Now showing items 61-80 of 110

    • Together Old and Young: How Informal Contact between Young Children and Older People Can Lead to Intergenerational Solidarity

      Cortellesi, Giulia; Kernan, Margaret (2016)
      This 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.
    • Learning environments that work: Softening the boundaries

      Kernan, Margaret (2015-10)
      This 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.
    • An arts based narrative inquiry into children’s experiences of the five foundations of the social-emotional and academic learning program you can do it! program achieve

      Meegan, John (2021)
      My research aims to narratively inquire into students’ experiences of the five foundations of the social-emotional and academic learning program ‘You Can Do It (YCDI) Program Achieve’ (2007) and explore the impact the program has had on their lives on and off the school landscape. I also present and explore how eight primary school children composed their individual stories to live by, a narrative form of identity (Clandinin & Connelly, 2000), through stories shared throughout this inquiry. What might I learn by inquiring into these experiences, where children’s stories of the YCDI foundations and the program intersect and bump against school stories and other stories we live in (Morris, 2002)? How might inquiring into emerging tensions deepen understanding of cultural, institutional, and social narratives shaping the students' lives and stories? How might my inquiry expand knowledge about the YCDI program and the meeting of diverse lives on school landscapes? My research puzzle considered YCDI conversations as spaces where children engaged in meaning and identity-making, where tensions arose as stories bumped against dominant cultural, institutional, and social narratives in an out-of-classroom place (Clandinin & Connelly, 1999). The participants’ stories and my autobiographical narratives revealed the complexity of navigating the school landscape and the workshops. This complexity led to a re-imagining of the school landscape as a space where students’ and teachers’ lives and stories entwined, entangled, bumped, and shifted in relation to others in creative, curious, and often tension-filled ways. I understand the context for teacher knowledge in terms of the professional knowledge landscape (Clandinin & Connelly, 1995) and teachers’ personal practical knowledge (Connelly & Clandinin, 1988). I also wish to IV make space for students' personal learner knowledge to attend to their embodied lives, wisdom, and school experiences. Drawing upon the relational nature of narrative inquiry, I use the guiding metaphor of a ‘life-timeline’ to ground myself and my participants in the three-dimensional narrative inquiry space of the personal, social, temporal, and place or series of places (Clandinin & Connelly, 2000). During the first stage of my inquiry, I came alongside my participants as we engaged in arts-based workshops based around the students’ experiences of the five foundations of the YCDI (2007) program; Organisation, Confidence, Getting Along, Resilience and Persistence. We came alongside each other again, one year later, where we engaged in one-to-one creative conversations where I shared their stories with them while also revisiting and, in some instances, restorying their pieces of art. This narrative inquiry has revealed numerous threads and plotlines such as storylines of YCDI foundations, storylines of the program's impact, storylines of competition, marginalization, resistance, tension, family, school, belonging, and care
    • Play as a context for early learning and development: A research paper

      Kernan, Margaret (National Council for Curriculum and Assessment, 2007)
      A 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.
    • How to set up a basic student portal using WordPress

      Lenehan, John (2021)
      Hibernia College is a blended learning college that offers postgraduate teaching and nursing programmes in Ireland. Two years ago, the College undertook a review of its technology with a primary focus on what teaching and learning will look like in 5 to 10 years. An outcome of that process was the acceptance that we needed to improve the online experience for our students to keep pace with modern, big-budget web interfaces. We wanted to have more control over some of our websites and have less reliance on external development houses so that we could iterate our designs faster to keep up with the demanding needs of our students, faculty and staff. Internal teams at the College have no dedicated developers, but do have a beginner-to-intermediate-level knowledge of WordPress. We decided to migrate our student portal from Drupal to WordPress. This presentation is focused on beginners-to-intermediate-level users of WordPress. It is an informative session describing our journey, the theme we used and selection process, how we designed our screens, the plugins we used, our integration with O365 for SSO and how we managed our custom code to build a private College portal website.
    • Bridging the online support gap: developing academic referencing competences among remote-learner PME students

      O'Dowd, Irene; Byrne, Ann (2021)
      In Hibernia College, students are expected to take primary responsibility for maintaining academic integrity in their studies. However, lecturers and support staff have an important role to play in educating students about academic integrity and helping them develop the skills needed to practise it. This paper describes a project initiated by the Digital Learning Department (DLD) to improve the College’s online referencing supports, in response to the high volume of referencing queries being received daily by the Digital Librarian. Recent changes to the focus of capstone research projects on the PME programmes, combined with the move to fully online instruction during the Covid-19 pandemic, further highlighted the urgency of ensuring that these resources met students’ needs. The project consisted of a comprehensive update of the College’s core Referencing Guide and the delivery of a series of drop-in webinar workshops where referencing queries from students could be dealt with directly and specific problem areas addressed. The paper outlines the principles informing both the updating of the Referencing Guide and the structure of the online workshops. A preliminary analysis of library logs and student feedback survey data provides early indications of student engagement with and responses to these new supports.
    • Connecting Librarians: The HECA Library Group Pilot of the Professional Development Framework

      O'Neill, Marie; Alfis, Robert; Buggle, Jane; McKenna, Robert; Geraghty, Audrey; Buckley, Mary; Smyth, Justin; Ní Bhraonain, Dimphne; Hughes, David; Haugh, Trevor (2019)
      The Higher Education Colleges Association (HECA) represents the interests of fifteen private higher education institutions in the Republic of Ireland. Its Committees include a Teaching and Learning Committee and a Library Committee (also known as the HECA Library Group). The Library Committee was invited by the National Forum for the Enhancement of Teaching and Learning to pilot the Forum’s Professional Development Framework for all Those Who Teach in Higher Education to test its suitability for librarians. This chapter reports on the six-month pilot of the Framework, using feedback collected from two focus groups conducted in June 2017 at the close of the pilot and in April 2018. A significant finding is that use of the Framework has made private college librarians feel more connected to, and less “siloed’ from, other professionals in the higher education sector. The chapter explores the implications of this feedback for private college librarians, and librarians generally, in terms of their professional identity, professional practice and professional development.
    • Connect, Learn & Earn Does gamification promote increased engagement in interpersonal connectivity activities on an online orientation programme for postgraduate students?

      Gavan, Edel; McKay, Allison; O'Connell, Brid; O'Toole, Ciara (2018)
      Gamification in education is described as the use of “game, game-like activities or game elements” to enhance learning, motivate students and increase engagement (Brigham, 2015). In September 2018 Hibernia College introduced a gamification tool to the two-week online orientation for blended learning initial teacher education programmes in an effort to improve engagement and socialisation. The tool awarded experience (‘XP’) points to the student teachers for participating in activities that required interaction with peers. Its impact was evaluated using VLE log data and survey responses, the results of which indicated a marked increase in activity engagement and a positive response from student teachers.
    • New learnings, wonderings, and tensions: Explorations of a narrative inquiry into the impact of a social-emotional and academic learning program on students' lives

      Meegan, John (2021)
      Presented at CFP 7th International Irish Narrative Inquiry Conference, 16-17 June 2021, Maynooth University
    • Using digital technologies to promote inclusive learning and teaching practices

      Meegan, John (2022)
      Presented as part of a seminar series for the National Forum for the Enhancement of Teaching and Learning in Higher Education
    • An investigation and analysis of the 21st Century Skills programme ‘Magical Leaders'

      Meegan, John; O'Brien, Niamh; Casey, Elva (2022)
      ATEE Conference 2022 Presentation
    • Create the learning analytics policy you (and your students) need

      O'Dowd, Irene; Ní Bheoláin, Ruth (2020)
      This presentation summarises the frameworks and principles informing the process of developing a policy for learning analytics in the College, and highlights the importance of initiatives such as the National Forum’s ORLA and DESSI as well as engagement with the broader research community.
    • The quiz conundrum: sustaining student engagement with formative quizzes

      O'Dowd, Irene (2017)
      This presentation, delivered at Moodlemoot UK & Ireland 2017, summarises a study of VLE activity data to examine students’ engagement with online quizzes, with a focus on three areas: level of quiz engagement over time, patterns of quiz attempts and re-attempts, and the effect of gender on formative quiz engagement.
    • Comma chameleons: lessons learned from studying engagement with an online academic writing toolkit

      O'Dowd, Irene (2019)
      The Academic Writing Toolkit is an online resource that was developed to provide students with accessible and timely guidance on key aspects of academic writing in Hibernia College's blended-learning ITE programmes. Available to students and faculty via the College's Moodle VLE and designed for asynchronous delivery, the Toolkit provides guidance on 'technical' writing skills such as referencing, grammar, formatting and style as well as on specialised areas as reflective writing, assessment writing and dissertation writing. The design was informed by a 'bite-size' ethos to encourage continuous, formative and self-motivated use over time. However, patterns of student engagement with the first iteration suggested that, following an initial peak of activity, there was little evidence of students returning to the Toolkit for help on key topics at crucial points in their programmes. This paper will discuss how the Toolkit's content and positioning evolved in response to, firstly, findings from the initial engagement study and, secondly, increased awareness of the Toolkit's potential among College faculty. Findings from an inferential analysis of learning analytics data collected from activity logs for pre- and post-update iterations will be discussed. The results of the analysis, combined with survey feedback on students' use experience, will inform an evaluation of the impact, if any, of specific design and dissemination enhancements on Toolkit engagement. It is hoped that these findings will provide insights into ways in which instructional design and faculty support considerations can help promote quality engagement with resources of this type, particularly for distance learners.
    • Enhancing student access and engagement: a reading list migration project

      Byrne, Ann; Davey, Emberly (2022)
      This presentation details a migration project from PDF reading lists to online reading list software. The project was carried out by library staff at Hibernia College beginning in Autumn 2021.
    • Title: Play Always Matters: It matters even more in infant classes now

      O'Síoráin, Carol-Ann; Kernan, Margaret; Casey, Elva; McArdle, Fiona; Hibernia College; Hibernia College; Hibernia College; Hibernia College (2022-04)
      As teacher educators in a challenging world crisis, we are reconceptualising and revalidating our personal theories and ideologies of early childhood education. But is it causing us to change and adapt our practices to be more responsive and inclusive of the child’s voice in our schools? Initial findings from Covid 19 research suggests that children missed opportunities for play with peers which negatively impacts on social and emotional learning and language development (O’Keeffe C, McNally S. (2021). Play naturally draws self-identity and self-expression from the child, where the child’s own voice emerges. Play enables children to recreate and rehearse their personal life experiences and cultivate their place in their family, community, and peer group. It is time for a conscious ‘pause to reflect’ on the play-based event called the ‘Aistear Hour’ in mainstream primary infant classrooms. Recent published findings from Sloan, et. al. (2021) indicated that while teachers were generally enthusiastic about play and playful approaches ‘there was still some uncertainty over the approaches to teaching and learning advocated by Aistear and the lack of specialised training in such approaches’ Sloan, et. al. (2021, p. 30).
    • Oppositional Defiance: A teacher's perspective

      O'Síoráin, Carol-Ann; Hibernia College (2020)
    • Effective or Affective

      O'Síoráin, Carol-Ann; Hibernia College (2019)
      A 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)