Now showing items 41-60 of 129

    • Bridging the gap: Managing an entire college’s continuous assessments using Moodle

      Lowney, Rob; Roche, Hilary (2019)
      Managing an entire college’s continuous assessments using Moodle.
    • Establishing an Institutional Repository:​ The story of IASC

      Byrne, Ann; Davey, Emberly; O'Dowd, Irene (2023)
      Presentation delivered at the LAI/CILIP Joint Annual Conference 2023
    • Enhancing Student Access and Engagement: A Reading List Migration Project

      Byrne, Ann; Davey, Emberly (2023)
      Poster presented at the LAI/CILIP Joint Annual Conference 2023
    • Embracing Changes Outdoors for Children Under 3, Pilot Study of a Community of Research and Practice: Evaluation Report

      Kernan, Margaret; Casey, Marianne; Dowdall, Marie (2023-04)
      The lack of attention to outdoor provision for babies and toddlers in ECEC practice and research was a key motivation to pilot a community of practice and research approach that would empower early childhood educators in Ireland to reflect on and improve their outdoor play and learning provision. Between May and November 2022, 11 educators from three ECEC services in the South Dublin region participated in the pilot. It was titled, Embracing Change Outdoors for Children Under 3 Community of Practice and Research (ECO-3). The cycle of change underpinning ECO-3 involved choosing to change; planning for change; creating the change; sharing first insights and sharing with others. This report documents the findings of the evaluation of ECO-3 which addressed the following questions: ) What impact did ECO-3 have on pedagogical practice, knowledge and time outdoors? 2) What features of ECO-3 process contributed to the participating early childhood educators to reflect and improve their outdoor play and learning provision? Evaluation methods included: a baseline and post ECO3 online questionnaire that was completed by the early childhood educators and mid-process reflection and evaluation activities. Amongst the findings were: that ECO-3 had the effect of early childhood educators broadening and deepening their understanding of outdoor play pedagogy in ECEC in general, and for children under 3. Furthermore, the most effective and valuable aspect of the ECO-3 approach for the was the opportunity it provided to exchange knowledge and experiences with colleagues from their own setting and with peers in other ECEC settings. These are other findings are discussed with reference to their implications for professional learning and development and further research.
    • Problematizing Second Language (L2) Learning using Emerging VR Systems

      Butler, Linda; Neff, Flaithri (Dublin Institute of Technology, 2015)
      There 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.
    • Comparing Online Learning with Blended Learning in a Teacher Training Program

      Kirwin, Susan; Swan, Julie; Breakwell, Nicholas (2009)
      This 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.
    • Essays on Intercultural Education - from Policy to Practice

      Whitaker, Teresa (Hibernia college, 2013)
      This 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.
    • A CASE FOR USING SWIVL FOR DIGITAL OBSERVATION IN AN ONLINE OR BLENDED LEARNING ENVIRONMENT

      McCoy, Selina; Lynam, Aoife; Kelly, Mary (Begell House, 2018)
      This 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
    • Hibernia College Student Charter

      Hibernia College
      The Student Charter provides a framework that allows Hibernia College’s staff, faculty, extended academic community and student body to collaborate, innovate and thrive in an environment of mutual respect and structured support. Its purpose is to establish the context in which all members of the Hibernia College community can adhere to standards of excellence and codes of professional conduct during all operational and pedagogical activities whilst always enshrining integrity, empathy and understanding as the principles of our communications.
    • Hibernia College Teaching, Learning and Assessment Strategy

      Hibernia College
      The Hibernia College Teaching, Learning and Assessment Strategy has been developed by a working group of the Hibernia College Academic Board and involved extensive consultation with stakeholders including students, Alumni, Faculty and external stakeholders. This Strategy has been developed during a period of great change in Irish society generally but particularly in higher education. These changes include a greater diversification of the student body, greater than ever demand for flexible learning and a move to a performance-based funding model for Higher Education Authority (HEA) funded institutions. Alongside this, the National Forum for the Enhancement of Teaching and Learning was established by the Minister for Education and Skills to enhance the quality of the learning experience for all students at third level, be they full-time, part-time or flexible learners. The Strategy sets out six distinctive attributes of Hibernia College’s graduates that go beyond disciplinary or technical knowledge. It then establishes the six Hibernia College’s Teaching, Learning and Assessment Priority Areas and concludes with a commitment to providing the best possible learning experiences and to producing highly employable graduates.
    • Institutional Repositories: The HECA Experience

      Byrne, Ann; Zorzi, Debora; Tiernan, O'Sullivan; Ni Bhraonain, Dimphne (2022-11-15)
      A presentation given by the HECA Library Group at the inaugural HECA Research Conference, held in Griffith College, Dublin on November 15th, 2022. The presentation addresses the experience of HECA colleges in setting up and maintaining institutional repositories. It also addresses some of the challenges faced by repository users and managers, as well as the opportunities they provide to researchers and institutions.
    • Embracing Changes Outdoors for Children Under Three

      Donnolly, Ciara; Fitzpatrick, Nicole; Giblin, Anna; Lynch, Chrissandra; Mahoney, Jackie; Murray, Geraldine; Murray, Geraldine; O’Neill, Gemma; Pilkington, Valerie; Casey, Marianne; et al. (Early Childhood Ireland, 2022-11-01)
    • Assessing children's psychosocial well-being: Norwegian early childhood education and care teachers’ challenges when completing a global screening tool

      Franck, Karianne; Seland, Monica; Rimul, Johanne; Sivertsen, Anne H; Kernan, Margaret (2022-11-03)
      In this article, the authors illustrate some of the challenges and dilemmas that Norwegian early childhood education and care teachers experienced when completing a global screening tool (UPSI-5: Universal Psychosocial Indicator for 5 Year Old Boys and Girls) concerning the psychosocial well-being of five-year-olds as part of an international research project. Based on interviews with 31 teachers, the authors present in-depth analysis of the critical reflections of 19 teachers concerning the assessment forms. While previous research has criticized standardized testing and screening in early childhood education and care, there is a need for the critical voices of practitioners to be heard. The aim of this article is to illustrate which aspects teachers find challenging and how they respond when in doubt. The authors found that teachers’ assessments are inextricably linked to the early childhood education and care context, and the values, ideas and norms that are prevalent in Nordic early childhood education and care settings.
    • BeSAD (Bereavement, Separation, and Divorce): The Response of Pre-service Teachers to Pupil Well-being

      Lynam, Aoife, M.; McConnell, Barbara; McGuckin, Conor (Doggett Print, 2018)
      The 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).
    • Teaching, Learning, and Assessment during Covid-19: Reflections from the frontline of higher education

      Kelly, Mary; Lynam, Aoife, M. (Education Matters, 2020)
      This 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.
    • An exploration of the impact of a VLE assignment text-matching tool to improve students’ academic writing

      Lowney, Rob (2018)
      Hibernia College delivers blended Professional Master in Education (PME) programmes to students across Ireland. Their backgrounds are diverse: some enter the programmes directly from undergraduate studies, others are returning to education after many years working. Some students have difficulty adopting academic writing conventions such as paraphrasing, quoting, citing and referencing. The College added the URKUND text-matching tool to its Moodle-based VLE in 2018. Its intended use is as a formative tool for students to improve their academic writing (Rolfe, 2011). It generates a text-matching report that students scrutinise and they judge for themselves if they have used another’s material in an improper way – by incorrectly paraphrasing, quoting, citing or referencing. They then have an opportunity to amend their assignment and re-upload. Documentation was provided to students upon its introduction, explaining the capabilities, scope and limitations of URKUND and how to use it. This research on the impact of URKUND used a mixed-methods approach. Three student cohorts had the tool available to them when uploading assignments in spring 2018 and were surveyed after their upload deadline passed. The tool was widely-used and well-received but students also held misconceptions about URKUND’s capabilities. Students also had difficulty in making judgements on their assignment as they were unclear if what the report was showing them was ‘right’ or ‘wrong’. To maximise its potential as a formative tool, a continual re-enforcement of URKUND’s capabilities, scope and limitations would appear to be required. Similarly, it would appear students need support in developing skills to interpret the report and to make judgements on their own academic writing.
    • Integrating 21st-Century Skills into Irish Primary Schools: A Pilot Study on the Outcomes, Experiences and Observations of Teachers Prepared

      Meegan, John; Casey, Elva; O'Brien, Niamh (2022)
      The implementation of 21st-century skills and competency-based learning in European and OECD countries' educational curricula indicates affirmative action across global educational systems to develop a wider breadth of skills beyond traditional literacy and numeracy skills. There is broad agreement and significant common interest across national and international competency frameworks concerning the importance of 21st-century skills. This consensus is underpinned by the need for education to equip learners with transferable knowledge and skills rather than relying upon well-worn procedures. From the Irish primary school context, there is an explicit focus on, and pathway to, the development of 21st-century skills beginning with Aistear: The Early Childhood Curriculum Framework and progressing to the development of the new draft Primary School Curriculum. This skills and competency pathway continues into post-primary school settings as students transition into the Junior and Senior Cycle stages of their education. With this explicit focus on competency and skills-based education, many schools seek to develop skills through innovative teaching methods or by employing specific skills-based interventions. This report presents a small-scale pilot study of the 'Magical Leaders' programme, a 21st-century skills intervention programme suitable for primary school students between 10 and 12 years of age. The mixed-methods study investigated teachers' attitudes and perspectives of the Magical Leaders programme, the 21st-century skills outcomes, the programme's resources and the core peer-to-peer teaching methodology. Using focus group discussions and adapted reliable and validated scales, the findings of this research have highlighted the positive development of students' 21st-century skills, teachers' and students' perspectives of engaging with the programme and the peer-to-peer teaching methodology. Several challenges to programme delivery were identified, including the programme's digital components, teacher training, lesson preparation time and adherence to programme fidelity.
    • Eye tracking & e-learning: what and how do students see

      Rakoczi, Gergely (2022-05-18)
      Dr Gergely Rakoczi, Head of Digital Teaching & Learning at TU Wien, presents his research on eye tracking in the context of e-learning – specifically, the eye movements of learners during interaction with Moodle courses – and shares some interesting outcomes from these studies. He reflects on the methodology of eye tracking and the possibilities of this approach for enhancing online course design. His research topics of interest are e-learning design, eye movement analysis, user interface design (Moodle), multimedia learning, education with virtual reality and 360-degree content, and technology-enhanced teaching in general.