Teaching & Learning research
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UCD Teaching, Learning and Academic development exists to lead and support the university to deliver its strategic objective of excellence in teaching and learning across undergraduate and graduate levels.
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- PublicationVirtually Effective: The Measure of a Learning EnvironmentThis chapter examines the preliminary findings of a recent user survey of the staff use of the virtual learning environment (VLE) Blackboard™ in University College Dublin (UCD), Ireland. Many Higher Education Institutes (HEI) are in the early stages of adoption and implementation of such systems. The results from this small survey serve to reflect a portion of the current dilemmas facing the individual academic and institute.
325 - PublicationMature Cynics and Fledgling Eclectics: Instructional Desing for the Net Generation(National Academy for Integration of Research & Teaching & Learning (NAIRTL), 2008-11)
; This chapter analyses how faculty are currently dealing with the needs of the "net generation" in the realm of higher education (HE) and use of e-learning. It reviews the socially orientated Web 2.0 technologies and their impact on teaching and strategic policy. It also assesses whether a model of generational distinctions is applicable to the methodological practices of teaching and learning.281 - PublicationSeeing the landscape and the forest floor: changes made to improve the connectivity of concepts in a hybrid problem-based learning curriculumProblem-based learning (PBL) curricula utilise authentic problems that are based in the real-world of practice. This very characteristic enables students to develop an intimate knowledge about the intricacies of practice, metaphorically, seeing the details of the forest floor. However, it is equally important for students to develop an overall conceptual framework of the curriculum and understand how the different aspects of the subject domain relate to each other, i.e. seeing the landscape. This paper explores the extent to which these two aspects of curriculum design, in particular the landscape, were achieved in an 'Education Theories' module for lecturers in higher education. It utilises Hung's 3C3R problem-design model to help develop these connections. The findings alert curriculum designers to pay more focused attention to the holistic problem from Hung's model and the model's relationship with other learning resources (lectures, etc.) in supporting connectivity in PBL hybrid curricula.
418Scopus© Citations 8 - PublicationInitiating curriculum revision: Exploring the practices of educational developersCurriculum revision is an important part of academic work. Despite theoretical literature on curriculum development and design, there is a scarcity of literature available for either academic staff or novice educational developers on the initiation of this curriculum revision process. This study, therefore, set out to explore the practices of experienced Irish and UK educational developers working in this area. A mixture of in‐depth interviews followed by a semi‐structured questionnaire was used to explore the approaches of these educational developers. The results suggest that curriculum revision tends to benefit from initial, intensive dialogue between educational developers and academic staff, and that such initial interaction provides an important understanding of the context in which the curriculum revision occurs. This paper highlights that despite some suggested starting points at programme and module level, educational developers should be open and flexible in their approach to this activity.
1631Scopus© Citations 29 - PublicationA Practitioner’s Guide to Enquiry and Problem-based Learning: Case Studies from University College DublinThis guide is part of the Enquiry and Problem-based Learning Project funded by the Strategic Innovation Fund of the Higher Education Authority Ireland. Dr Geraldine O’Neill and Dr Terry Barrett from UCD Teaching and Learning were joint coordinators of the project. Project partners were: Probell (The Finnish PBL Network) and the Centre for Excellence in Enquiry-based learning in the University of Manchester. We are very grateful for their contributions to the quality of the project outcomes. This guide contains some case studies from participants of the project and two case studies which were implemented before the project commenced.. We appreciate the contributions from authors of the case studies. These will be inspiring and useful to other enquiry and problem-based learning practitioners. We also thank Áine Galvin for proofreading the text.
421 - PublicationPromoting Reflective Writing among Psychiatry Students(2011-07-01)
; ; ; ; This paper reports on a study on the use of online learning to teach reflective writing to psychiatry students. The students learnt about reflection and reflective writing using an interactive learning unit and a discussion forum. They posted responses to an article at three levels of reflection. Their learning was assessed using a reflective essay. The majority of students engaged with the discussion forum though some had difficulty in distinguishing the levels of reflection. The students rarely commented on each other’s posts. Modifications will be made for future use based on ongoing research.71 - PublicationSense and sensibility : collaborative & interdisciplinary problem design in PBL initiatives(AISHE International Conference Series (AISHE-C), 2011-08-25)
; ; ; ; ; ; This paper was conceived in response to an identified need for new PBL practitioners to be able to access a range of sample problems that would help them develop PBL within their own disciplines, particularly when outside of the life sciences. Likewise, a need for new approaches to problem design was also identified. Taking cognisance that problems should be grounded in the ‘real world’, we need to reconceptualise problem design. It is proposed that conceptualising problems as triggers that stimulate knowledge development by harnessing sensory experiences is a way forward. This paper will be of particular interest to new PBL practitioners, teachers in the various disciplines considering PBL and educational developers teaching PBL.408 - PublicationGiving Student Groups a Stronger Voice: Using Participatory Research and Action (PRA) to Initiate Change to a CurriculumTraditional student feedback mechanisms have been criticised for being teacher-centered in design and in particular, for their absence of transparent follow-up actions. In contrast, this study describes the process and the evaluation of a participatory research and action (PRA) approach used in an undergraduate Physiotherapy degree. This approach aimed to give students a stronger voice in order to identify the issues they felt were most important and to involve them in the subsequent actions to change or influence their curriculum. Using group consensus, key areas were identified by the students using a variety of PRA techniques, solutions were recommended and some actions implemented. Both students and staff maintained that the process had gone some way to empowering students and had begun a ripple effect in relation to student involvement in on-going curriculum design and debate.
545Scopus© Citations 15 - PublicationSupporting programme teams to develop sequencing in higher education curriculaCurriculum sequencing is central to promoting a coherent student experience. Yet in the higher education context, the concept and practice of curriculum sequencing have not been fully explored. This research examined how seven programme teams approached the issue of sequencing across two Irish higher education institutions. A phenomenological approach was used to explore actions, challenges, and enhancers to sequencing. The three key themes emerging were: developing a collective philosophy; communicating the sequencing clearly; and, developing strong building blocks. Ideas are presented on how academic developers can work with academic staff to improve sequencing in their curricula.
Scopus© Citations 25 610 - PublicationMulti-faceted Impact of a Team Game Tournament on the Ability of the Learners to Engage and Develop their Own Critical Skill SetThe purpose of the work presented in this paper is helping students to improve and accelerate their learning through a form of cooperative learning known as Team Game Tournament (TGT). The principle behind TGT is that the success of a team lies on the success of the individuals composing the team. TGT enhances learning via the establishment of a tournament where the class is divided into small academically balanced teams that play against each other. Facilitator's notes from visual monitoring, data from student questionnaire and exam results are collected for two structures-related modules of civil engineering stages 3 and 4 with and without TGT. Students show to be focused and participative, to develop their critical thinking and social skills and no less importantly, to enjoy the new learning format. These perceptions are confirmed by student feedback and a significant improvement in their performance at the exam. Student's learning is considerably strengthened by being held individually accountable for formulating and answering questions that contribute to the team score in a TGT style. Team mates help each other and study more than individually because they care for them and for the team.
6918 - PublicationMindful of the Future: Improving Student Assessment(2014-12)The assessment process and the ability to reliably evaluate a learners progress is fundamental to education (Biggs, 2003; Trotter, 2006), furthermore the chosen modality asserts an undue influence over the consequent learning behaviour of students (Hamdorf and Hall, 2001). This paper proposes that the effective use of mindfulness as a metacognitive skill in the assessment process in third level education can alleviate critical issues with student engagement, performance and retention. The paper captures the impact of mindfulness on current academic practices through a series of narrative inquiries. The data is taken from a range of discipline bases and highlights a myriad of approaches from an academic perspective. It concludes with guidelines for faculty and students to enable them to deploy the practice of mindfulness within the assessment regime and in support of learning.
155 - PublicationCurriculum Design in Higher Education: Theory to PracticeThis eBook emphasises the theory to practice of curriculum design in higher education. The book focuses on programme (not module) level of design; incorporates face-to-face, blended and online curricula; attempts to link theory to practice by giving some practical resources and/or exercises; draws the author's experiences of working and researching into curriculum design in the Irish higher education sector; is aimed at all staff involved in curriculum design, including academic staff (faculty), institutional managers, educational developers and technologists, support staff, library staff and curriculum researchers; is primarily drawn from literature and experiences in the higher education sector, however those in adult and further education may also find it useful. The structure of this book is based on a curriculum design process that the author has developed as part of her experience and research on curriculum design.
16396 - PublicationUniversal Design for Curriculum Design Case Studies from University College Dublin(Access and Lifelong Learning, University College Dublin, 2017)
; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; What do students say they want from university teaching and learning? We must always ensure that the student voice is central in the development of educational practices. The feedback above came from students linked with UCD Access & Lifelong Learning who were asked simple open questions about their experiences in an anonymous online survey. We asked only: what helped and what was difficult? These students overwhelmingly asked for more clarity, more flexibility and more feedback. Universal Design offers an approach which ensures the clarity, flexibility and feedback sought by students.317 - PublicationUniversal Design for Curriculum Design: Case Studies from University College DublinUniversal Design is a principle-based approach to designing university teaching and learning to meet the learning needs of all students. This includes the needs articulated by the UCD students quoted here. Higher Education has become increasingly diverse, with a particularly rapid change in the last ten years. As we now strive to achieve widening participation of those students traditionally under-represented in Higher Education, and open our campuses to increasing numbers of international students, we must ensure that our teaching and learning develops in line with the student population. Universal Design (UD) offers us a framework that helps us to consider and embrace our diverse classrooms. While we may not all be experts in particular disability types, using the UD framework gives you the tools you need to take all learners in to consideration when planning and designing your curriculum.
258 - PublicationUniversal Design for Curriculum DesignAt the core of Universal Design is a focus on variety, choice and feedback for students. Universal Design encourages a movement away from the traditional didactic, text-based classroom practices, embracing of a more dynamic, active and evolving multi-media classroom. This book showcases some of the highly innovation teaching and learning practices in University College Dublin using the framework of Universal Design.
365 - PublicationCombining Poetry and Mindfulness : Stories of Creating New Spaces in Higher EducationFor a long time, poetry and meditation have been close to my heart. Separately and together they have helped me savor the beauty of nature, the warmth of friends and family and my inner strength and courage. They give space and self-compassion for feelings of anger and sorrow that have lead sometimes to a sense of common humanity and compassion for others. Poetry and mindfulness give me a deeper, more heartfelt perspective of what is happening on my hero’s journey.
315 - PublicationMindful Heroes Stories: An IntroductionEveryone loves stories. This book tells the stories of a constellation of mindful heroes. This book is about mindful heroes: ordinary people, like you and me, who followed the path of mindfulness and went on a hero’s journey. These mindful heroes developed their own personal mindfulness practice together with studying mindfulness. They benefited from their growth in mindful awareness, compassion for self and others and insight. Then they wanted to share this and provide others with the opportunity to develop their potential in their own ways. On their journeys they changed their own and sometimes others’ lives. They share their stories of their personal and professional journeys with you.
258 - PublicationDeveloping Universal Design In Teaching and Learning: Using a freely available eBook(2019-07-12)
; ; This paper discusses how you can use a freely available eBook to develop universal design in your teaching.181 - PublicationMindful Heroes: A Resource Book for Engaging Pedagogy(2019-12-13)
; ; This practice paper explores how the new book Mindful Heroes: Stories of Journeys that Changed Lives can be used to develop more personally engaging pedagogies. The authentic expressions of mindfulness presented by authors of the chapters from 10 different countries in this book, are about how they creatively applied mindfulness together with other approaches to a variety of settings across Education, Health, Business, Sport, Creative Arts and Community Work. As this book covers six broad disciplinary categories it can be used by educators in these discipline to develop a more personally engaging pedagogy for their students, where they make new personal connections between themselves and the subjects they are studying. In each chapter there are invitations for you the educator to invite your students to Pause and engage personally with the ideas and stories of the chapter with specific exercises. At the end of each chapter there is a Further Resources section which provides you with links to various resources to explore the topic further.76