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Problematizing Second Language (L2) Learning using Emerging VR SystemsThere is little doubt that there is nothing like being immersed in the country of the language you are trying to learn. Not only do students who wish to learn English as a Second Language (ESL) enjoy the experience of inter-cultural learning contexts from a sensory and affective sense, it is often the case that they gain emotional and intellectual maturity while living abroad. The reality of travelling abroad to learn English however for many International students is often a difficult transitional one especially at pre-sessional or beginner/foundation levels in terms of language acquisition, expense, feelings of isolation while in some cases, struggling with pressures to maintain scholarships. As it stands, existing English language centres work hard to advance students onto higher levels of language competencies. They offer students opportunities to avail of further language courses, which help them progress onto undergraduate studies. As part of such programmes, colleges often plan visits to historical and cultural sites to encourage non-formal learning. Such trips often impart historical information, however, that is outside students’ immediate language levels, and this oversight does not optimise the experience as potentially pedagogical in developing competencies as outlined by the Common European Framework of Reference for Languages (CEFR). While not intending to replace present ESL courses, we propose that the use of VR systems can successfully compliment Internationalisation programmes in Ireland. The emergence of commercially available VR head-mounted displays offers opportunities for immersive ESL virtual environments. VR technology can enable spaces for creative learning structures during foundation/beginner courses by delivering VR-based learning within Irish virtual site visits from their home-based colleges. This will work to tailor courses to where students’ levels are at in actuality before they progress to their respective host Englishspeaking countries at higher levels in class-based environments. While in Ireland, it is envisaged that the VR supports will facilitate visits to on-site locations that are followed up by virtual site equivalents to maximise language learning in structured, innovative ways. VR can also engage with online colleges that do not have a physical campus in offering students a diversity of online courses while offering students the option to stay at home to best suit their own personal life situations. A collaborative project between researchers at Limerick Institute of Technology and Hibernia College Dublin aims to capture the structural and acoustic data of various historical buildings and iconic landmarks in Ireland. The acquisition of structural features will involve the use of a 3D laser scanner and a record of construction materials. The acquisition of acoustic data will involve measuring the impulse response of the space using a dodecahedron speaker, reference and binaural microphones. Using this data, digital equivalents incorporating spatial attributes of both auditory and visual modalities will be rendered for the Oculus Rift VR headset and standard headphones. These renders will seek to position both the ESL learner and English language lecturer at virtual Irish historical sites to articulate immersive learning to find full expression in realising the digital campus.
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Comparing Online Learning with Blended Learning in a Teacher Training ProgramThis paper describes the establishment and delivery of a Blended Learning Higher Diploma in Education, being a professional qualification for Primary School teachers in Ireland. This innovative course represents a major departure from the traditional mode of delivery of teacher training in Ireland. A careful analysis of student feedback and examination scores is therefore of crucial importance to inform further development of the course and to contribute to innovation in teacher training both in Ireland and internationally. The two primary modes of course delivery, that is an Entirely Online mode and a Blended Learning mode, were compared in terms of qualitative feedback from the students themselves and quantitative results from the formal assessment procedures. Across a range of questions that covered learning outcomes and learner outcome satisfaction, balance of delivery, tutor and peer engagement, workload, technology and perceived career benefit, student satisfaction was shown to be good across both modes of delivery. Some differences were noted in workload and student support; workload was perceived higher, but student support was more satisfactory in the purely online elements. There was a small but significant grade improvement for Blended Learning courses over Entirely Online courses. However, alternative hypotheses make it difficult to attribute this grade increase to the mode of course delivery. The mode of delivery of course content does not affect student satisfaction or the ability of students to perform well in formal assessment. It is therefore concluded that a blended learning educational system that includes online education is a highly appropriate mode for the training of primary school teachers.
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Essays on Intercultural Education - from Policy to PracticeThis is a compilation of essays written by twenty five students who were undertaking a module entitled ‘Intercultural education1’; one component of a Master’s of Arts in Teaching and Learning ‐ a Level 9 programme on the National Framework of Qualifications. These students were current teachers in various educational sectors including early childhood education and care, primary and post‐primary schools. The assessment for this module was a 3000‐word essay, based on a reflective analysis of the conduct of a designed classroom or school‐based intervention, aimed to promote intercultural awareness and improve social inclusion.
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A CASE FOR USING SWIVL FOR DIGITAL OBSERVATION IN AN ONLINE OR BLENDED LEARNING ENVIRONMENTThis paper examines the use of digital video in order to enhance professional development for online and blended learning programs in higher education, with particular reference to initial teacher education (ITE). While digital observation in the context of teacher education has been the subject of some discussion, the technology considered in this article is relatively new. Swivl is an innovative technology which allows for nonintrusive digital observation of, for example, school placement. The benefits of using digital observation for professional development are numerous, including the recording of information that may not otherwise be captured and allowing for the retaining of that information for reflection and analysis purposes. This paper assesses the potential benefits for both staff and students who work in an online and blended learning environment, as well as identifying some challenges this technology may present. The paper places a particular focus on the practical application of Swivl technology in a blended learning postgraduate program for ITE in Ireland. The aim of this paper is twofold: (1) to explore the use of an innovative technology called Swivl for online or blended higher education and (2) to present an overview of a proposed pilot study in which a randomized controlled trial group of student teachers (N = 50) will use Swivl to self-reflect during school placement. A second paper, in early 2019, will provide a detailed analysis of the impact of the use of digital technology in a treatment group as part of the pilot study
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BeSAD (Bereavement, Separation, and Divorce): The Response of Pre-service Teachers to Pupil Well-beingThe current research explored the frequency in which pre-service teachers encountered pupils during their placement (e.g. teaching practice) experiencing loss as a result of bereavement, separation and divorce (BeSAD). The research examined how they responded to BeSAD and the training they received at Initial Teacher Education (ITE). The report describes the findings of a mixed-method research programme involving a survey with pre-service teachers (N=354), and semi-structured interviews with experts (N=6) in the area of BeSAD. Centres for ITE provided a sample for the survey from Northern Ireland (NI) and the Republic of Ireland (RoI). The quantitative component of the research indicated that nearly half of pre-service teachers had encountered pupils who had experienced some form of BeSAD. Respondents lacked confidence when supporting pupils experiencing BeSAD, particularly in relation to separation and divorce. Personal intuition was reported as the main way in which respondents support pupils experiencing bereavement and this was closely linked to their own personal experience of death. Nearly one quarter of respondents said that inability to concentrate in the classroom was the biggest impact on pupils. A decline in attendance was also noticed along with physical and emotional responses including withdrawn behaviour, fear of coming to school, and anxiety. Nearly half of respondents did not answer the question which could mean that no reaction was evidenced by these respondents. The majority of respondents were unaware if policy existed relating to BeSAD and stated that they had either not received training or if they had, it was "briefly". The interviews conducted with experts from NI and the RoI (N=6) identified a range of roles and responsibilities for teachers in supporting pupils who have experienced BeSAD. They identified the core role that teachers play as advocates for children and supporting families who have experienced BeSAD. They identified key challenges within the current education system for both jurisdictions and drew attention to core training needs required during ITE and through Continuous Professional Development (CPD).
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Teaching, Learning, and Assessment during Covid-19: Reflections from the frontline of higher educationThis article explores how Hibernia College, as a higher education institution, adapted to full-time online teaching, learning, and assessment during Covid-19. It reflects on changing pedagogies and the formation of are imagined identity for teacher educators.
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Webinar: The Hibernia online tutorial - what is it and what could it be?Hibernia College has pioneered the use of online teaching in Ireland and one of the key features of all programmes today is the "online tutorial" where tutors and students meet live online. However, have you ever wondered, "What goes on in these spaces and what is their purpose?" Michael's doctoral research has explored the role of the online tutorial within the MATL programme. He will discuss the concept of an online tutorial in the context of the literature and the professional practice he observed. Finally, he will ask should each programme within Hibernia design a signature pedagogy for their online tutorials, so tutors and students are clearer as to their purpose and their role within them.
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A handbook and tool kit for teaching, learning and assessment in independent higher education institutions in IrelandThis handbook serves as a companion for college teachers to accompany their professional development journey. It provides the most up-to-date understanding of age old insights. Underpinning the entire work is an appreciation of central role of scholarly reflection and portfolio development as a means of teacher professional enhancement.
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Building teacher professionalism in teaching-learning interactions between online tutors and learners during synchronous tutorials – a case study from Hibernia College.This case-study is set within the context of a new online Masters Programme for teachers within Hibernia College, the Masters of Arts in Teaching and Learning (MATL). It explores how tutors and students interact using synchronous computer mediated conferencing (SCMC) technologies during live tutorial sessions. The study found that students and tutors did not have an agreed set of ground rules for these online events and thus there was a need for a signature pedagogy to clarify this. It was observed, using the Flanders Interaction Analysis Categories (FIAC) and tutor interviews, that the level of interaction during these tutorials was predominantly teacher led with little evidence of student voice. Further analysis found that there was also limited evidence of critical discussion. The study has developed a toolkit comprising an expanded FIAC framework and an adapted version of Brookfield and Preskill’s Dispositions for Critical Discussion. The toolkit is designed to enable tutors to reflect on their tutorial practice. Using a cyclical process tutors can capture, codify and analyse their existing knowledge with a view to developing critical discussion as the signature pedagogy for their online tutorials. In this way Hibernia College can assist tutors in building their own professional practice knowledge with the ultimate goal of enhancing student learning on the programme. The study is set against a backdrop where higher education institutions are placing greater significance on online interactions and this is placing new demands on the pedagogical repertoire of their faculty.
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Capturing and sharing professional practice on mediating 'live' online tutorial sessions - A case-study from Hibernia CollegeThis case-study is set within the context of a new online Masters Programme for teachers within Hibernia College, the Masters of Arts in Teaching and Learning (MATL). It explores how tutors and students interact using synchronous computer mediated conferencing (SCMC) technologies during live tutorial sessions. The study found that students and tutors did not have an agreed set of ground rules for these online events and thus there was a need for a signature pedagogy to clarify this. It was observed, using the Flanders Interaction Analysis Categories (FIAC) and tutor interviews, that the level of interaction during these tutorials was predominantly teacher led with little evidence of student voice. The study developed a toolkit to allow tutors engage in professional practice discussions. The toolkit is designed to enable tutors to reflect on their tutorial practice. Using a cyclical process tutors can capture, codify and analyse their existing knowledge with a view to developing more student-centred tutorials. This paper focuses on the use of FIAC to code and analyse an online live tutorial and how this information can then be used to inform a tutor’s professional development practice.
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Teaching, Learning, and Assessment during Covid-19: Reflections from the frontline of higher educationThis article explores how Hibernia College, as a higher education institution, adapted to full-time online teaching, learning, and assessment during Covid-19. It reflects on changing pedagogies and the formation of a reimagined identity for teacher educators.
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Together Old and Young: How Informal Contact between Young Children and Older People Can Lead to Intergenerational SolidarityThis article discusses the processes and outcomes when space and time are explicitly created for young children and older people to be together, to play together and learn from each other in the contexts of both non-formal and formal education. It is proposed that a big part of this being together is sharing and transforming culture and cultural experiences, which in turn enhances solidarity and social cohesion. The article is based on findings of the European project called Together Old and Young (TOY), which was designed to research and develop good practice in intergenerational learning involving young children and older people. It draws on cultural, anthropological and pedagogical theories to explore how interactions between young children and older people can develop solidarity, social cohesion, and intercultural understanding. Four linked research questions are addressed: 1) How does intergenerational learning (IGL) in non-formal and formal settings support the wellbeing of older adults and young children?; 2) How does IGL influence and transform the identity of older adults and young children?; 3) What mechanisms support inclusion and solidarity between young children and older adults, including those who are migrants?; 4) How do intergenerational relationships create and transform cultures of both young children and older adults? The findings indicate a need to pay attention to both the social and physical environments in urban planning and social and educational policies, including making provisions for space and time for young children and older adults to play and be creative together and learn about each other’s life worlds. The findings also highlight the effectiveness of multi-sensory activities as a bridging mechanism between the generations as a means for children and older adults to re-negotiate cultural meanings together.
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Learning environments that work: Softening the boundariesThis paper draws on recent Irish and international research from a number of disciplines to identify contemporary concerns and possible future directions in relation to learning environments in the early years. It is framed around the following questions: Firstly, in 2015, what kinds of theoretical, pedagogical and societal concerns are influencing our thinking about learning environments for young children? Secondly, how do learning environments look and feel like to their users and thirdly, what kinds of research can deepen our understanding of the learning experiences of children aged 0 to 8 years growing up in Ireland? The existing research base in Ireland on this issue is limited. The questions raised at the close of the paper are designed to stimulate discussion about establishing an inter-disciplinary research agenda on learning environments in the early years.
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Play as a context for early learning and development: A research paperA review of research Much of the research used to develop Aistear is summarised in four papers: 1. Perspectives on the relationship between education and care in early childhood (Hayes, 2007) 2. Children’s early learning and development (French, 2007) 3. Play as a context for early learning and development (Kernan, 2007) 4. Supporting children’s early learning and development through formative assessment (Dunphy, 2008). These papers are on the NCCA website at www.ncca.ie/earlylearning. This booklet summarises each paper and concludes with an overview of the key messages.
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Effective or AffectiveA fundamental aspect of the UNCRPD is the development of a respectful, inclusive education for people with disabilities among their non-disabled peers. Ireland, while late to the notion of inclusive education, is working towards and has legislated for (EPSEN Act, 2004) a concept of inclusion in education. The question of who needs ‘special’ education within an ‘inclusive’ setting has come to the fore highlighted by the education needs of children with autism. 82% of special education provision is specific to autism support, yet we still have insufficient places within the mainstream (1500 classrooms)
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Every Voice Matters: Building innovative ideas for socially just, inclusive and UDL teaching practices through professional conversation.Inclusive education in Ireland and Europe has experienced a severe shock. The realities of the ineffectiveness of our concepts of ‘inclusion’ have been realised through this pandemic. Schools and services are faced with changes in practice and provision that are unique and unprecedented. Due to the rapidly changing demographic of today’s global societies, there is a distinct need for transformative thinking, acting, and planning for a more focused approach of inclusive education (Adams, 2007). Research in the arena of inclusion continues to highlight the need for pre-service and in-service training for teachers to build competencies in inclusive approaches and practices (Slee, 2019). This research will explore why voice is vital for a socially just, inclusive, and equitable education in Ireland and beyond and the idea of doing the ‘right’ thing and doing things right, matters. Research strongly suggests that quality pedagogy matters to child outcomes (Lingard & Mills, 2007). It is also argued that research outcomes and recommendations in the area of inclusive education does not reach or impact teachers (Rushton, 2017). We argue that inclusion is like a dog chasing its tail in a cyclical conundrum. We also argue that the ‘system’ needs to acknowledge the ‘blindspots’ and ethical sinkholes of concepts that oppress innovation and creativity in thinking, acting and planning for better inclusive experiences.
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Transitioning Quality of Provision Through Quality Learner ProfilesWe are in an ‘era of accountability’ (Quinn, 2013). Exchequer spending on special education and provision has increased by over 40% in the past seven years. Reframing quality educational provision for learners with special education needs (SEN) has been to the forefront of the inclusion debate and a new model of support/provision is causing a stir. It is acknowledged that educational reform has brought with it one initiative after another and the system is fatigued. Teachers are calling for a halt to the roll out of initiatives and more recently the minister for education has announced a ‘slow down’ to the roll out of the new primary mathematics curriculum. This paper draws evidence from quality research in the field on teacher’s expressed worries and frustrations relating to pedagogical decisions, actions and curriculum development for their learners with SEN. A cacophony of voice is directed at teachers in special education roles (government, policy makers, the inspectorate, unions, and advisors) and learner voice is lost. This paper presents an argument for the transitioning of practice to the new support model as an urgent acknowledgement of the ‘vulnerability’ of the teaching professional within the role of ‘special’ teacher.
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Mental fitness in higher education: Intervention Mapping programme designPurpose Higher Education Institutions observe that many students are experiencing mental health issues, such as high levels of anxiety and stress. Young adults are recognised as a vulnerable group who carry the burden of mental health problems worldwide. Mental health interventions can be effective in positively influencing students' emotional and behavioural wellbeing. Design/methodology/approach In the current study, the principles of Intervention Mapping (IM) were applied to guide the development, implementation, and evaluation of a specifically tailored mental health programme for a selected student cohort in a large Higher Education Institute in Ireland. Mixed qualitative (Delphi technique and focus group discussions) and quantitative (survey) data were gathered to gain a broad perspective of mental health concerns and learning needs among a sample of higher education students (n = 99). Findings Existing evidence guided by theoretical frameworks were blended to create a specifically tailored mental health programme to meet the needs of higher education students in Ireland. Results indicate that the established six-stages of IM provide an empirical process that has the potential to effectively respond to the mental health needs of students in higher education. IM identifies the priority needs of students in higher education and ensures that suitable behaviour change techniques for mental health are addressed.
