The Learning Innovation Network subgroup continues developing 7 short courses at level 9 and 10 ECTS in academic professional development. Modules are progressing through the validation process at various institutes. The subgroup is investigating learning pathways that could lead to an overall award. Questions about the development of shared academic programmes can be directed to Dr. Noel Fitzpatrick. The subgroup is also working on a mentoring module and workshop to understand the role of an academic mentor.
reputations, are:
The newsletter provides information about the 2nd annual LIN conference on "Motivating Learners through Creative Approaches to Assessment" to be held on October 15th in Athlone, Ireland. The keynote speakers will be Prof. John Biggs and Prof. Ranald Macdonald. The conference will focus on themes of integrating formative assessment, assessment in the 1st year curriculum, and project-based assessment. It will include presentations, workshops led by the keynote speakers and Dr. Marion Palmer, and a student perspective session. Registration is now open.
The document provides information on recent developments at the Institute of Technology Tallaght Dublin (ITT Dublin) which is celebrating its 20th anniversary. It discusses the expansion of ITT Dublin over the past 20 years and its leadership in research. It also summarizes the establishment of the Centre for Learning and Teaching (CeLT) and some of the supports it provides students and staff, including learning and teaching modules. Finally, it outlines some learning and teaching projects and initiatives underway at ITT Dublin, including the introduction of a Learning to Learn module for first year students and the development of reusable online teaching resources.
The document summarizes news from LIN 2011, an annual learning conference, and from Waterford Institute of Technology.
It announces that LIN 2011 will now take place at the Ashling Hotel in Dublin on October 27th. Registration is open online. The conference theme is "Enhancing the Learning Experience" and will include keynote speakers and workshops on topics like the first year experience, diversity, and staff development.
It also provides an overview of developments at Waterford Institute of Technology, including the School of Education's new flexible online masters program called FLAME; an initiative where local schools work towards an excellence award; and WIT's annual teaching awards that recognize excellence and innovation.
The document discusses several topics:
1. A workshop was held to train participants in developing reusable learning objects (RLOs) for online academic development programs. The goal is to share content across institutions in line with best practices.
2. The validation process is underway for 7 new online academic development programs. It is hoped all will be validated soon to build sustainability.
3. Development of online content for the programs is ongoing. The workshop on creating RLOs aims to facilitate the online aspects of the blended programs.
The newsletter provides information on the progress being made in developing shared academic professional development programmes across several institutes of technology, including the validation of courses in learning, teaching and assessment and educational research and practice. Upcoming workshops are announced covering topics like problem based learning, assessment strategies, and the use of learning management systems, and it is hoped some workshops can be incorporated into the academic professional development programmes. The academic professional development subgroup will be meeting in March to finalize processes and procedures for the pilot rollout of the shared programmes.
The document discusses the development of Academic Professional Development (APD) modules through the Learning Innovation Network (LIN). It provides details on:
1. Three APD modules being developed for delivery in February 2009 focused on learning and teaching, assessment and evaluation, and engaging in educational research.
2. The modules are being designed collaboratively across institutions and will incorporate case studies, group work, and online elements.
3. It is hoped that the LIN partners will pilot and evaluate the modules to ensure they meet the needs of academic staff and support appropriate professional development in a cost-effective way.
The newsletter provides information on recent developments in academic professional development (APD) initiatives. DIT is validating two new 5 ECTS modules on reflection, action, and evidence as well as personal development planning that could be combined with other awards to obtain a PG Cert in learning and teaching. These modules and others developed by other institutions will be piloted in the coming academic year. The collaborative nature of developing these modules across institutions through the Learning Innovation Network has been a key success. The newsletter provides updates on the validation and piloting of various teaching and learning modules across different higher education institutions in Ireland.
LIN is a three-year collaborative project between Irish Institutes of Technology (IoTs) and Dublin Institute of Technology (DIT) funded by the Strategic Innovation Fund. The goals of LIN are to develop an academic development program, a centralized repository and portal, and a national excellence in learning and teaching awards system. The first annual LIN conference will take place on October 10th in Athlone to foster a student-centered learning environment, with themes including innovations in teaching and learning, working within a modular environment, and assessment within modules.
reputations, are:
The newsletter provides information about the 2nd annual LIN conference on "Motivating Learners through Creative Approaches to Assessment" to be held on October 15th in Athlone, Ireland. The keynote speakers will be Prof. John Biggs and Prof. Ranald Macdonald. The conference will focus on themes of integrating formative assessment, assessment in the 1st year curriculum, and project-based assessment. It will include presentations, workshops led by the keynote speakers and Dr. Marion Palmer, and a student perspective session. Registration is now open.
The document provides information on recent developments at the Institute of Technology Tallaght Dublin (ITT Dublin) which is celebrating its 20th anniversary. It discusses the expansion of ITT Dublin over the past 20 years and its leadership in research. It also summarizes the establishment of the Centre for Learning and Teaching (CeLT) and some of the supports it provides students and staff, including learning and teaching modules. Finally, it outlines some learning and teaching projects and initiatives underway at ITT Dublin, including the introduction of a Learning to Learn module for first year students and the development of reusable online teaching resources.
The document summarizes news from LIN 2011, an annual learning conference, and from Waterford Institute of Technology.
It announces that LIN 2011 will now take place at the Ashling Hotel in Dublin on October 27th. Registration is open online. The conference theme is "Enhancing the Learning Experience" and will include keynote speakers and workshops on topics like the first year experience, diversity, and staff development.
It also provides an overview of developments at Waterford Institute of Technology, including the School of Education's new flexible online masters program called FLAME; an initiative where local schools work towards an excellence award; and WIT's annual teaching awards that recognize excellence and innovation.
The document discusses several topics:
1. A workshop was held to train participants in developing reusable learning objects (RLOs) for online academic development programs. The goal is to share content across institutions in line with best practices.
2. The validation process is underway for 7 new online academic development programs. It is hoped all will be validated soon to build sustainability.
3. Development of online content for the programs is ongoing. The workshop on creating RLOs aims to facilitate the online aspects of the blended programs.
The newsletter provides information on the progress being made in developing shared academic professional development programmes across several institutes of technology, including the validation of courses in learning, teaching and assessment and educational research and practice. Upcoming workshops are announced covering topics like problem based learning, assessment strategies, and the use of learning management systems, and it is hoped some workshops can be incorporated into the academic professional development programmes. The academic professional development subgroup will be meeting in March to finalize processes and procedures for the pilot rollout of the shared programmes.
The document discusses the development of Academic Professional Development (APD) modules through the Learning Innovation Network (LIN). It provides details on:
1. Three APD modules being developed for delivery in February 2009 focused on learning and teaching, assessment and evaluation, and engaging in educational research.
2. The modules are being designed collaboratively across institutions and will incorporate case studies, group work, and online elements.
3. It is hoped that the LIN partners will pilot and evaluate the modules to ensure they meet the needs of academic staff and support appropriate professional development in a cost-effective way.
The newsletter provides information on recent developments in academic professional development (APD) initiatives. DIT is validating two new 5 ECTS modules on reflection, action, and evidence as well as personal development planning that could be combined with other awards to obtain a PG Cert in learning and teaching. These modules and others developed by other institutions will be piloted in the coming academic year. The collaborative nature of developing these modules across institutions through the Learning Innovation Network has been a key success. The newsletter provides updates on the validation and piloting of various teaching and learning modules across different higher education institutions in Ireland.
LIN is a three-year collaborative project between Irish Institutes of Technology (IoTs) and Dublin Institute of Technology (DIT) funded by the Strategic Innovation Fund. The goals of LIN are to develop an academic development program, a centralized repository and portal, and a national excellence in learning and teaching awards system. The first annual LIN conference will take place on October 10th in Athlone to foster a student-centered learning environment, with themes including innovations in teaching and learning, working within a modular environment, and assessment within modules.
This document provides a summary of the 4th annual LIN conference and announcements from the event. It was well attended and received positive feedback. Key announcements included the formal validation of the LIN Postgraduate Diploma in Learning, Teaching and Assessment and an award presented to the LIN Coordination Group Chair. It also provides details on accredited professional development modules running through LIN and initiatives taking online learning and peer assisted learning at the Institutes of Technology.
The Learning Innovation Network (LIN) newsletter provides updates on LIN activities. It summarizes that LIN piloted an adapted version of the DIT Postgraduate Certificate in third level learning and teaching using blended delivery, which was positively evaluated. LIN also plans to develop short accredited modules on topics like assessment and technology enhanced learning. The newsletter outlines other LIN initiatives including a sectoral survey that found strong interest in academic professional development and a portal for teaching resources.
Orison Carlile, Anne Jordon. Expecting the unexpected: A conceptual and practical framework for creativity in higher
WIT education.
Joe Coll, LKIT. Transparent, playful and easy – identifying creative ways to facilitate and stimulate dialogue
between industry and education.
Presenters title
Creative peer and teacher led strategies that promote active learning and enhance the first
Carina Ginty & Evelyn Moylan, GMIT.
year experience.
Development Education; A Creative Paradigm For The New Challenges Facing Higher
Martin Fitzgerald, LIT
Education.
Bernard Goldbach, LIT. Blank screen creativity.
Phil O’Leary &
The document provides an overview and outcomes report for the Learning Innovation Network (LIN) project from 2007-2012. It summarizes the two phases of the project, outlining the main outcomes which included establishing an academic professional development framework, validating a PG Diploma program, hosting successful national conferences, and enthusiasm to continue the work. It then details the specific outcomes and activities under each section - structure/management, brand, academic professional development, conferences, collaboration, publications, and impact. The conclusion discusses potential future activity to build upon what was achieved through LIN.
The document discusses academic professional development at the Learning Innovation Network (LIN). It provides an update on the validation process of seven special purpose awards in learning and teaching at level 9. It discusses the development of these awards into a shared academic development programme between various higher education institutions. It also provides contact information for questions about the development of these shared programmes.
The document announces the upcoming LIN 2012 conference with a call for abstracts on creativity, innovation and change in higher education. It provides details on submitting abstracts by June 22nd and acceptance notifications by September 6th. It also provides an update on nine LIN-funded projects focusing on teaching and learning, including new modules, case studies, and webinars. Finally, it highlights recent awards won by the DIT Learning, Teaching and Technology Centre for their work supporting teaching and learning at DIT.
The document summarizes recent activities at the Learning Innovation Network (LIN) in Ireland. It discusses the continued development of new academic programmes for 2009 by the Academic Professional Development subgroup, including a workshop facilitated by Dr. David Baume on curriculum design. It also mentions an upcoming workshop on January 30th by Professor Tom Boyle on developing reusable learning objects. Other sections briefly discuss the features and development of the LIN portal, criteria for excellence in teaching, and highlights recent activities and research from the Galway-Mayo Institute of Technology.
The document summarizes activities of the Learning Innovation Network (LIN) project. It discusses that LIN APD modules are now running in 6 institutes and over 60 academic staff have completed modules. It promotes the upcoming joint LIN/NAIRTL conference on flexible learning in October. It also introduces the new LIN APD Coordinator, Dr. Niamh Rushe, and outlines her responsibilities in leading the newsletter and liaising with institutes.
2010 Conference Book of Abstracts - Flexible Learninglinioti
The document provides information about the 2010 NAIRTL conference on Flexible Learning taking place on October 6-7 at the Royal College of Surgeons in Ireland in Dublin. The conference will explore themes of technology enhanced learning, integrative learning, and innovation in integrating research, teaching and learning. Keynote speakers will address topics such as the open education revolution and flexible learning in a European context. Participants can choose from parallel paper presentations, workshops, and poster sessions over the two days.
This document discusses the role of OpenCourseWare (OCW) in open education. It provides background on OCW, including that OCW makes university course materials like textbooks, presentations, and videos freely available online. It notes the current status of the Japan OpenCourseWare Consortium (JOCW) and the OpenCourseWare Consortium (OCWC), including the number of participating universities and courses available. It then discusses how OCW relates to and differs from other open educational resources (OER). Finally, it outlines several topics for discussion around OCW and open education, such as quality assurance of OCW, the role of emerging open education markets and technologies, and the relationship between OCW, OER,
2011 Conference Proceedings - Enhancing the learning experience: Learning for...linioti
This document provides information about the 4th Annual LIN Conference, including the conference theme, sub-themes, and details about the conference organizers.
The conference theme is "Enhancing the Learning Experience: Learning for an Unknown Future". It will focus on the first year experience, diversity of the learner experience, and staff development for learning and innovation in teaching.
LIN (Learning Innovation Network) is the conference organizer. It was established in 2007 with the goal of enhancing learning and teaching across Irish Institutes of Technology through collaboration. LIN receives funding from the Strategic Innovation Fund to support its academic professional development activities.
2011 Conference Book of abstracts - Enhancing the learning experience: Learni...linioti
This document provides an abstract for the keynote speech at the 4th Annual Learning Innovation Network (LIN) Conference. The keynote will be given by Douglas Thomas, a professor from the University of Southern California. Thomas' research focuses on radical cultures of learning at the intersections of technology and culture. He has studied computer hackers, the open source programming community, and learning in computer games through decade-long ethnographic research. In addition to studying gamer culture, Thomas has worked on designing educational video games. The keynote will likely discuss new cultures of learning and cultivating imagination for a world of constant change.
The Jamaica Foundation for Lifelong Learning (JFLL) is an agency of the Ministry of Education that executes adult and youth education programs from basic literacy to secondary level. It aims to achieve national and international education goals to support Jamaica's development. The JFLL offers courses at 30 centers across Jamaica, ranging from basic literacy to exams, and partners with other organizations to support education. Its mission is to provide lifelong learning opportunities through partnerships to empower individuals and benefit national development. The JFLL was established in 1974 to address Jamaica's high illiteracy rate and expand access to education for adults. It has since broadened its curriculum and now aims to support lifelong learning through various programs.
This document appears to be the agenda and notes from an instructional technology class. The agenda includes reviewing assignments, hearing from a speaker on copyright policies, and discussing the next class. The notes provide an overview of chapter 1 which explores 21st century learning and the role of technology and media in education, including frameworks for learning, digital literacy skills, and copyright concerns for educators.
Learning Development Centre, City University LondonAjmalSultany
The document summarizes events and services provided by the Learning Development Centre (LDC) at City University for the 2010-2011 year. The LDC will hold two major events - the LDC Showcase on January 26, 2011 and the 3rd annual Learning at City Conference on June 23, 2011. The LDC also operates the Media Innovation and Learning Lab facility and will hold researcher development days on December 6, 2010 and April 7, 2011 leading up to the Research Symposium on June 22, 2011. The LDC supports various learning technologies, runs academic programs, and is involved in research projects and learning development initiatives across the university.
Higher Education Spaces and Places for Learning Innovation and Knowledge Exch...EduSkills OECD
This document discusses creating flexible higher education spaces that facilitate knowledge exchange. It emphasizes managing facilities for changing needs, reusing existing space, and providing a mix of space types. Universities are rethinking property portfolios to have core, flexible, and on-demand spaces. Well-designed facilities can support dynamic universities and respond to short and long-term needs. The role of universities in cities is also discussed, with examples of how campus design can integrate education and research functions with the surrounding community and innovation activities.
Botswana is a South African country that gained independence in 1966 and has since transformed from a poor to middle-income country thanks to diamond mining. The Botswana College of Distance and Open Learning (BOCODOL) was established in 1998 and partnered with the Botswana Ministry of Education and Commonwealth of Learning to produce open educational resources to support secondary education. The project trained teachers in instructional design and using technologies like Moodle. Challenges included inadequate time and access to computers/internet for teachers, but providing laptops and mobile internet helped address these. Overall the project increased BOCODOL's capacity to develop OER and produced teaching resources that can benefit the education system.
This document discusses using the CDIO methodology to integrate digital competencies into teacher training programs. [1] The LIKA project has used CDIO as a model for systematically developing curricula to ensure digital skills are addressed from didactic, technical, and theoretical perspectives across four Swedish universities' teacher education programs. [2] Key CDIO principles like defining learning outcomes were adopted. [3] The experiences from LIKA could provide feedback to the CDIO community on adapting the approach to fields beyond engineering.
This document summarizes research on developing a self-regulated micro-course learning approach for teaching English as a foreign language (EFL). It proposes providing students with different micro-course video clips on the same learning material at different difficulty levels. Students can choose videos based on their English proficiency and learn independently before class. They can then ask questions in an online learning community. In class, a flipped classroom approach is used where students apply and practice what they learned through simulated training activities. The goal is to better meet individual student needs, improve learning efficiency, and develop vocational skills in English.
The panel presentation discusses career pathways for STEM technicians as a solution to two national problems: not enough technicians to support innovation and inadequate educational opportunities for capable high school students. It proposes partnering with STEM high schools to provide an alternative curriculum pathway for students interested in associate's degrees to become technicians. The alternative curriculum would adjust math requirements and include technical courses that prepare students to enter engineering technician programs.
E Learning and Learning Management Systems Advantages, Disadvantages and Sugg...ijtsrd
With the developing technology, different e learning concept has entered our lives. This new education model, which is very different from traditional education administration, has been adopted by the education community and learners. Thanks to this model that provides internet based training, it is possible to receive or give training without the concept of time and space. However, when the issue is a critical area such as education, this new method needs to be discussed and analyzed. First, the concept of e learning and learning management systems in the infrastructure of this new education model should be understood in detail. Determining the software modules that LMSs consisting of internet based software is a guide in this study. In addition, the advantages and disadvantages of this new education model were evaluated and presented item by item. At the end of the study, suggestions were given to the individuals or institutions who were educated with e learning model or developed LMS software. Gülleman Erdal | Erdal Erdal "E-Learning and Learning Management Systems: Advantages, Disadvantages and Suggestions" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd36911.pdf Paper URL : https://www.ijtsrd.com/computer-science/other/36911/elearning-and-learning-management-systems-advantages-disadvantages-and-suggestions/gülleman-erdal
This document provides an introduction to project-based learning (PBL). It defines PBL as a student-centered pedagogical approach that utilizes real-world projects to help students gain deeper knowledge. It emphasizes that PBL involves sustained inquiry over extended periods of time and authentic assessment. The document also outlines why PBL is important for developing 21st century skills and preparing students for a knowledge-based society. It notes PBL promotes skills like collaboration, problem-solving, and self-directed learning.
This document provides a summary of the 4th annual LIN conference and announcements from the event. It was well attended and received positive feedback. Key announcements included the formal validation of the LIN Postgraduate Diploma in Learning, Teaching and Assessment and an award presented to the LIN Coordination Group Chair. It also provides details on accredited professional development modules running through LIN and initiatives taking online learning and peer assisted learning at the Institutes of Technology.
The Learning Innovation Network (LIN) newsletter provides updates on LIN activities. It summarizes that LIN piloted an adapted version of the DIT Postgraduate Certificate in third level learning and teaching using blended delivery, which was positively evaluated. LIN also plans to develop short accredited modules on topics like assessment and technology enhanced learning. The newsletter outlines other LIN initiatives including a sectoral survey that found strong interest in academic professional development and a portal for teaching resources.
Orison Carlile, Anne Jordon. Expecting the unexpected: A conceptual and practical framework for creativity in higher
WIT education.
Joe Coll, LKIT. Transparent, playful and easy – identifying creative ways to facilitate and stimulate dialogue
between industry and education.
Presenters title
Creative peer and teacher led strategies that promote active learning and enhance the first
Carina Ginty & Evelyn Moylan, GMIT.
year experience.
Development Education; A Creative Paradigm For The New Challenges Facing Higher
Martin Fitzgerald, LIT
Education.
Bernard Goldbach, LIT. Blank screen creativity.
Phil O’Leary &
The document provides an overview and outcomes report for the Learning Innovation Network (LIN) project from 2007-2012. It summarizes the two phases of the project, outlining the main outcomes which included establishing an academic professional development framework, validating a PG Diploma program, hosting successful national conferences, and enthusiasm to continue the work. It then details the specific outcomes and activities under each section - structure/management, brand, academic professional development, conferences, collaboration, publications, and impact. The conclusion discusses potential future activity to build upon what was achieved through LIN.
The document discusses academic professional development at the Learning Innovation Network (LIN). It provides an update on the validation process of seven special purpose awards in learning and teaching at level 9. It discusses the development of these awards into a shared academic development programme between various higher education institutions. It also provides contact information for questions about the development of these shared programmes.
The document announces the upcoming LIN 2012 conference with a call for abstracts on creativity, innovation and change in higher education. It provides details on submitting abstracts by June 22nd and acceptance notifications by September 6th. It also provides an update on nine LIN-funded projects focusing on teaching and learning, including new modules, case studies, and webinars. Finally, it highlights recent awards won by the DIT Learning, Teaching and Technology Centre for their work supporting teaching and learning at DIT.
The document summarizes recent activities at the Learning Innovation Network (LIN) in Ireland. It discusses the continued development of new academic programmes for 2009 by the Academic Professional Development subgroup, including a workshop facilitated by Dr. David Baume on curriculum design. It also mentions an upcoming workshop on January 30th by Professor Tom Boyle on developing reusable learning objects. Other sections briefly discuss the features and development of the LIN portal, criteria for excellence in teaching, and highlights recent activities and research from the Galway-Mayo Institute of Technology.
The document summarizes activities of the Learning Innovation Network (LIN) project. It discusses that LIN APD modules are now running in 6 institutes and over 60 academic staff have completed modules. It promotes the upcoming joint LIN/NAIRTL conference on flexible learning in October. It also introduces the new LIN APD Coordinator, Dr. Niamh Rushe, and outlines her responsibilities in leading the newsletter and liaising with institutes.
2010 Conference Book of Abstracts - Flexible Learninglinioti
The document provides information about the 2010 NAIRTL conference on Flexible Learning taking place on October 6-7 at the Royal College of Surgeons in Ireland in Dublin. The conference will explore themes of technology enhanced learning, integrative learning, and innovation in integrating research, teaching and learning. Keynote speakers will address topics such as the open education revolution and flexible learning in a European context. Participants can choose from parallel paper presentations, workshops, and poster sessions over the two days.
This document discusses the role of OpenCourseWare (OCW) in open education. It provides background on OCW, including that OCW makes university course materials like textbooks, presentations, and videos freely available online. It notes the current status of the Japan OpenCourseWare Consortium (JOCW) and the OpenCourseWare Consortium (OCWC), including the number of participating universities and courses available. It then discusses how OCW relates to and differs from other open educational resources (OER). Finally, it outlines several topics for discussion around OCW and open education, such as quality assurance of OCW, the role of emerging open education markets and technologies, and the relationship between OCW, OER,
2011 Conference Proceedings - Enhancing the learning experience: Learning for...linioti
This document provides information about the 4th Annual LIN Conference, including the conference theme, sub-themes, and details about the conference organizers.
The conference theme is "Enhancing the Learning Experience: Learning for an Unknown Future". It will focus on the first year experience, diversity of the learner experience, and staff development for learning and innovation in teaching.
LIN (Learning Innovation Network) is the conference organizer. It was established in 2007 with the goal of enhancing learning and teaching across Irish Institutes of Technology through collaboration. LIN receives funding from the Strategic Innovation Fund to support its academic professional development activities.
2011 Conference Book of abstracts - Enhancing the learning experience: Learni...linioti
This document provides an abstract for the keynote speech at the 4th Annual Learning Innovation Network (LIN) Conference. The keynote will be given by Douglas Thomas, a professor from the University of Southern California. Thomas' research focuses on radical cultures of learning at the intersections of technology and culture. He has studied computer hackers, the open source programming community, and learning in computer games through decade-long ethnographic research. In addition to studying gamer culture, Thomas has worked on designing educational video games. The keynote will likely discuss new cultures of learning and cultivating imagination for a world of constant change.
The Jamaica Foundation for Lifelong Learning (JFLL) is an agency of the Ministry of Education that executes adult and youth education programs from basic literacy to secondary level. It aims to achieve national and international education goals to support Jamaica's development. The JFLL offers courses at 30 centers across Jamaica, ranging from basic literacy to exams, and partners with other organizations to support education. Its mission is to provide lifelong learning opportunities through partnerships to empower individuals and benefit national development. The JFLL was established in 1974 to address Jamaica's high illiteracy rate and expand access to education for adults. It has since broadened its curriculum and now aims to support lifelong learning through various programs.
This document appears to be the agenda and notes from an instructional technology class. The agenda includes reviewing assignments, hearing from a speaker on copyright policies, and discussing the next class. The notes provide an overview of chapter 1 which explores 21st century learning and the role of technology and media in education, including frameworks for learning, digital literacy skills, and copyright concerns for educators.
Learning Development Centre, City University LondonAjmalSultany
The document summarizes events and services provided by the Learning Development Centre (LDC) at City University for the 2010-2011 year. The LDC will hold two major events - the LDC Showcase on January 26, 2011 and the 3rd annual Learning at City Conference on June 23, 2011. The LDC also operates the Media Innovation and Learning Lab facility and will hold researcher development days on December 6, 2010 and April 7, 2011 leading up to the Research Symposium on June 22, 2011. The LDC supports various learning technologies, runs academic programs, and is involved in research projects and learning development initiatives across the university.
Higher Education Spaces and Places for Learning Innovation and Knowledge Exch...EduSkills OECD
This document discusses creating flexible higher education spaces that facilitate knowledge exchange. It emphasizes managing facilities for changing needs, reusing existing space, and providing a mix of space types. Universities are rethinking property portfolios to have core, flexible, and on-demand spaces. Well-designed facilities can support dynamic universities and respond to short and long-term needs. The role of universities in cities is also discussed, with examples of how campus design can integrate education and research functions with the surrounding community and innovation activities.
Botswana is a South African country that gained independence in 1966 and has since transformed from a poor to middle-income country thanks to diamond mining. The Botswana College of Distance and Open Learning (BOCODOL) was established in 1998 and partnered with the Botswana Ministry of Education and Commonwealth of Learning to produce open educational resources to support secondary education. The project trained teachers in instructional design and using technologies like Moodle. Challenges included inadequate time and access to computers/internet for teachers, but providing laptops and mobile internet helped address these. Overall the project increased BOCODOL's capacity to develop OER and produced teaching resources that can benefit the education system.
This document discusses using the CDIO methodology to integrate digital competencies into teacher training programs. [1] The LIKA project has used CDIO as a model for systematically developing curricula to ensure digital skills are addressed from didactic, technical, and theoretical perspectives across four Swedish universities' teacher education programs. [2] Key CDIO principles like defining learning outcomes were adopted. [3] The experiences from LIKA could provide feedback to the CDIO community on adapting the approach to fields beyond engineering.
This document summarizes research on developing a self-regulated micro-course learning approach for teaching English as a foreign language (EFL). It proposes providing students with different micro-course video clips on the same learning material at different difficulty levels. Students can choose videos based on their English proficiency and learn independently before class. They can then ask questions in an online learning community. In class, a flipped classroom approach is used where students apply and practice what they learned through simulated training activities. The goal is to better meet individual student needs, improve learning efficiency, and develop vocational skills in English.
The panel presentation discusses career pathways for STEM technicians as a solution to two national problems: not enough technicians to support innovation and inadequate educational opportunities for capable high school students. It proposes partnering with STEM high schools to provide an alternative curriculum pathway for students interested in associate's degrees to become technicians. The alternative curriculum would adjust math requirements and include technical courses that prepare students to enter engineering technician programs.
E Learning and Learning Management Systems Advantages, Disadvantages and Sugg...ijtsrd
With the developing technology, different e learning concept has entered our lives. This new education model, which is very different from traditional education administration, has been adopted by the education community and learners. Thanks to this model that provides internet based training, it is possible to receive or give training without the concept of time and space. However, when the issue is a critical area such as education, this new method needs to be discussed and analyzed. First, the concept of e learning and learning management systems in the infrastructure of this new education model should be understood in detail. Determining the software modules that LMSs consisting of internet based software is a guide in this study. In addition, the advantages and disadvantages of this new education model were evaluated and presented item by item. At the end of the study, suggestions were given to the individuals or institutions who were educated with e learning model or developed LMS software. Gülleman Erdal | Erdal Erdal "E-Learning and Learning Management Systems: Advantages, Disadvantages and Suggestions" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd36911.pdf Paper URL : https://www.ijtsrd.com/computer-science/other/36911/elearning-and-learning-management-systems-advantages-disadvantages-and-suggestions/gülleman-erdal
This document provides an introduction to project-based learning (PBL). It defines PBL as a student-centered pedagogical approach that utilizes real-world projects to help students gain deeper knowledge. It emphasizes that PBL involves sustained inquiry over extended periods of time and authentic assessment. The document also outlines why PBL is important for developing 21st century skills and preparing students for a knowledge-based society. It notes PBL promotes skills like collaboration, problem-solving, and self-directed learning.
Developing and Creating Interactive e-TutorialsRobert Fagan
This document outlines the process and findings of a capstone project focused on developing interactive e-tutorials to support blended learning at the School of Information and Library Studies at University College Dublin. The project involved creating two new e-tutorials on "Digital Footprint and Online Reputation Management" and "ProQuest Flow", as well as redeveloping two existing e-tutorials on "How to Find an Article" and "Evaluating Digital Information". A literature review was conducted on e-learning pedagogy and best practices for e-tutorial design. Usability testing was performed on the e-tutorials involving think-alouds, eye tracking, and interviews with 20 students. The results of the usability testing were used to finalize the
This document presents a 10-step model for developing multimedia learning projects. The model was developed through a literature review on existing instructional design and multimedia development models, and feedback from a panel of experts using a modified Delphi technique. The 10 steps are: 1) Define instructional goals and audience; 2) Review existing options; 3) Determine format, budget, timeline; 4) Determine content and assessments; 5) Develop evaluation strategies; 6) Create flowcharts and storyboards; 7) Develop prototypes; 8) Conduct formative evaluations; 9) Complete design; 10) Conduct summative evaluations. The model is intended to provide novice faculty and designers with a succinct guide for developing multimedia projects based on best practices.
The document summarizes the intermediate evaluation of a leadership and education innovation programme run by the Varkey Foundation in Argentina. It conducted surveys of programme participants and non-participants to evaluate the impact.
For participants, surveys measured satisfaction with the programme and self-reported changes in leadership competencies. For non-participants, a survey assessed changes in school environment and teaching practices under principals who participated.
The results showed high participant satisfaction with the programme. Participant surveys also indicated growth in perceived leadership skills. For non-participants, results suggested improvements in areas like teacher collaboration and innovative teaching methods in schools led by programme graduates. Overall, the evaluation found the programme was positively impacting both participants and their schools.
This document discusses the history and development of e-learning and online professional development (e-PD) for educators. It traces the origins of distance education back to the 18th century and highlights universities like the University of London that began offering distance learning degrees in the 1800s. The development of the internet allowed for the rise of the first fully online university in 1996. The document then discusses research that has found e-PD can improve targeted student outcomes when teachers participate in a coordinated series of online courses. It also outlines strategies for achieving critical mass adoption of e-PD innovations.
This document proposes implementing a multi-disciplinary ePortfolio project across several professional schools on campus. It would support existing courses by employing ePortfolios as a teaching and learning tool for capstone projects, group collaboration, and performance assessment. EPortfolios help students make connections between ideas and people, integrate their learning over time and across courses, and represent their skills to potential employers. The proposal requests funding to pilot using existing ePortfolio structures to increase faculty capacity to utilize ePortfolios for group projects, inter-departmental collaboration, and disseminating student work. This would help students connect their learning, assess their progress toward goals, and reflect learning across disciplines, moving the university closer to its mission of helping students question critically
The history of instructional design transitioned from a focus on skills development and knowledge acquisition in the 1950s-1960s based on behaviorism, to a more learner-centered approach influenced by constructivism in the 1990s-present. Contemporary trends integrate social media, cloud-based services, and data-driven personalization to improve the learner experience. Major developments included programmed instruction in the 1950s, models identifying learning domains in the 1960s, and the rise of computer-based learning and online learning from the 1970s-2000s.
Here are the key points about the different e-learning components:
(a) E-learning content: This includes self-paced online courses, lessons, learning objects, simulations, games, etc. delivered through different media like text, audio, video, animations, etc.
(b) E-tutoring, e-coaching, e-mentoring: These involve one-to-one or one-to-few guidance and support provided by an instructor or expert to learners online.
(c) Collaborative learning: This engages learners in online group activities like discussions, group projects, etc. to build knowledge together.
(d) Virtual classroom: This replicates the
E learning,How to develop eLearning from start to end.Satish Verma
Here are the key points about the different e-learning components:
(a) E-learning content: This includes self-paced online courses, lessons, learning objects, simulations, games, etc. delivered through different media like text, audio, video, animations, etc.
(b) E-tutoring, e-coaching, e-mentoring: These involve one-to-one or one-to-few guidance and support provided by an instructor or expert to learners online.
(c) Collaborative learning: This engages learners in online group activities like discussions, group projects, peer reviews, etc. to build knowledge together.
(d) Virtual classroom:
Here are the key points about the different e-learning components:
(a) E-learning content: This includes online lessons, presentations, videos, simulations, games, assessments and other digital materials. Content is usually organized into modules or lessons.
(b) E-tutoring, e-coaching, e-mentoring: These involve one-to-one or one-to-few guidance and support provided by an instructor or more experienced peer online. It can be synchronous (real-time) or asynchronous (delayed).
(c) Collaborative learning: Learners work together on projects, discussions, problem-solving activities online. Tools like forums, wikis and group chats support collaboration
This document provides an overview and guide for designing and developing e-learning courses. It discusses the benefits of e-learning and the components involved, including synchronous and asynchronous learning. The guide is divided into four parts that cover: 1) introducing e-learning basics; 2) designing an e-learning course through needs analysis, objectives, and content organization; 3) creating interactive content using storyboards, examples, and media; and 4) managing learning activities through facilitation, communication tools, and evaluating courses using learning platforms. The overall document aims to support instructional designers, trainers and subject matter experts in developing effective e-learning.
Developing an holistic institutional approach to digital capabilities develop...Jisc
The document discusses developing a holistic institutional approach to digital capabilities at a university. It summarizes the recommendations from an OCIO review, including developing digital capability profiles for students and staff. A scoping group engaged with stakeholders across the university and piloted a digital capabilities framework. Phase two plans include mapping continuing professional development programs to digital capabilities, exploring applying the academic framework to other roles, and reviewing student expectations and opportunities through a student tracker tool. Partnership working, stakeholder engagement, and contextual understanding of digital capabilities are emphasized.
Keynote - Developing a holistic institutional approach to digital capabilitie...Jisc
The document discusses developing a holistic institutional approach to digital capabilities at a university. It summarizes the recommendations from an OCIO review, including developing digital capability profiles for students and staff. A scoping group engaged with stakeholders across the university and piloted a digital capabilities framework. Phase two plans include mapping continuing professional development programs to digital capabilities, exploring applying the academic framework to other roles, and reviewing student expectations and opportunities through a student tracker tool. Partnership working, stakeholder engagement, and contextual understanding of digital capabilities are emphasized.
The document discusses building innovative societies through education with a focus on the Caribbean perspective. It examines the role of distance education and partnerships in building innovative Caribbean societies. Distance education provided by the University of the West Indies Open Campus aims to improve access to education across its 12 campus countries. Partnerships between the UWI Open Campus and Canadian universities could help address challenges like skills development, capacity building, and quality assurance in supporting innovative Caribbean societies.
This document provides guidance on designing and developing e-learning courses. It discusses the benefits of e-learning such as flexible scheduling and interactive content. It outlines the key components and activities required to develop an e-learning project, including needs analysis, content development, and learning platforms. The document is intended to help instructional designers and trainers create effective online learning experiences that meet learners' needs.
This document discusses virtual communities of practice (VCoPs) as a means to engage faculty in the scholarship of teaching. It aims to understand what factors encourage faculty participation in VCoPs and address sustainability issues. The document outlines the benefits of VCoPs for collaboration, professional development, and building relationships. Key factors for successful VCoPs include motivated faculty champions, appropriate technology infrastructure, and a supportive academic culture. Examples of existing VCoPs are provided.
Assessment, ePortfolios and Blackboard - Leslie McInnes, Educational Designer...Blackboard APAC
UTS is in the early stages of adopting the Blackboard Portfolio. This presentation considers the potential of portfolios for developing authentic assessment and discusses the current uptake, issues and challenges faced in achieving the portfolio's potential. Our rollout of the Blackboard portfolio comes at a time of sharpened focus on authentic assessment. At UTS this focus is embodied in Learning.futures, an initiative that incorporates practice-oriented learning, authentic assessment tasks, development of graduate attributes beyond disciplinary knowledge and significant opportunities for students to receive feedback. The adoption by masters' programs in Nursing, Pharmacy, Education and Data Science and Innovation has been encouraging and these courses are engaging with the portfolio in a range of interesting ways _ from whole course professional identity development to showcasing clinical experience and curating content for potential employers. After an incident free initial implementation in February 2015, students have encountered a number of issues with the software. These yet to be resolved issues have coloured the experience for participants. The portfolio has promise but also many challenges and this presentation invites comment and discussion on three key areas:
- Managing Faculty collaboration/assessment across whole programs
- Provision of scaffolding in developing students' portfolio skills
- Provision of support for both students and staff in managing the software.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
ICT has vast potential applications in education at all levels, from K-12 to higher education. It can be used to enhance the teaching and learning process both inside and outside the classroom, as well as for distance education. Some key uses of ICT in education include improving instruction, facilitating publication of educational materials, enabling various forms of assessment and evaluation, aiding research, assisting with administrative tasks, supporting personal development and communication, and enhancing professional growth. When used appropriately, ICT provides opportunities to motivate students and make the educational experience more engaging.
LIN is a network that supports academic professional development for staff in Irish higher education. It aims to enhance teaching and learning through collaboration. LIN has validated numerous special awards and a Postgraduate Diploma in Learning, Teaching and Assessment. LIN is well positioned to implement recommendations from the Hunt report on training teaching staff and providing flexible programs. The Postgraduate Diploma can be completed modularly with one mandatory and nine elective modules allowing practitioners to develop at all career stages.
The document summarizes activities of the Learning Innovation Network (LIN) project. It describes how LIN Academic Professional Development modules have been run in 6 institutes. It also announces that a Level 9 Postgraduate Diploma is being developed for academic staff and that a LIN APD Coordinator has been appointed. Finally, it provides details on the upcoming joint LIN/NAIRTL conference on flexible learning and encourages registration.
The document discusses the benefits of exercise for both physical and mental health. Regular exercise can improve cardiovascular health, reduce symptoms of depression and anxiety, enhance mood, and boost brain health. Staying physically active aims to strengthen muscles and bones and can help manage weight.
This document provides information on the assessment for a 10 ECTS credit module in mentoring at NFQ Level 9. Students will be assessed through two written assignments related to practical mentoring in their own institution, which will make up 100% of the total assessment. The assignments will require students to critique various national and international competency models and conduct small-scale research. The module aims to develop teachers' and lecturers' abilities to analyze and explain their academic thinking in order to mentor colleagues. Learning outcomes include demonstrating reflective self-evaluation, acting as a mentor to others, applying theoretical insights to mentoring paradigms, integrating theory and practice through classroom observations, and expressing internalized views of teaching.
This 15 ECTS credit module at NFQ Level 9 focuses on learning and teaching. It aims to help learners select effective learning and assessment strategies and apply them to their own teaching contexts. The module will cover topics such as lesson planning, microteaching, eLearning, reflective practice, and learning theories. Learners will develop a teaching portfolio with examples like a videotaped teaching session, peer observation feedback, and a reflective essay. Assessment is through continuous evaluation of this portfolio. Video equipment will be required for microteaching sessions, which involve teaching practice with peer and tutor feedback.
The NEST Project: An innovative approach to teacher traininglinioti
The document summarizes the NEST (Nurturing Excellence in Student Teachers) project at Galway-Mayo Institute of Technology. The project is a voluntary student teacher training program that aims to develop mentoring, leadership, and reflective practice skills. It discusses the structure and goals of the program, feedback from participants, areas for improvement, and plans to further develop the program including using technology to enhance reflective practice and communication.
Lecturers have their say: what informs pedegogy?linioti
Lecturers discussed challenges in pedagogy based on a conference exploring their perspectives. Through appreciative inquiry and grounded theory, they shared views on:
1) Motivating student engagement through debate, personal experiences, Socratic methods, and technology when used appropriately.
2) Main challenges as losing students, dumbing down content, balancing retention with quality learning, and pressures from administration/resources.
3) Guiding values like making learning fun and engaging over assessments, meeting students' needs, and improving education for its own sake and potential to change lives.
The document discusses different ways of knowing and learning. It references research showing learners who encounter multiple learning spaces develop a stronger sense of self and are more motivated. These learners relate past learning to current learning and use creative strategies. The document then outlines theories of possible selves and how learning in different spaces allows learners to develop varied possible selves. It suggests educators should promote learning in diverse spaces and support learner reflection to foster well-rounded identity development.
Evaluation of impact of professional development training in the area of tech...linioti
This document summarizes an online module that was created to help lecturers develop accessible materials for dyslexic students. The module is broken into six blocks that cover introductions, information on dyslexia, supporting dyslexic students, best practices for presentations, and a framework for evaluation. It discusses challenges dyslexic students face like note-taking, organizing information, and time management. It also provides recommendations on how to help, such as providing notes and materials in accessible formats that reduce visual stress. The goal is for lecturers to learn how to design written and visual materials that are easier for dyslexic students to comprehend.
This document summarizes research from a study that examined the impact of returning to education on a group of adult learners. Key findings included:
1) Learners were motivated to return by desires for career changes and self-improvement.
2) Returning to education impacted families by creating time pressures but supported identity development and peer relationships among learners.
3) Interactive teaching styles positively impacted learning while clarity from instructors supported some learners.
4) Education facilitated self-efficacy and risk-taking behavior for personal and career goals.
1. Learning Innovation Network Newsletter
ACADEMIC PROFESSIONAL As the development of the modules is now well under
way, the Subgroup is investigating different
DEVELOPMENT (APD) combinations of learning pathways which could lead
to some type of overall award.
The Learning Innovation Network subgroup for the development
of shared Academic Professional Development (APD) If you have any questions about the development of
Programmes has continued to progress with the development of shared academic development programmes please
the seven level 9, 10 ECTS short courses. One of the key do not hesitate to contact; Dr. Noel Fitzpatrick
successes to the development of these programmes has been the (noel.fitzpatrick@dit.ie
(noel.fitzpatrick@dit.ie).
collaborative nature of the design process.
There are now a number of modules coming up for validation in
the participating institutes whilst another two modules have now In this issue;
progressed in their validation process - Limerick IT (Technology Page
Enhanced Learning Module) and Institute of Technology Academic Professional Development 1
Blanchardstown (Enquiry Based Learning). To date, one module LIN Portal 2
has completed the whole process and four modules are well Recommended Read 2
underway towards their final validation. The remaining two ‘EYE’ on LYIT 3
modules should be starting the validation process very shortly. For your Diary 6
LIN Picks 6
The subgroup met on the 5th of March in the DIT to discuss the Quotable Quotes 7
development of the modules and to start looking into how the Contact Us 7
implementation of the modules could be effected in a flexible way April Hoax! 7
using blended learning technologies. Noel Fitzpatrick and
Catherine Bruen (NDLR) have agreed on a process of sharing
resources between the two SIF projects to aid the development of
Reusable Learning Objects (RLOs) to support the implementation
of the Academic Professional Development (APD) Modules.
The key innovative element of the APD modules will be a
mentoring process which will accompany staff through their
academic professional development and these new programmes.
The development of the mentoring module will be a central tenet
to the APD programmes. The subgroup discussed this in detail. A
workshop was delivered by Dr. Ciara O’ Farrell (CAPSL Trinity
College) on March 27th to help the team better understand the
role that an Academic mentor will have in the Institutes of
Technology and what might usefully be included in a Mentoring
module.
Page 1
2. LIN PORTAL RECOMMENDED READ
To populate content on the LIN portal, the LIN team are “Teaching Tips: Strategies, Research,
harvesting interesting links related to teaching and and Theory for College and University
learning. The goal is to provide a central location for Teachers” by Wilbert J. McKeachie and
interesting material related to teaching and learning. The Marilla Svinicki
portal will have the following;
1. Link to all IoTs If you have room for only one pedagogical book on your
2. Facility to create your own personal and public space shelf, it ought to be Wilbert McKeachie's Teaching Tips,"
(on registering and signing in) – optional says Bill McAllister of the University of Virginia. This book
3. Recommended reads is perhaps the most valuable and easy-to-consult resource
4. Syndicated content related to (for more information on on teaching.
what is syndicated content, please go to
http://www.youtube.com/watch?v=0klgLsSxGsU)
5. The following syndicated content will be available in
RECOMMENDED READ
the form of TABS;
a. Tools – Learning tools, Reading Assistance Teaching for Quality Learning at
Tools, Recording Tools, Interface Tools, University (2nd Ed)" by John Biggs
Planning Assistance Tools, Visualisation Tools and Catherine Tang
and Writing Tools.
b. Assessment – e-Assessment, Assessment Recommended by Anne Carpenter, IT Carlow
Publications
c. E-learning – Techlearnology, Distance
Education, e-Learning News, e-Learning This book is a conceptualisation of outcomes-based
Blogs, e-Learning Software and Blended learning developed from the concept of constructive
Learning alignment (a principle used for devising teaching and
d. Learning objects – Free learning objects, learning activities, and assessment tasks, that directly
learning objects categorised by discipline e.g. address the learning outcomes intended in a way not
Science, math, Engineering, Computer typically achieved in traditional lectures, tutorial classes
Science, Social Work, Physiology, Health and and examinations). The ideas put forward in this book
Life Sciences and Global Studies. have been proven to contribute to a more successful
learning experience for the students. The book addresses
For more information on the portal, please contact several important issues such as designing high level
attracta.brennan@gmit.ie outcomes, the learning activities most likely to achieve
theses high level outcomes, in both small and large
classes, and relevant assessment and grading
procedures.
Page 2
3. ‘EYE’ on LYIT
NORTH WEST GATEWAY STRATEGIC
LYIT MISSION STATEMENT ALLIANCE
LYIT’s mission is to continuously develop as an academic
institution of international repute, serving regional and national The North West Gateway Strategic Alliance proposal was
needs and pursuing, in a collaborative fashion, an ambitious among the successful projects funded under Cycle 2 of the
progressive agenda that delivers on the aspirations of its Strategic Innovation Fund (SIF). The aim of this Strategic
vibrant institute population and its external stakeholders. Alliance is to develop closer collaboration between LYIT
and the University of Ulster (UU).
LYIT STRATEGIC PLAN
The current Strategic Plan (2007-2013) has activity focused The Strategic Innovation Fund aims to stimulate
objectives, grouped under the three interlinked strategic innovation in higher education and research through
domains of; Teaching and Learning; Learner Experience; and collaboration between institutions. This SIF project will
Research, Innovation and Enterprise. take approximately eighteen months to complete and is
significant as it is the only cross-border proposal funded
The objectives set out under Teaching and Learning via SIF.
encourage more flexible approaches to teaching and
assessment, development of teaching materials, use of
technology and further support for lecturers including LYIT AND LIN
pedagogical support. In addition, there are plans for a review of LYIT is represented by Dr. Averil Meehan, at meetings of
programme provision, improving program delivery in light of the LIN Steering Group and also the LIN Academic
learner feedback, utilising links with relevant external bodies to Professional Development (APD) Sub Group.
inform program development and the further enhancement of A bus was arranged to facilitate staff attendance at the
language education. Further details at first Learning Innovation Network Conference in October,
http://www.lyit.ie/about%20us/strategic_plan.html
2008. This conference was a great success and staff from
LYIT who attended were very enthusiastic and said they
benefited greatly.
There will be two LIN workshops to be held at LYIT in
May, one on Formative Assessment and another on
Problem Based Learning.
Page 3
4. ‘EYE’ on LYIT
TEACHING AND LEARNING AT LYIT The following workshops / seminars have been held at
The overall aim of LYIT’s Teaching and Learning strategy is to LYIT during this past year;
ensure that every student reaches their full potential not only in o Disability and Access and Inclusion in Third Level
their academic success but also in their confidence and ability Education
to take responsibility for their own learning so that future
education can be readily undertaken, both to keep ahead of o Recognition of Prior Learning Workshops
innovations in their chosen field and also to embrace new areas o Writing Learning Outcomes for RPL purposes
of knowledge.
o Assessing RPL Portfolios
There is a dedicated senior Academic Teaching and Learning o The LYIT RPL policy
post at LYIT with a 50% reduction in teaching workload in order
to foster excellence in Teaching and Learning at LYIT and lead o Library Resources to Support Academic Research
the development and implementation of the Teaching and o E-Learning in Finland
Learning Strategy
o Using WebCT to Support Teaching
A Teaching and Learning Working Group was set up in October o Workshop 1 – a starter workshop suitable
2008 with representatives from the School of Business, the for staff new to WebCT.
School of Engineering and the School of Science. The draft o Workshop 2 – explore various ways of
Teaching and Learning Strategy was discussed at the working getting content onto WebCT
group and a revised draft is currently being prepared to address o Workshop 3- Introducing the three
the input received. assessment tools in WebCT.
o Workshop 4 – Using collaborative and
discussion tools in WebCT.
ACADEMIC STAFF DEVELOPMENT o Research Methods
One of the aims of LYIT Teaching and Learning is to encourage
o Assessment Strategies and Exam Writing
all staff to develop their scholarship of teaching by undertaking
professional development in the field of Education.
LYIT Academic staff are currently taking the Postgraduate Future workshops arranged:
Certificate/ Diploma/MEd in Higher Education Practice (HEP)
o Lecturing Approaches, Techniques and Resources.
courses with the University of Ulster. There are ten LYIT staff
on the HEP certificate course currently taking their last module o LIN workshops on Formative Assessment and on
and due to finish in June 2009. There are fourteen LYIT staff Problem Based Learning
on the HEP diploma course, and they have recently finished
their last module. As this module was delivered entirely online,
support meetings were arranged for participating LYIT staff.
SHOWCASE OF INNOVATIONS IN
TEACHING AND LEARNING
As part of the requirements for staff delivering Veterinary
modules, two lecturers from the School of Science are currently
taking a Level 9 Post Graduate Training and Education Award Showcase of Resources Access Office
at Griffith College, Dublin. Roisin McCormack showcased resources from the
Access Office useful for lecturers taking Communications
and/or Study Skills either as a module or part of a
module.
SEMINARS/SHORT COURSES
In addition to formal pedagogical education, there is a need for
seminars and workshops of shorter duration to support the
academic educational development of staff at LYIT.
Page 4
5. ‘EYE’ on LYIT
Showcase of WebCT Use to support Teaching EUROPEAN PROJECT
Members of staff demonstrated innovative use of WebCT in the
School of Business, School of Engineering, and in the School of
Science. LYIT is the Irish partner in the Grundtvig 2 Lifelong
Learning Project IANUS. There are ten IANUS partners
working on issues relevant to working with learners aged
50 and over. LYIT is responsible for the development
PRACTICAL WORKSHOPS and maintenance of the IANUS Project Website as well
as working with other partners to produce the project
These are held for staff and repeated as required. Suggestions deliverables. More details at
for these come from staff themselves. Topics include; Using http://www.ianusllp.com/project_objectives.html
Computing Facilities at LYIT, Library Resources for Research,
WebCT support.
THE ACCESS OFFICE
LYIT’s Access office was established in 2001 to fulfil LYIT’s
commitment to widening access to the Institute for people who
have traditionally been unable to benefit from higher education
opportunities. Students supported include mature students,
students with disabilities, students from low income families and
ethnic minorities.
The Access Office is staffed by the Access Officer, two Learning
Support Specialists and a clerical officer. A number of additional
staff are employed to support particular Access Office initiatives
which are housed in the Learning Support Unit at LYIT.
TEACHING AND LEARNING
RECOGNITION OF PRIOR LEARNING INITIATIVES
Oran Doherty is the RPL Facilitator at LYIT and has been very
active in the area of RPL since the 2006 Líonra led project For more information on Teaching and Learning Initiatives
aimed at Recognising Learning In The Workplace. Since then at LYIT contact Dr Averil Meehan at
Oran has developed the LYIT RPL Policy, provided staff averil.meehan@lyit.ie
training, identified suitable modules and prepared RPL
assessment tools, promoted RPL to employers and organized
the RPL Regional Symposium at LYIT, which was very well
attended.
Page 5
6. FOR YOUR DIARY LIN PICKS
LIN
UNIVERSITY OF HULL – DISABILITY SERVICES
Monday 27th of April, National College of Ireland (9:30am In this link, you will find information on the following topics:
– 4:30pm)
• How to deal with stess and anxiety
Workshop on assessment strategies in higher and further • Note taking and mind mapping
education by Prof. Sally Brown • Organisation and time management
• Revision and memory
This will be a practical and interactive • What are Dyslexia and Dyspraxia
workshop targeted at teaching and learning
• Writing, Researching and Referencing
support practitioners in the third level
sector
W:
http://www.hull.ac.uk/disability/dyslexia/semester1/index.html
Also check out;
Professor Sally Brown is Pro Vice-Chancellor
http://www.hull.ac.uk/disability/dyslexia/semester2/index.html
(Assessment, Learning and Teaching) and Professor of
for material on;
Higher Education Diversity in Teaching and Learning at
Academic Writing
Leeds Metropolitan University. She was awarded a
Assertiveness
National Teaching Fellowship by the Higher Education
How to best use your brain
Academy in 2008, and has been a Senior Fellow of the
How to use the software
Academy since 2007,
Presentation Skills
Punctuation and Grammar
She was for five years Director of Membership Services Sent by : Cathy McGovern, GMIT
for the Institute for Learning and Teaching (now merged
into the Higher Education Academy). Prior to that she
worked at the University of Northumbria at Newcastle for
almost 20 years as a lecturer, educational developer and
Head of Quality Enhancement.
COOL COMPUTER INTERFACES – youtube video
Places are limited. To reserve your place on this
workshop, please contact LIN@gmit.ie W: http://www.youtube.com/watch?v=gJSctPs9ZIE
MICROSOFT SURFACE
OTHER Microsoft Surface turns an ordinary tabletop into a vibrant,
interactive surface. It's the first commercially-available
20th April – WIT (7:30pm, Main Auditorium, WIT Cork Rd surface computing platform from Microsoft. The product
Campus) provides effortless access to digital content through natural
gestures, touch and physical objects. Today, it's a 30-inch
Socialisation in reverse and the erosion of adult authority diagonal display in a table-like form factor that's easy for
Speaker : Professor Frank Furedi, Professor of individuals or multiple people to interact with in a way that
Sociology, School of Social Policy and Social Research, feels familiar, just like in the real world. In essence, it's a
University of Kent. Author of Where Have All the surface come to life for exploring, learning, sharing, creating,
Intellectuals Gone? (2006) & Paranoid Parenting (2008) buying and much more.
W: http://www.microsoft.com/SURFACE/
This lecture discusses the problems that schools (along
with other adults) have in socialising young people, and
how educators/experts attempt to get around the problem
by encouraging young people to socialise their parents.
NOTE :
WIT Lecture fee: €10.00 per lecture. Pay at door
Reduced fee: concessions available
E-mail : mobrien@wit.ie or tel. 051 302040
. Page 6
7. APRIL HOAX Page 6
QUOTABLE QUOTES The Swiss Spaghetti Harvest 1957: The respected BBC
news show Panorama announced that thanks to a very mild
winter and the virtual elimination of the dreaded spaghetti
Easter says you can put truth in a grave, but it
weevil, Swiss farmers were enjoying a bumper spaghetti
won't stay there – Clarence W. Hall
crop. It accompanied this announcement with footage of
Swiss peasants pulling strands of spaghetti down from trees.
Huge numbers of viewers were taken in. Many called the
Where man sees but withered leaves, God sees BBC wanting to know how they could grow their own
sweet flowers growing - Albert Laighton spaghetti tree. To this the BBC diplomatically replied, "place
a sprig of spaghetti in a tin of tomato sauce and hope for the
best." –
check out:
http://www.museumofhoaxes.com/hoax/aprilfool/
CONTACT US
Dr. Attracta Brennan,
LIN Project Coordinator, LIN NEWSLETTER EDITOR
T: 091-742150,
E: Attracta.brennan@gmit.ie
Dr. Attracta Brennan,
Dr. Noel Fitzpatrick,
LIN Learning Development Officer,
T: 01-4027882,
E: Noel.Fitzpatrick@dit.ie
Yvonne Healy,
LIN Administrator,
T: 01-742154 Page 7
E: yvonne.healy@gmit.ie
Page 7