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.
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 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.
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 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.
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 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 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.
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 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 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.
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 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.
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 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 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.
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 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 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.
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.
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 &
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.
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 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.
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.
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.
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.
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,
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 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 summarizes a presentation about implementing a Virtual Learning Environment (VLE) threshold at Newcastle University. The presentation covers: why a threshold was implemented to improve student experience and consistency; what the threshold involves, including key module information and materials being available online; how an overview page was created in Blackboard to monitor compliance; next steps like gathering feedback and working with departments to enhance their online content. Questions from the audience are also discussed.
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.
This document outlines a professional development program called Voices in History (VIH) that aims to improve student achievement in English Language Arts. It will do so by training teachers to effectively integrate technology into their social studies instruction. Over three years, participating teachers from 28 schools will develop strategies to address the needs of struggling English Language Learners. They will receive training to create lessons that develop writing, critical thinking, and align with standards while using technology as an instructional tool. Students will conduct research and incorporate writing into multimedia presentations using various technologies.
The Digital Destinations in History program provides professional development for teachers in New York City school districts 24 and 28 to improve student achievement in English Language Arts by integrating project-based learning and educational technology into the social studies curriculum, with the goal of having 80% of target students achieve one year of growth on their NYS ELA exam scores over three years. Teachers will receive face-to-face and online training to develop lessons incorporating technology tools for student research and multimedia presentations to build social studies and ELA skills.
This document describes the Digital Destinations in History (DDIH) professional development program. The goal of the program is to improve student achievement in English Language Arts by training teachers to integrate technology into their social studies instruction. Twenty-four public and twenty non-public schools in Community School Districts 24 and 28 will participate. Teachers will receive professional development to create technology-integrated lessons aligned to standards. Students will conduct research and incorporate writing into multimedia presentations using technology. Teachers will receive ongoing support through workshops and mentoring.
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.
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.
Guidelines for Swayam: India's MOOC PlatformClass Central
The document provides guidelines for the development and implementation of Massive Open Online Courses (MOOCs) under the SWAYAM initiative. Some key points:
- SWAYAM is a national program to provide online courses from school to university level through digital learning material and platforms.
- Guidelines cover standards for developing online course content in the form of videos, texts, assessments, and hosting on the SWAYAM platform.
- National coordinators like UGC, NPTEL, CEC, IGNOU, NCERT and NIOS will oversee course development for different education levels and subjects.
This document provides an overview of the Broadcast Technology Cluster (BTC) at Ravensbourne College of Design and Communication, which includes four foundation degree programmes: Broadcast Audio Technology, Broadcast Technology, Broadcast Information Technology, and Outside Broadcast Technology. The programmes aim to provide both intellectual and practical skills for students to enter the broadcast industry. Courses involve project-based learning, work placements, and focus on developing skills applicable to jobs in areas like systems design, production, and transmission. Teaching methods include lectures, seminars, and industry speakers, while assessments evaluate knowledge, skills, and professional competencies.
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 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.
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.
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 &
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.
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 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.
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.
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.
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.
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,
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 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 summarizes a presentation about implementing a Virtual Learning Environment (VLE) threshold at Newcastle University. The presentation covers: why a threshold was implemented to improve student experience and consistency; what the threshold involves, including key module information and materials being available online; how an overview page was created in Blackboard to monitor compliance; next steps like gathering feedback and working with departments to enhance their online content. Questions from the audience are also discussed.
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.
This document outlines a professional development program called Voices in History (VIH) that aims to improve student achievement in English Language Arts. It will do so by training teachers to effectively integrate technology into their social studies instruction. Over three years, participating teachers from 28 schools will develop strategies to address the needs of struggling English Language Learners. They will receive training to create lessons that develop writing, critical thinking, and align with standards while using technology as an instructional tool. Students will conduct research and incorporate writing into multimedia presentations using various technologies.
The Digital Destinations in History program provides professional development for teachers in New York City school districts 24 and 28 to improve student achievement in English Language Arts by integrating project-based learning and educational technology into the social studies curriculum, with the goal of having 80% of target students achieve one year of growth on their NYS ELA exam scores over three years. Teachers will receive face-to-face and online training to develop lessons incorporating technology tools for student research and multimedia presentations to build social studies and ELA skills.
This document describes the Digital Destinations in History (DDIH) professional development program. The goal of the program is to improve student achievement in English Language Arts by training teachers to integrate technology into their social studies instruction. Twenty-four public and twenty non-public schools in Community School Districts 24 and 28 will participate. Teachers will receive professional development to create technology-integrated lessons aligned to standards. Students will conduct research and incorporate writing into multimedia presentations using technology. Teachers will receive ongoing support through workshops and mentoring.
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.
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.
Guidelines for Swayam: India's MOOC PlatformClass Central
The document provides guidelines for the development and implementation of Massive Open Online Courses (MOOCs) under the SWAYAM initiative. Some key points:
- SWAYAM is a national program to provide online courses from school to university level through digital learning material and platforms.
- Guidelines cover standards for developing online course content in the form of videos, texts, assessments, and hosting on the SWAYAM platform.
- National coordinators like UGC, NPTEL, CEC, IGNOU, NCERT and NIOS will oversee course development for different education levels and subjects.
This document provides an overview of the Broadcast Technology Cluster (BTC) at Ravensbourne College of Design and Communication, which includes four foundation degree programmes: Broadcast Audio Technology, Broadcast Technology, Broadcast Information Technology, and Outside Broadcast Technology. The programmes aim to provide both intellectual and practical skills for students to enter the broadcast industry. Courses involve project-based learning, work placements, and focus on developing skills applicable to jobs in areas like systems design, production, and transmission. Teaching methods include lectures, seminars, and industry speakers, while assessments evaluate knowledge, skills, and professional competencies.
Development of MOOCs with special reference to SWAYAMNisha Singh
The document discusses instructional design for developing MOOCs on the SWAYAM platform, outlining key considerations like target audience, learning outcomes, course structure, assessment strategies, and roles of coordinating institutions. It provides an overview of the SWAYAM initiative in India and the four quadrant approach to course design involving e-tutorials, e-content, discussion forums, and assessment.
This document provides guidelines for the development and implementation of Massive Open Online Courses (MOOCs) under the SWAYAM initiative in India. Some key points:
1) SWAYAM aims to provide online courses using ICT covering school through higher education to ensure all students benefit from e-learning resources. MOOCs will be developed following a four quadrant approach of e-tutorial, e-content, web resources, and self-assessment.
2) National coordinators like UGC, NPTEL, and CEC have been designated to oversee development of MOOCs for different education levels and sectors.
3) MOOCs will cover a wide range of curricula from arts
Fayston Elementary School's 2009-2012 Technology Plan outlines goals and action steps to integrate technology into teaching and learning. The plan's goals are to: 1) focus on 21st century skills through consistent grade-level technology experiences; 2) broaden leadership in technology; 3) promote flexible learning at home and school; 4) strengthen community partnerships; and 5) evaluate the plan's effectiveness. Key actions include collecting data on technology use, developing curriculum maps and assessments, formalizing technology mentors, integrating web tools, and increasing online communication with families. The technology committee will meet twice yearly to monitor progress on goals and indicators of success.
The document discusses the ALTC Good Practice Reports (GPRs) on technology-enhanced learning and teaching. 11 GPRs were commissioned to evaluate outcomes and practices from ALTC projects. The GPR on technology-enhanced learning covered 33 projects and defined technology-enhanced learning as enriching learning experiences and intellectual expression using digital media. It identified 10 outcomes of exemplar projects and provided recommendations for implementing good practices. The Network of Australasian Tertiary Associations aims to integrate and disseminate the GPRs' findings.
The document discusses the importance of integrating information and communication technology (ICT) into elementary school classrooms. It defines several 21st century learning competencies like technological literacy, visual literacy, and information literacy that are important for students to develop. It also summarizes research showing that effective ICT integration requires systemic inclusion in lesson plans, basic student proficiency, using technology to support core curricula, and school plans detailing how technology supports learning. The document provides models for ICT-enhanced lesson plans, including specifying learning objectives, materials, instructional procedures, and assessment. It emphasizes using ICT tools to foster higher-order thinking skills like analysis, evaluation, and designing projects.
This document provides an overview of a Broadcast Technology programme offered as a one-year full-time or part-time top-up to a Foundation Degree. The programme includes four pathways in audio, systems, computing, and outside broadcast. It aims to develop practical skills into professional skills to prepare students for careers in areas like production, post-production, and transmission. The programme structure, educational aims, teaching and learning strategies, and learning outcomes are described in detail over multiple sections.
The document discusses various technology tools that can enhance learning, including Blackboard, wikis, podcasts, and webinars. It outlines different formats for online learning like synchronous, asynchronous, independent study and group study. The asynchronous, online group study format allows flexibility while enabling collaboration. Benefits of online learning include flexible schedules, remote access, and larger student pools. Keys to success include instructor experience, online community building, and sound course construction. Common concerns are issues around institutional integrity, time intensiveness, and technology availability. The document provides examples of models from other universities and resources for further information.
The document discusses the MOSEP project which aimed to develop an online training course for e-portfolio tutors. The goal was to help 14-16 year olds develop self-esteem and skills for lifelong learning by using e-portfolios. Teachers were trained on supporting self-reflection, identifying strengths, and using e-portfolios. The online course was tested with positive feedback on structure, comprehensibility, and helping reflection. Overall, the project aimed to promote skills for career-planning and reducing dropout rates among youth.
This document summarizes a project meeting for the "Every Trainee Matters" pilot training program. The meeting took place in Athens on April 26-27, 2012 and evaluated the training process. Key topics discussed included the target group analysis, learning objectives, training models used, roles in the training process, training activities, and trainee evaluations of the training process. The training program aimed to help adult learners acquire knowledge on vocational education, training, and e-team management through various training methods and activities.
E Learning in Medical Education.E-learning (or eLearning) is the use of electronic media, educational technology and information and communication technologies (ICT) in education. E-learning includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underlie many e-learning processes
This document presents a conceptual framework for an online interactive module to teach computer programming courses. The framework is based on Mayer's learning model and includes three dimensions: materials to be learned, presentation methods, and learning strategies. The materials include concepts, techniques, simulations, and other multimedia. Presentation methods consider how content is delivered, such as through lectures, student interaction, or asynchronous learning. Learning strategies involve cooperative learning, e-learning, brainstorming, and problem-solving approaches. The framework is intended to address challenges in traditional teaching methods and better prepare students for computer-focused careers.
METIS D3.4: Final workshops packages: workshops for different educational lev...METIS-project
This deliverable is the final version of the METIS workshop package. It includes
• a meta-design for METIS workshops that provides a flexible reusable structure so that workshops can be customised to meet different needs ,
• a description of the rationale and pedagogical methodology on which the meta-design is based
• guidance for instantiating the meta-design in different contexts
and
• example workshop packages based on the meta-design for three different educational sectors.
This document provides educators with a basis for delivering workshops about using the ILDE to support effective learning design. To create and run a workshop suitable for your own context, please proceed in the following way. Firstly, consider the meta-design; then choose one of the example workshop packages closest to your context; finally, use the guidelines to adapt it for your needs.
Integrative Learning Design Framework for online learningDaniela Gachago
The Integrative Learning Design Framework (ILDF) is a constructivist-based model for developing online learning. It consists of 4 phases: 1) Exploration of learner needs, context, theories and strategies; 2) Enactment by selecting technologies to address instructional challenges; 3) Evaluation through formative and summative assessments; and 4) Reflection on lessons learned to improve future designs. The goal is to systematically create interventions that meet learner needs through the perspectives of all stakeholders in the design process.
Institutional Research at Capilano University created Camtasia videos to explain Program Learning Outcomes in response to accreditation requirements. Feedback indicated faculty confusion around defining outcomes, so three videos were created: 1) defining outcomes, 2) selecting assessment tools, and 3) evaluating student work with rubrics. Screencasts provide an effective way to demonstrate processes and are quick to produce. They support flexible learning and enhance engagement compared to traditional materials like textbooks.
This document provides details for a course on Technology in Education. The course aims to help students understand how technology can enhance learning and prepare them for future jobs. It will cover topics like the concepts, principles, and historical developments of technology in education. The course is one semester long and will use a variety of teaching methods like lectures, tutorials, presentations, and gamified learning. Students will be assessed through an online exam, quizzes, coursework in the form of an ePortfolio, and a class presentation. Upon completing the course, students will be able to discuss key concepts and advances in educational technology and how it benefits students.
Impact and Opportunity of OER - A DOL TAACCCT Case StudyPaul_Stacey
The document discusses opportunities for open educational resources (OER) through the Trade Adjustment Assistance Community College and Career Training (TAACCCT) grants from the Department of Labor. It notes that TAACCCT grants totaling $2 billion over 4 years aim to prepare workers for high-skill jobs and require all materials be openly licensed. This represents the largest OER initiative. Services are described to help grantees meet requirements around licensing, accessibility, online learning, and using data for continuous improvement. Examples of consortium projects and an OER course development process are also provided.
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 • CPD: Reflection, Action and Evidence- Validated DIT
(Jen Harvey and Noel Fitzpatrick)
DEVELOPMENT (APD)
The APD subgroup met in the Dublin Institute of Technology (DIT)
The Learning and Teaching in Higher Education
on the 28th of May, the main topic for discussion was how the
Module will be piloted and evaluated in Athlone
combination of special purpose awards could be combined to
Institute of Technology and in Dun Laoghaire Institute
meet the learning outcomes of a PG Cert in Learning and
of Art, Design & Technology beginning in September
Teaching at third level(Level 9). DIT is now in the final process of
2009. It is hoped that in September 2009 the Enquiry
validating two supplementary 5 ECTS modules which could be
Based Learning Module will be piloted in
combined with the special purpose awards to create or match a
Blanchardstown Institute of Technology, the
30 ECTS award at level 9. For the coming academic year these
Research Methods will be piloted in IT Sligo and, if
two 5 ECTS modules, CPD in Higher Education: Personal
validated in this academic year, the Technology
Development Planning and CPD in Higher Education: Reflection,
Enhanced Learning Module will be piloted and
Action and Evidence, could be piloted and evaluated along side
evaluated in Limerick Institute of Technology. Along
the special purpose awards. The content and format of these two
side the piloting of these modules the short course 5
new modules is being reviewed and discussed by the member of
ECT module in Personal Development Planning will
the APD subgroup. In line with the blended learning approach
be piloted for those staff who wish to avail of the
used for the special purpose awards these 5 ECTS modules
overall programme award.
participants will have access to online elements and discussion
boards to support them throughout the programmes.
The collaborative nature of the design and
development of these modules has been one of the
The main focus in developing the overall framework for Academic
key successes of the Learning Innovation Network as
Professional Development (figure below) is to give flexibility to the
a cross institutional collaboratively funded activity.
courses available to staff, academics could either take the stand
The collaboration will now move to the
alone special purpose award or if they so wish combine the
implementation of these programmes where it is
awards to gain a PG Cert in Learning and Teaching at third level,
hoped that the expertise from the different institutes
through one of the partner institutions. A pilot study to be initially
can be shared reciprocally for the development of the
conducted in DIT.
module content and also for the delivery of the
modules.
The following table summarizes the current status of the awards:
A special thanks to all the members of the subgroup
• Assessment and Evaluation - WIT (Anne Jordan/Marion who have contributed to the lively discussions and
Palmer) helped in the developed of this sustainable model of
• Learning and Teaching in Higher Education - Validated AIT Academic Professional Development. The members
(Nuala Harding) are: Dr. Jen Harvey (DIT), Dr. John Wall (WIT), Dr.
• Mentoring - WIT (John Wall/ Sean Moran) Liam Boyle (LIT), Dr. Etain Kiely (IT Sligo), Dr.
• Engaging in Educational Research Practice - Validated IT Sligo Stephen Cassidy (CIT), Marion Palmer (IADT),
(Etain Kiely) Rosemary Cooper (IT Tallaght), Nuala Harding (AIT),
• Formative Assessment and Feedback - IT Carlow (Anne Dr. Averil Meehan(LYIT), Hugh McCabe (ITB), Anne
Carpenter) Validation in Junction with DIT Carpenter (Carlow IT), Dr. Attracta Brennan
• Technology Enhanced Learning - LIT (Liam Boyle) (GMIT/LIN) and Dr. Noel Fitzpatrick (DIT/LIN).
• Enquiry Based Learning - Validated ITB (Hugh McCabe) If you would like further information about these
• PD : Personal Development Planning – Validated DIT (Jen Harvey programmes please do not hesitate to contact Dr.
and Noel Fitzpatrick) Noel Fitzpatrick
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3. LIN PORTAL
Under the Tab entitled 'Tools', the category 'Learning Tools'
includes;
1. Character Stroke Recorder - Character Stroke Recorder is
a language learning tool designed to help students
reading, writing and using multi-byte based characters.
(http://www.learningtools.arts.ubc.ca/stroke.htm)
2. Image Annotation - Built on Gallery, the Image Annotation
Tool (beta) allows instructors to upload images and quickly
create text boxes referring to parts of a diagram, painting,
or photo. The tool will provide a link to the annotated
image which can then be distributed to students.
(http://www.learningtools.arts.ubc.ca/annotation.htm)
3. Interactive Video / Transcript Viewer or IVT - The IVT
provides a new way for viewing text and video
simultaneously, for navigating archives easily, and for RECOMMENDED READ
searching easily for specific words and passages.
(http://fnsp.arts.ubc.ca/projects/IVT/)
4. Language Pronunciation and Comprehension Learning "What the Best College Teachers
Tool (LPCLT) - The Language Pronunciation and Do. Cambridge", by Ken Bain, MA:
Comprehension Learning Tool (LPCLT) is a revolutionary Harvard University Press, 2004.
linguistics toolkit designed to enhance a student's Recommended by Anne Carpenter, IT Carlow
comprehension and pronunciation of a particular language.
(http://www.learningtools.arts.ubc.ca/pronunciation.htm) One of the most lively, humorous, touching and
5. Multimedia Learning Object Authoring Tool - This tool helpful books on college teaching ever published.
enables content experts to easily combine video, audio, Ken Bain draws from years of experience directing
images and texts into one synchronized learning object. the Center for Teaching Excellence at NYU and other
(http://www.learningtools.arts.ubc.ca/mloat.htm) teaching centers. He has a very broad and deep
6. Pachyderm Presentation to VUE Converter - The understanding of what the best teachers do.
Pachyderm Presentation to VUE Converter is a tool that
extracts concept mapping information from a Pachyderm http://www.amazon.com/What-Best-College-
presentation, then converts them into one Visual Teachers-Do/dp/0674013255
Understanding Environment (VUE) file to help Pachyderm
users to understand the architecture and contents of the
presentation in depth.
(http://www.learningtools.arts.ubc.ca/pachy2vue.htm) RECOMMENDED READ
7. Timeline Tool - The timeline tool is a web based learning
object template which allows an instructor to quickly
construct an interactive timeline with audio and visual “Rethinking Assessment in Higher
effects. The finished timeline can serve as a re-useable Education: Learning for the Longer Term", by
learning object which can be easily distributed and shared David Boud (Editor), Nancy Falchikov
over the web. This learning object template is built in Recommended by Anne Carpenter, IT Carlow
Flash, PHP and XML.
(http://www.learningtools.arts.ubc.ca/timeline.htm) This book revisits assessment in higher education,
8. Vocabulary memorization platform - This vocabulary examining it from the point of view of what
memorization platform is designed to help students assessment does and can do and argues that
memorizing the spelling of words from having fun playing a assessment should be seen as an act of informing
series games. The dictionary database behind the game is judgement and proposes a way of integrating
built on instructor's input. On the web, instructors can teaching, learning and assessment to better prepare
quickly set up a dictionary database by entering the new students for a lifetime of learning. It is essential
words with corresponding translation to be learned in a reading for practitioners and policy makers in higher
lecture and this database then be instantly plugged into the education institutions in different countries, as well as
online game series for students to play with.( for educational development and institutional
http://www.learningtools.arts.ubc.ca/vocab.htm) research practitioners.
For more information on the portal, please contact http://www.allbookstores.com/author/nancy_falchikov.
attracta.brennan@gmit.ie html
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4. ‘EYE’ on IADT
• To benchmark our provision against best practice
IADT MISSION STATEMENT nationally and internationally
Dun Laoghaire Institute of Art Design and Technology IADT • To enhance and strengthen the quality assurance
has a vision to be at the forefront of teaching, research and systems with extended participation from academia and
innovation at the convergence of the arts, technology and industry
enterprise and to contribute to Ireland’s development as a
creative knowledge economy. Our mission is to sustain and IADT AND LIN
enhance our reputation as the college of preferred choice in
IADT is represented by Marion Palmer, at meetings of the
our areas of specialisation. This is achieved by providing
LIN Steering Group and on the LIN Academic Professional
professional and industry relevant programmes, innovative
Development (APD) Sub Group.
approaches to teaching, learning and assessment and by
This year IADT has had two LIN workshops. Community
engaging in research, enterprise development and innovation.
based learning/Service learning and the curriculum was
IADT has three schools – the School of Business and
led by Dr Josephine Boland of NUIG. Communicate with
Humanities, the School of Creative Arts and the School of
Conviction, Commitment and Control: Learn to use your
Creative Technologies. The School of Business and
voice effectively for teaching purpose was led by Dr
Humanities has programmes in enterprise and
Carmel O’Sullivan of TCD. Both workshops were well
entrepreneurship, business and arts management and English,
attended by staff from across the Institute.
media and cultural studies. The School runs the Institute’s
foundation programme. The School of Creative Arts has
programmes in animation, film photography, model-making, TEACHING AND LEARNING AT IADT
design for stage and screen, visual arts practices, and visual IADT is committed in principle and practice to the
communications. The School of Creative Technologies has achievement of equity of access, to increased participation
programmes in applied psychology, multimedia programming and improved retention and progression rates for all our
and audio visual media technology. At postgraduate level there learners.
are programmes in broadcast production for radio and The Institute aims to help students to reach their potential
television, cultural event management, cyberpsychology, digital through the provision of a supportive, vibrant and
media, public culture studies, screenwriting and visual arts challenging learning environment. All staffs are involved in
practices. the construction of this learning environment. All students
are valued equally during their learning journey with IADT.
IADT STRATEGIC PLAN Accordingly the curriculum, teaching and learning and
assessment at IADT are centred on the student. Policies
Creating Futures IADT Strategic Plan 2008-2012 has a range
are pursued in the area of learning and teaching which
of objectives on teaching learning and assessment including:
promote the increasingly international and culturally
• To deliver a quality reflective curriculum that readily
diverse nature of IADT.
engages with the changing opportunities of the 21st century
The Learning, Teaching and Assessment Strategy
• To prepare students to meet and exceed the needs of enables IADT to review and enhance learning, teaching
enterprise, community and public service, and assessment across the Institute. It considers IADT’s
mission and places it in the context of higher education. It
• To use educational media to support learning, embodies the values that are fundamental to IADT and
reflects the three pillars of enterprise, creativity and
• To continually develop and test learning and teaching technology. The strategy outlines the philosophy of
strategies which meet the needs and opportunities learning, teaching and assessment at IADT. The Learning
presented by diverse learning groups, emergent Teaching and Assessment strategy was developed by the
technologies and evolving cultures Teaching and Learning Committee, sub-committee of
Academic Council. The IADT Learning, Teaching and
• To offer our curriculum to a range of learners on and off Assessment strategy was adopted by Governing Body in
campus via flexible delivery modes September 2008 for a period of two years. Implementation
has taken place during the year.
• To equip students with the tools to become self-directed
and reflective lifelong learners
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5. ‘EYE’ on IADT
Celebrating student work is a key feature of learning and Lecturers can use the VLE to deliver course material,
teaching at IADT. The School of Creative Arts holds an annual while students can access course content, communicate
exhibition each June. This year the graduates exhibit their work with lecturers, and classmates, as well as participating in
from 4 June and the exhibition is open to the public from 5 to 11 online assessments and evaluations.
June.
For more information see IADT took part in the multi-institution survey on VLEs led
http://www.iadt.ie/en/InformationAbout/NewsEvents/Title,1647,e by NAIRTL in 2008 and again in 2009. For more
n.html. information on the survey please see
http://www.nairtl.ie/index.php?pageID=118.
The School of Creative Technologies holds an annual There are five HEA/SIF projects relevant to teaching and
showcase of student work each May. An overview of the learning in IADT– NDLR, LIN, NAIRTL, DRHEA and
graduates’ work can be seen at http://www.iadtprojects.com/. IOTI/DIT Flexible Learning. They are supporting the wide
range of activities across the Institute. There is a retention
Learning and teaching at IADT is supported in a range of ways. project in the School of Creative Technologies.
Two committees of Academic Council focus on student learning
and staff development in different ways. The Teaching and Institute Committees
Learning Committee is chaired by Marion Palmer Head of The Teaching and Learning Committee provides guidance
Department of Learning Sciences. The Quality Enhancement to Academic Council on learning, teaching and
Committee is chaired by Dr Paula Gilligan Head of Department assessment. It aims to enhance the quality of learning,
of Humanities. Both committees have membership from across teaching and assessment across the Institute by providing
the Institute. academic leadership for the continued development of
excellence in academic practice. We aim to ensure that
The eLearning Steering Group supports the implementation of teaching at IADT is research informed.
Blackboard in the Institute and advises the Teaching and The Teaching and Learning Committee is committed to:
Learning Committee on issues such as first Year ICT • Reviewing existing practice in teaching, learning and
proficiency and learning resources. assessment and draw from all the disciplines in the
Institute
The Access Office and the Access Working Group have
developed the Institute Equal Access and Participation Strategy
• Principles of universal design
and work with students and Institute staff to achieve these
important aims and objectives. As part of the strategy a
• Disseminating best practice within specific fields of
Teaching in a cross-cultural environment seminar was held in
May. Assistive Technology is available through the Access enquiry by investigating teaching and learning
Office for students and is supported by the Assistive strategies
Technology Officer.
• Advising on staff training and development and co-
The Writing and Research Skills Service WRSS work with ordinating and leading teaching and learning efforts
students and staff to enable students to learn. It provides across the Institute
general support through weekly seminars on study skills and
individual support to students as needed. • Linking to wider teaching, learning and assessment
The Library and ICT are key areas for learning and teaching initiatives internally and externally
and play a full role in enabling students to learn. The Library
focuses on information skills and supporting learners to be
• Developing the scholarship of teaching at IADT
critical users of information for learning. ICT supports and
enables Blackboard. Blackboard is IADT’s course management
system also known as a Virtual Learning Environment (VLE). It
provides online course delivery and e-learning, and it is used by
staff and students alike.
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6. ‘EYE’ on IADT
This year the sub-committee has focused on the These seminars are led by IADT staff and open to all
implementation of the IADT Learning, Teaching and staff. The seminars are managed by Mary Anne O’Carroll
Assessment Strategy and it has reviewed the Institute the Staff Training Learning and Development Officer.
plagiarism and APEL/RPL policies. There are weekly Blackboard workshops led by Muiris
O’Grady the eLearning Projects Officer. There has been a
Further information on the Teaching and Learning Sub- Brown Bag lunch on service learning presented by
committee is available at Hannah Barton.
http://www.iadt.ie/en/InformationAbout/TeachingandLearning/.
In April 2009 there was a symposium on film and
The Quality Enhancement Committee aims: education filmsense; this one day event explored the
1. To provide guidance to Academic Council on issues of relationship between film as a technical medium,
quality pedagogy and creativity. It was a joint event of the
National Film School, IADT and the Graduate School of
2. To provide a forum for reviewing quality processes and Creative Arts and Media
procedures http://www.iadt.ie/en/InformationAbout/NewsEvents/Thefil
e,1628,en.pdf. IADT staff presented papers on film and
3. To audit functions of the academic quality systems of education and chaired sessions as well as attending the
the Institute. For example external examiners reports, symposium. The symposium was organised by Dr Elaine
program board reports, etc, have been reviewed to Sisson Gradcam fellow at IADT.
ensure compliance with standards. Another approach taken is to develop the scholarship of
teaching through attending and presenting about learning
4. To monitor the review cycles within IADT to ensure and teaching at IADT at conferences. Membership of
compliance (DA review, Programmatic Reviews, ILTA, AISHE and EDIN is encouraged. Marion Palmer is
Quality Manual Reviews etc. chair of EDIN the Educational Developers of Ireland
network for 2009-2010. This year staffs have attended
5. To review good practice for third level institutions and
other similar organizations. • PBL Summer School, UCD, June 2008
• AISHE Annual conference* August 2008
ACADEMIC PROFESSIONAL
DEVELOPMENT • NDLR ISCOP Launch, DIT September 2008
One of the aims of IADT Learning, Teaching and Assessment
Strategy is to encourage all staff to develop their scholarship of • SIF Continue Workshops, ITT Dublin, September
teaching by undertaking professional development in the field of 2008
education. This is done in a variety of ways. Induction is held
annually for new staff in September. Attendance at accredited -Improving Student Retention & Progression
learning and teaching certificate and diploma programmes is
-Effective Teaching
supported for individual staff across the schools, for example
the DIT Postgraduate Certificate in Third Level Learning and • Emerging Pedagogies Conference, Griffith College
Teaching. Dublin, September 2008
In addition to the LIN seminars this year there has been a local
programme of seminars on topics such as Assessment, • Learning Innovations Network 1st Annual
Feedback, Classroom management, Plagiarism, Reading and Conference*, Athlone, October 2008
writing learning outcomes and Providing Feedback and
Managing Student Grade Expectations. nd
• Challenging Assumptions NAIRTL 2 Annual
These seminars are led by IADT staff and open to all staff. The Conference on Teaching & Learning in Higher
seminars are managed by Mary Anne O’Carroll the Staff Education, WIT, November 2008
Training Learning and Development Officer. There are weekly
Blackboard workshops led by Muiris O’Grady the eLearning • NDLR Second Annual Symposium, UCD,
Projects Officer. There has been a Brown Bag lunch on service December 2008
learning presented by Hannah Barton.
• Online Educa conference, Berlin, December 2008
• HETAC Educating for Entrepreneurship
Conference, Dublin Castle, February 2009
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7. ‘EYE’ on IADT
• CLTAD Virtual Worlds in Art Education, London, March 2. New Learning Spaces: First Year Fine Art site-
2009 specific project work using online mapping tools for
reflection and critique; and the creation of a visual
• AHEAD Round Table Symposium on A Charter for Inclusive dynamic archive of project work completed off
Teaching & Learning in Higher Education, Royal Hospital campus. Laurence Riddell, Lynda Devenney
Kilmainham, April 2009 3. Uptake and usage of Virtual Learning Environments:
Findings from a multi institutional student usage
• The First Year Curriculum - strategies to enhance retention survey Robert Cosgrave UCC, Theresa Logan-
LIN Conference, DIT, may 2009 Phelan TCD, Marion Palmer IADT, Nuala Harding
AIT, Margaret Phelan ITT Dublin, Willie Ward LIT,
• Annual Elearning Conference, TCD, May 2009
Claire McAvinia NUIM, Angelica Risquez UL, Fiona
• EdTech 2009, NCI, May 2009 O’Riordan Griffith College, Noreen Vaughan LIT,
Tom Farrelly IT Tralee.
4. DRHEA eLearning Network of Excellence Muiris
O’Grady (poster and presentation).
The following presentations have been made:
AISHE Conference NUI Maynooth August 2008 There has been a publication on teaching and learning by
1. The Entrepreneurial Eco System: - What is it and does it Institute staff. Palmer, M. and
have a role to play in undergraduate entrepreneurship Heagney, C. (2008) Reflections on Conversations as a
Catalyst for Change 2003-2007. In Higgs, B. and McCarthy,
education? Conor Heagney, Therese Moylan, Orla Byrne
M., Emerging Issues II The Changing Roles and Identities of
2. IADT and WebCT (Blackboard) Finally Blended? Barry Teachers and Learners in Higher Education. Cork: NAIRTL.
McIntyre
LIN First Annual Conference Athlone October 2008 Research into learning and teaching is encouraged.
1. Exploring Teaching in Institutes of Technology Marion Marion Palmer has been researching teaching in the
Palmer Institutes of Technology as part of doctoral research.
2. Helping Students do the Business Orla Byrne, Conor
Barry McIntyre researched the use of Blackboard in
Heagney, Barry McIntyre, John Montayne, Michael Murphy
IADT as part of his master’s research. Teaching in
– winner of conference poster prize
specific disciplines/practices is the focus of some study.
HEAnet National Networking Conference Kilkenny
November 2008 Staff presented papers on the teaching of psychology at
1. Creating Futures – working at the convergence of arts, the Psychology Learning and Teaching conference in
technology and enterprise at IADT Marion Palmer Bath in July 2008.
For further information on learning and teaching at
HETAC Educating for Entrepreneurship Conference Dublin IADT please contact Marion Palmer
Castle February 2009 marion.palmer@iadt.ie.
1. Linking Theory & Entrepreneurial Practice: An Irish Case
Study Catherine Rossiter, Orla Byrne, Catherine Cronin IADT (2008a). Creating Futures IADT Strategic
Plan 2008-2012. Retrieved 27 May 2009 from
http://www.iadt.ie/en/InformationAbout/Corporate/Strategy/.
EdTech 2009 NCI,
IADT (2008b). Learning, Teaching and Assessment
Dublin May 2009
Strategy 2008-2010. Retrieved 27 May 2009 from
1. Exploring wikis through an assessment task – reflections
http://www.iadt.ie/en/InformationAbout/TeachingandLearning/
and resistance from practice Marion Palmer, Hannah ntStrategy/.
Barton, Grainne Kirwan IADT (2009). Equal Access and Participation Policy.
8. age 5
EDU Showcasw at IT Sligo
Page 6
81 staff at IT Sligo participated in the Educational
Development Unit, showcase which was opened by
Professor Terri Scott.
The showcase featured presentations from;
Deirdre Scott – who enabled staff to reflect and take stock
of their teaching experiences for the year. She achieved
this through the use of personal development planning
templates which she uses with undergraduate learners.
Oliver Joyce – who demonstrated the use of Clickers in
fostering interactivity in large group environments with
interactive clickers.
Maeliosa O’ Brien and Jimmy Treacy – on “Assess your
assessments”. Participants were asked to discuss their
assessment strategies.
John Gaffney - on “Making students think”.
Blaithin McGrath and the Occupational Health and Safety
team – on how interdisciplinary Science lecturers team
teach.
Cathy O Kelly and Lisa Dunne – who described large group
project based learning in Business
Eamonn Price – who presented the learners wind turbines
and described how modules in first year engineering are
integrated using this project.
Please go to : http://eduspace.weebly.com/staff-show-
case-review-09.html
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FOR YOUR DIARY Many may believe that subject knowledge is all that is
needed to teach effectively, and they are quick to
9. dismiss as irrelevant any material on pedagogy that they
LIN cannot immediately connect to their disciplines.
Presenting an effective teaching workshop to faculty in
A collaboration between : LIN, EDIN, Shannon
technical fields requires answering these questions:
Consortium, NDLR, AISHE, Flexible Learning
Project and the Student Led Curriculum Reform How can I design and promote a workshop that will
Collaboration Project are limited. To reserve your attract substantial numbers of participants?
place on this How can I select content that is relevant to the
Monday, September 14th, Hospitality Building, AIT, Athlone learning interests and needs of the participants,
(9:30am – 5:30pm) especially when those interests and needs may vary and
Tuesday, September 15th, Hospitality Building, AIT, Athlone I cannot be sure in advance what they are?
(9:30am – 1:00pm) What can I do to make the workshop instructive and
enjoyable? How can I get the participants actively
involved? What mistakes should I avoid?
‘Effective College Teaching’ by Dr. Richard What problems might arise before and during the
Felder & Dr. Rebecca Brent workshop (logistical problems associated with
scheduling and registration, time management, difficult
The 'Effective College Teaching' workshop provides tools and participants, equipment failure, etc.)? How should I deal
strategies for lecturers to make their classes more effective. with them?
Topics addressed include the following:
NOTE : Attendance is free. Whilst this workshop is open
• How do students learn? How do teachers teach? What goes to EDIN and non EDIN members, members of EDIN are
wrong in the process? however given first preference for places. When you are
• How do I plan a course? What can I do in the first week to booking, please indicate whether or not you are a
get it off to a good start? member of EDIN. To book; contact LIN@GMIT.ie
• What do I need to do to be an effective lecturer?
• How can I get students actively involved in learning, even if For more information on LIN workshops, please go to;
there are 200 in the class? http://www.lin-ireland.com/index.php?title=Workshops
• What are inductive teaching methods (inquiry, problem-
based learning,...) How well do they work? Why should I use
them?
• How can I assess learning and skill development? How can Other
I design tests that are both rigorous and fair? 'New Perspectives on Internationalisation: Enhancing the
• What are common student problems and problem students? Student Experience' taking place on 12 Jun 2009 at the
How can I deal with them? Roxburghe Hotel, Edinburgh., Scotland (free).
http://www.heacademy.ac.uk/
NOTE : Whilst attendance is free, places are very limited on events/detail/
this workshop and will be assigned on a first come first 12_June_2009_New_Perspectives_on_Internationalisation
served basis. However, when you are booking, please refer
to the organisation/s to which you belong; EDIN, AISHE,
NDLR, Shannon Consortium, Flexible Learning and/or Thursday, October 15th, The Sheraton Hotel, Athlone
Student Led Learning.
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To book; contact LIN@GMIT.ie
LIN 2009 Page 6
Tuesday, September 15th, Hospitality Building, AIT, Athlone ‘Motivating Learners through Creative Approaches
(2:00pm – 5:30pm) to Assessment’
‘Instructional Development by Dr. Richard LIN is pleased to welcome Professor John Biggs and
Professor Ranald Macdonald as our keynote speakers.
Felder & Dr. Rebecca Brent
Professor Biggs developed the SOLO taxonomy for
As anyone who has attempted to present a seminar or assessing the quality of learning outcomes, and also
workshop on teaching to faculty members in science, developed the model of constructive alignment for
mathematics, or engineering knows, the participants at such designing teaching and assessment.
programs may not all be warmly receptive. Professor Ranald Macdonald is Professor of Academic
Development, Head of Strategic Development at
Sheffield Hallam University.
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10. As the key feature of LIN 2009 is the provision of assessment
strategies and tools that can be immediately shared and
implemented by participants in their own teaching practice, LIN’S BELIEVE IT OR NOT!!!!
LIN 2009 will have the following themes;
Gloomy days are good for the brain! Bad weather
o Theme 1 : Integrating Formative Assessment in Course sharpens the memory and improves our recall,
Design psychologists say. Professor Joe Forgas, who led the
o Theme 2 : Assessment and the 1st Year Curriculum research, said: 'It seems counter-intuitive but a little bit of
o Theme 3 : Project Based Assessment sadness is a good thing. People performed much better
Attendance at this conference is free. To reserve your on our memory test when the weather was unpleasant
place, please contact LIN@gmit.ie and they were in a slightly negative mood. On bright
sunny days, when they were more likely to be happy and
carefree, they flunked it.' But those who feel in a good
OTHER mood because it's a sunny day are able to remember
Monday, June 22nd – Friday, June 26th - DIT less well, according to memory tests carried out by
Australian researchers.
7th DIT eLearning Summer School 2009
CONTACT US
Interested in eLearning? Interested in strategies which will
help you and your staff to make the most of current thinking
and technologies? Plans for this year's event are almost Dr. Attracta Brennan,
finalised and an outline programme for the week is now LIN Project Coordinator,
available at http://ltt.dit.ie/lttc/workshops- T: 091-742150,
events/elearningsummerschool/pdf/2009_programme.pdf E: Attracta.brennan@gmit.ie
The focus this year is “Get Flexible: Moving to an Online Dr. Noel Fitzpatrick,
Environment” and it's expected that participants will complete LIN Learning Development Officer,
the week with the basic elements of an online module in T: 01-4027882,
place. E: Noel.Fitzpatrick@dit.ie
Booking is available at Yvonne Healy,
http://ltt.dit.ie/lttc/forms/form_registration_training.html or call LIN Administrator,
(01) 4027866 for further information. A charge of €395 T: 01-742154
applies for non-DIT staff. E: yvonne.healy@gmit.ie
LIN PICKS
LIN
CITIDEL NEWSLETTER
Computing and Information Technology Interactive Digital EDITOR
Educational Library – this is a repository of Computer
Science education and research materials Dr. Attracta Brennan
W : http://www.citidel.org/
TECHNOLOGY ENHANCED LEARNING ENVIRONMENTS
Technology enhanced learning environments refers to the
specialist area that encompasses virtual and physical
technology enhanced learning environments (incorporating Page 7
physical learning spaces, institutional virtual learning
environments, personalised learning environments and
mobile and immersive learning environments).
W:http://www.jisc.ac.uk/whatwedo/themes/elearning/tele.aspx
QUOTABLE QUOTES
Peacefully
The quiet stars came out, one after one;
The holy twilight fell upon the sea,
The summer day was done - Celia Thaxter
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