the higher education sector have a more acute chance of delivering to postgraduate students the commodity that they desire; thereby educators are keeping pace and dealing with current public demand. This paper provides a broad framework through which postgraduate opportunities can be contextualised and their implications considered in the forum of different and wide ranging approaches surrounding opportunities for its provision. The learning from this research has wide ranging application, including insight for academic and professional development in higher education as they face the key challenge of meeting students’ wants and needs. This paper refers to the findings emanating from a qualitative Masters in Education thesis in University College Dublin which took the form of an original exploration of the pursuit of postgraduate study within the primary sector from the perspective of motivation and choice. The main result that emerged from the study indicated that the motivations surrounding students pursuit of masters degrees are essentially a match between their perception of what a masters constitutes and what perceived personal, professional, cultural and career needs they want met. It also emerged that postgraduate students displayed no discernablilitClaire O'Connor2014-09-18T08:56:41Z2014-09-18T08:56:41Zhttp://go.griffith.ie/id/eprint/6This item is in the repository with the URL: http://go.griffith.ie/id/eprint/62014-09-18T08:56:41ZEnhancing assessment for learning through feedback and self-assessment in LawAssessment is closely linked to teaching and learning and it is important that assessment be fair, valid, and reliable, promotes deep learning, transparent and moderated (Race, 2007). A clear marking criteria and feedback is crucial to this assessment process. Most educators will relate to Ecclestone’s (2001) article, 'I know a 2:1 when I see it’, because many believe this to be true. However, one important because many believe this to be true. However, one important because many believe this to be true. However, one important because many believe this to be true. However, one important because many believe this to be true. 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However, one important because many believe this to be true. However, one important because many believe this to be true. However, one important because many believe this to be true. However, one important because many believe this to be true. However, one important because many believe this to be true. However, one important because many believe this to be true. However, one important because many believe this to be true. However, one important because many believe this to be true. However, one important because many believe this to be true. However, one important because many believe this to be true. However, one important because many believe this to be true. However, one important component is missing here component is missing here component is missing here component is missing here component is missing here component is missing here component is missing here component is missing here component is missing here component is missing here – communicating this to the learner.communicating this to the learner. communicating this to the learner. communicating this to the learner.communicating this to the learner. communicating this to the learner. communicating this to the learner.communicating this to the learner. communicating this to the learner.communicating this to the learner.communicating this to the learner. communicating this to the learner. communicating this to the learner. communicating this to the learner. communicating this to the learner.communicating this to the learner.communicating this to the learner. Therefore, feedback to the learner on assessment is crucial to the effective learning process. The challenge for most educators is how to ensure that the learner in fact engages with both the marking criteria set out and the respective feedback. As a result of this engagement, the learner then improves in their overall performance and develops as an independent learner.
This paper will present a learning initiative undertaken in teaching and assessing a module, ‘Criminology’, on a law degree programme, the LLB (Hons) in Irish Law. Initially the goal was to ensure the learners actually engaged with the marking criteria and feedback, however, the development of learners into more independent learners and critical thinkers was also to the forefront of this initiative. This involved self-assessment on the part of the learner in order to enhance and maximise the engagement with marking criteria and related feedback. Sendziuk (2010) experimented with assessment when he chose to withhold grades so that the learners would be obliged to engage with the feedback. I conducted a similar exercise with my class involving self-assessment, and found it substantially enhanced the learning. What was novel about this initiative was the fact that detailed marking criteria and qualitative feedback was provided to each learner on their work. The learners then assessed their own work based on these criteria and feedback and were obliged to engage with same. This was followed by one-to-one feedback sessions with each learner. This teaching and learning initiative is particularly innovative in legal education. This paper will outline the initiative, explaining the background to it, the process and the findings.Clíodhna Dineen2014-09-11T16:07:28Z2014-09-11T16:07:28Zhttp://go.griffith.ie/id/eprint/4This item is in the repository with the URL: http://go.griffith.ie/id/eprint/42014-09-11T16:07:28ZProblem Based Learning and Civic Engagement: Can connecting with community enhance the student learning experience?Engagement by higher education with wider society takes many forms. It includes engagement with business and industry, with the civic life of the community, with public policy and practice, with artistic, cultural and sporting life and with other educational provider in the community and region, and It includes an increasing emphasis on international engagement. (Department of Education and Skills, 2011, p. 79.)John MacDonald