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March 2009
March 2009
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March 2009
March 2009
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March 2009

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  • 1. Learning Innovation Network NewsletterACADEMIC PROFESSIONAL It is envisaged that the creation of these RLOs could become part of the Technology Enhanced LearningDEVELOPMENT (APD) APD. In addition, links with/into NDLR workshops on the creation of RLOs are currently being explored.The Learning Innovation Network subgroup for the developmentof shared Academic Professional Development Programmes If you have any questions about the development of(APDs) has continued to progress with the development of the shared academic development programmes pleaseseven level 9, 10 ECTS short courses. do not hesitate to contact; Dr. Noel Fitzpatrick (noel.fitzpatrick@dit.ie (noel.fitzpatrick@dit.ie).In January and February, two of the seven modules werevalidated: Athlone Institute of Technology validated an APDCertificate in Learning, Teaching and Assessment in HigherEducation whilst Sligo Institute of Technology validated an APD in In this issue;Educational Research and Practice. All of the remaining Pagecommissioned modules are now close to or in the process of Academic Professional Development 1being validated. LIN Portal 2 Recommended Read 2It is also hoped that some of the current programmes of LIN ‘EYE’ on CIT 3sponsored workshops (http:// http://www.lin- For your Diary 6ireland.com/index.php?title=Workshops) could eventually, be Quotable Quotes 6incorporated as part of the Academic Professional Development LIN Picks 7process as accredited components within the APD programmes. Contact Us 7 Joke of the Day! 7The APD subgroup will be meeting again at the beginning ofMarch to tie down some of the processes and proceduresinvolved in the pilot roll out of these programmes.Some the APD subgroup were present at the reusable learningobjects (RLOs) workshop in IT Tallaght, which was facilitated byDawn Leeder. Liam Boyle, Attracta Brennan, Margaret Phelanand Damien Raftery used this session to develop an RLO relatingto podcasting. It was felt that this could also be used as a goodonline activity for participants on the Technology EnhancedLearning APD.The Assessment and Formative Assessment APD group used thesession to work on the development of an RLO focusing upon theprovision of constructive feedback within first year modules. Thisresource would enable learners to receive online feedback and toevaluate the differences between online feedback and face toface feedback.The results of the workshop are available through; o http://www.lin- ireland.com/index.php?title=Developing_Blended_Learnin g_Modules and o http://www.ucel.ac.uk/workshop. Page 1
  • 2. LIN PORTAL RECOMMENDED READThe plan for the LIN portal is to create a LIN “Beyond Bullet Points” by CliffPersonalized Start Page. AtkinsonSo what is a Personalised Start Page? Recommended by Attracta BrennanA Personalised Start Page is really a homepage for Whilst Beyond Bullet Points is directed towards businessWeb information, gadgets and widgets. presentations that aim to persuade an audience, the content of this book does provide pointers and tips on howThe differences from old-style web portals are that; to make powerpoint presentations less dull – from an educational perspective. o users can personalize them much more (with RSS, inline email, etc), W: http://www.beyondbullets.com/ o the content is more interactive and potentially much more useful (i.e. gadgets, widgets), o they can be collaborative, and o the moveable windows make it more of a desktop-like experience. RECOMMENDED READPlus, tabs can be created, renamed, deleted and/ormoved. “The Lecturer’s Toolkit : A Practical Guide to Learning, Teaching and Assessment” by Phil Race and Sally BrownA personalised start page means that you can startyour day each morning with your own personalizedstart page. Get the following; Recommended by Anne Carpenter, IT Carlow o the most recent education news, “The Lecturer’s Toolkit is the primary resource for all o upcoming workshops, teachers in higher education, whatever their experience, o national and international conferences, who are seeking to improve their teaching skills. o access to free lecture notes & assessments, Developed around detailed, practical guidance on the core o e-assessment tools, elements of effective teaching in HE, it is packed full of o access to email, accessible advice and helpful tips. This fully updated o access to facebook, myspace, edition covers key topics including: o document storage etc. learning styles assessmentall in one place, when you open your browser. lecturing personal management skillsFor more information on the portal, please contact formative feedbackattracta.brennan@gmit.ie large and small group teaching blended learning resource based and online learning peer observation of teaching. The Lecturer’s Toolkit is essential for anyone working towards a profesisonal qualification in teaching in higher education as well as for those who want to reflect on and develop existing skills (http://www.routledge.com/books/The-Lecturers-Toolkit- isbn9780415403825)” W: www.amazon.com Page 2
  • 3. ‘EYE’ on CIT (B) FOSTERING ACADEMIC HONESTYTEACHING AND LEARNING UNIT (TLU) Description: This presentation aims to assist lecturers inIn September 2008, the Teaching & Learning Unit (TLU) at CIT developing strategies to foster academic honesty in theirwas formed. The TLU is responsible for managing, facilitating learners. A key requirement for innovative and emergingand monitoring the following activities within CIT: assessment methodologies is that the reliability of the • Development of an Effective Learning Environment results obtained is equivalent to more traditional methods of assessment. Thus there must be a high degree of • Development Learning, Teaching and Assessment confidence that the work provided is the learner’s own Strategies work. This workshop focuses in particular on strategies for the prevention and detection of plagiarism. Finally an • Development Teaching and Learning with Technology overview of plagiarism detection software TURNITIN is (TLT) given. • Promotion of Excellence and Innovation in Teaching and Learning (C) STRATEGIES TO FOSTER CREATIVITY • Research in the areas of Teaching, Learning and Description: This presentation introduces participants to a Assessment range of techniques to foster Creative Thinking. The presentation seeks to define the nature of creativity in a • Support of the Design & Development of Programmes variety of contexts or discipline areas. Related areas such and Curricula as ideas generation, lateral thinking and divergent thinking are explored. These areas are seen to be fundamental toMembership of the TLU is drawn from each Faculty within the fields such as design; product design; problem solving andInstitute with additional members bringing expertise in areas of projects. Techniques explored in this workshop toe-learning and teaching with technology. facilitate creativity include Mind Mapping ; Storyboarding; Brainstorming; Problem Reversal; etc.CURRENT WORK AT THE TLU (D) PROBLEM BASED LEARNING COURSEThe TLU disseminates its work primarily via workshops and Description: A course for those academic staff interestedcourses. This month, the TLU is offering the following in using problem based learning and related techniques asworkshops and courses: part of their teaching and assessment of learners. This course consists of five one hour lectures/workshops and is practical and interactive in nature with participants formed(A) COGNITIVE INFORMATION PROCESSING: into groups and given sample problems to work through.IMPLICATIONS FOR THE DESIGN OF E-LEARNING The course commences with active learning techniquesMATERIALS that may easily be incorporated into traditional lectures and proceeds to focus on alternatives such as problemDescription: Cognitive Information Processing (CIP) Theory and enquiry based learning.provides a model of human learning which involves theprocessing of information through three different kinds ofmemory: sensory memory, working memory and long-termmemory. This workshop provides a generalised account of thismodel, addressing, along the way, some important researchinto, for example, selective attention, working memory duration,memory retrieval, dual encoding etc. The primary focus of theworkshop is practical with participants being provided withclear advice regarding the implications of CIP theory for thedesign of e-learning materials. Page 3
  • 4. ‘EYE’ on o prepare and motivate them for a lifetime of independent and reflective learning. CIT The learning outcomes of the module are that the learner will;(E) CLASSROOM 2.0 COURSE 1. Demonstrate that problem solving is fun, educational,Description: This course on Web 2.0 focuses on the rewarding and helpful to societyimplications of this technology for educators. This session will 2. Display creativity and problem solving skillsbe followed one week later by a workshop that will examine the 3. Plan and execute a project as part of a teamfollowing web applications: 4. Communicate ideas effectively by written/visual/oral means in a manner intended to the appropriate Blogs – these can be used to develop writing, share ideas, audience brainstorm, generate discussion and reflect on work 5. Develop a learning plan for his/her future academic undertaken in the classroom. A micro-blogging service can and professional career be used to send short messages to your students or to follow the activities of fellow researchers. The principal learning strategy is a team project. Learners, Wikis - a wiki can be used for group projects, to build over the course of the semester, are required to research, knowledge and share information. plan and execute a project in their chosen area. As they RSS - keep up with the latest research in your area or direct undertake their projects, they develop their expertise in students to rich Internet resources. areas such as: basic research (library, Internet etc); independent thinking; risk taking; problem-solving; timeBoth sessions explore ways of integrating this technology into management; participating in and leading teams; andthe classroom and examine methods of engaging students in communication. Projects are diverse, innovative,new and interesting ways of learning. challenging and interesting to the learner. The host department of each programme selects appropriate projects for their fields of study. Examples include : Lego Mindstorm robot; spaghetti bridge; solar powered vehicle; musical instrument made from recycled material;(F) BLACKBOARD LEARNING MANAGEMENT SYSTEM concert/recital cd; original composition; sculpture; tourismCOURSE product website.Description: This course is aimed at those academic staff In the academic year 2007-2008, approximately 2000 firstwishing to incorporate the Blackboard LMS in the teaching and year learners from 47 programmes enrolled in the CITassessment of learners. The course itself is delivered in a module. These learners, both full-time and part-time,blended learning fashion with the participant enrolling in came from all Faculties and Constituent Colleges of theBlackboard and experiencing the teaching/learning paradigm Institute. A survey of lecturers delivering the modulefrom the viewpoint of a learner. revealed their overall satisfaction with the design of the module. They felt that this module helped to develop theThe TLU also offers courses in areas such as curriculum team work, communication and problem solving skills ofdesign, assessment strategies and serious games. their learners and therefore supported overall programme learning outcomes in these core areas.CREATIVITY, INNOVATION & CURRICULUM DELIVERY DECISIONTEAMWORK MODULE SUPPORT SYSTEMThe objectives of this module are to introduce the learner tohis/her field of study and to facilitate the transition of thelearner to higher education. This module is designed to: Supported under the Strategic Innovation Fund, CIT, in o excite the learner about their chosen field of study collaboration with a local software company, are currently o reinforce and develop key academic skills such as developing an academic resource allocation model and creativity, innovation and team work which the learner associated decision support system. will require both in their academic life in CIT and subsequently in the world of work; Page 4
  • 5. This curriculum delivery decision support system is fullyintegrated with curriculum development software to providedetailed staff and space resource allocations to be timetabledusing Syllabus Plus. With increased sharing of modules acrossprogrammes, this DSS will allow the Institute to optimize itsdelivery regime to continue to deliver its diverse programmeportfolio. Page 4 Page 5
  • 6. FOR YOUR DIARY The idea that educational institutions should foster the emotional well-being, emotional literacy and self-esteemLIN of children, young people and adults has become an unchallenged orthodoxy. There are calls to make9th March - LIT emotional well-being an accountability measure forProblem Based Learning by Brian Bowe, DIT schools, and to harness the teaching of subjects to address the affective or emotional aspects of learning.9th March - IT BlanchardstownIntroduction to Podcasting by Paul Gormley, NUIG In this lecture, Kathryn Ecclestone will summarise the main characteristics of therapeutic education and the12th March - IT Carlow claims made by supporters, offer some examples ofApproaches to Learning by Anne Jordan and Orison Carlile, interventions and raise some challenging questionsWIT about their serious and dangerous implications for(please email tcl@itcarlow.ie to book your place) education.18th March – IADT - DunlaoghaireCommunicate with Conviction, Commitment and Control : 20th April – WIT (7:30pm, Main Auditorium, WIT Cork RdLearn to use your voice effectively for teaching purposes by Campus)Carmel OSullivan, TCD(please email MaryAnne.OCarroll@iadt.ie to book your place) Socialisation in reverse and the erosion of adult authority19th March – CIT Speaker : Professor Frank Furedi, Professor ofCommunicate with Conviction, Commitment and Control : Sociology, School of Social Policy and Social Research,Learn to use your voice effectively for teaching purposes by University of Kent. Author of Where Have All theCarmel OSullivan, TCD Intellectuals Gone? (2006) & Paranoid Parenting (2008)20th March - ITT Dublin This lecture discusses the problems that schools (alongIntroduction to Podcasting by Paul Gormley, NUIG with other adults) have in socialising young people, and how educators/experts attempt to get around the23rd March - CIT problem by encouraging young people to socialise theirProblem Based Learning by Brian Bowe, DIT parents.24th March - IT Carlow NOTE :Teaching in a cross-cultural environment: Skills for working WIT Lecture fee: €10.00 per lecture. Pay at doorwith International Students by Paul O’Keeffe, ICOS (Irish Reduced fee: concessions availableCouncil for International Students) E-mail : mobrien@wit.ie or tel. 051 302040(please email tcl@itcarlow.ie to book your place)For more information or to book any of the above workshops(if not otherwise indicated), please contact Attracta Brennan QUOTABLE QUOTES(attracta.brennan@gmit.ie). Attendance is free but places arelimited. Youve heard I suppose, long ago, How the snakes, in a manner most antic,OTHER He marched to the county Mayo, And trundled them into the Atlantic – William10th March – WIT (7:30pm, Main Auditorium, WIT Cork Rd MaginnCampus)In an emotional state: the dangers of therapeutic education Many an opportunity is lost because a man is outSpeaker : Professor Kathryn Ecclestone - Professor of Post – looking for four-leaf clovers – Author unknownCompulsory Education, Oxford Brookes University UK. coauthor (with Dennis Hayes) of The Dangerous Rise ofTherapeutic Education’ (2008) Page 6
  • 7. LIN PICKS JOKE OF THE DAY! An aging man lived alone in Ireland. His only sonLYNDA was in Prison, and he didnt know anyone whoBrilliant website for tutorials and movies on Adobe, CAD, would dig up his potato garden. The old manASP, CSS, ColdFusion, After Effects, Databases and lots wrote to his son about it, and received this reply,more "For HEAVENS SAKE, dont dig up that garden,W: thats where I buried the GUNS!!!!!"Sent by : Damien Raftery, IT Carlow At 4 A.M. the next morning, a dozen British soldiers showed up and dug up the entire garden,OPEN LEARNING INITIATIVE but didnt find any guns. Confused, the manUsing intelligent tutoring systems, virtual laboratories, wrote to his son telling him what happened andsimulations, and frequent opportunities for assessment and asking him what to do next.feedback, OLI builds courses that are intended to enactinstruction – or, more precisely, to enact the kind of dynamic, His sons reply was: "Just plant your potatoes."flexible, and responsive instruction that fosters learning.W: http://www.cmu.edu/oli/index.shtmlIDEAS FOR LIVELY ELEARNINGThe “Dump the Drone” slideshow presents quick ideas thatcan perk up your elearning.W : http://www.cathy-moore.com/courses/dump_drone.htmlCONTACT USDr. Attracta Brennan,LIN Project Coordinator,T: 091-742150,E: Attracta.brennan@gmit.ieDr. Noel Fitzpatrick,LIN Learning Development Officer,T: 01-4027882,E: Noel.Fitzpatrick@dit.ie Page 7

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