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 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 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.
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.
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 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 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 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 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.
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.
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 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 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 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.
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.
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.
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 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.
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 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.
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.
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 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.
Vicki Davis and Julie Lindsay shared pedagogy and projects to do with Flat Classroom and global collaboration. Included updates from Flat Classroom Projects and Flat Classroom Conference and Live Events Inc.
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.
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 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.
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.
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 provides an introduction to the chapter on design methodologies for CALL courseware projects. It synthesizes responses from contributors on how they conducted needs analyses and determined their didactic approaches. Key points discussed include the importance of valid needs analysis, pedagogical priorities over technology, and the relationship between content and media. The introduction also reflects on long-standing issues in CALL design such as linear vs. hypermedia learning and the drive for "design neutrality".
NPTEL is India's National Programme on Technology Enhanced Learning, a joint initiative of IITs and IISc that provides online courses and resources. It offers over 990 online courses across engineering, sciences, and humanities that are available for free on its website. The courses include video lectures, study materials, and both self-paced and certification programs. NPTEL aims to enhance the quality of engineering education in India and make educational resources accessible to anyone online. It has seen significant usage with over 240 million page views and 40-50 GB of daily downloads.
California Learning Center (CLC), established at 2006 United Arab of Emirates, We have been the forefront of the Vocational Education and Training industry in the UAE.
The document outlines the distinctive features of the SEN Initiative 2008-09 teacher training program. It describes two elements: 1) taught sessions that draw on practitioner expertise and electronic resources; and 2) placements including a special school placement and paired classroom placements to develop skills. It discusses the positive impact on new teachers in gaining understanding of individual student needs, learning difficulties, and effective teaching strategies. It also describes a cluster activity to embed special educational needs training across institutions and the goals of developing inclusive teaching practices.
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.
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.
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.
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 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.
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 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.
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.
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 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.
Vicki Davis and Julie Lindsay shared pedagogy and projects to do with Flat Classroom and global collaboration. Included updates from Flat Classroom Projects and Flat Classroom Conference and Live Events Inc.
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.
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 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.
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.
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 provides an introduction to the chapter on design methodologies for CALL courseware projects. It synthesizes responses from contributors on how they conducted needs analyses and determined their didactic approaches. Key points discussed include the importance of valid needs analysis, pedagogical priorities over technology, and the relationship between content and media. The introduction also reflects on long-standing issues in CALL design such as linear vs. hypermedia learning and the drive for "design neutrality".
NPTEL is India's National Programme on Technology Enhanced Learning, a joint initiative of IITs and IISc that provides online courses and resources. It offers over 990 online courses across engineering, sciences, and humanities that are available for free on its website. The courses include video lectures, study materials, and both self-paced and certification programs. NPTEL aims to enhance the quality of engineering education in India and make educational resources accessible to anyone online. It has seen significant usage with over 240 million page views and 40-50 GB of daily downloads.
California Learning Center (CLC), established at 2006 United Arab of Emirates, We have been the forefront of the Vocational Education and Training industry in the UAE.
The document outlines the distinctive features of the SEN Initiative 2008-09 teacher training program. It describes two elements: 1) taught sessions that draw on practitioner expertise and electronic resources; and 2) placements including a special school placement and paired classroom placements to develop skills. It discusses the positive impact on new teachers in gaining understanding of individual student needs, learning difficulties, and effective teaching strategies. It also describes a cluster activity to embed special educational needs training across institutions and the goals of developing inclusive teaching practices.
Exploration of reflection results in 'valuing learning'sitelinioti
This document discusses reflection and recognition of prior learning (RPL). It describes how RPL requires learners to reflect on past experiences to document learning for assessment. Focus groups found reflection difficult but identified tools like journals and feedback to help. A "Valuing Learning" site was created to prompt learners to actively document achievements over time, supporting lifelong learning and RPL. The site encourages staff contributions and links to promote open support for lifelong learning. Documenting experiences as they occur outside formal education helps build competencies over a lifetime.
Information Literacy In Higher EducationKavita Rao
Information Literacy in Higher Education: A Revolution in Learning.Paper presented In International Conference on “e-Resources in Higher education: Issues, Developments, Opportunities and Challenges” held on 19-20 February 2010.
This document proposes a new infrastructure for professional learning and development (PLD) across New Zealand's compulsory education sector. It recommends establishing a National Professional Learning Centre within the Ministry of Education to oversee PLD. The Centre would be governed by a board including stakeholders and experts, and managed by Ministry and sector personnel. It would design PLD based on evidence and data, provide curriculum support, accredit external personnel, and conduct research. The goal is to support schools and teachers in engaging in ongoing, evidence-informed inquiry to improve student outcomes through developing teaching practices. Both internal and external expertise would work together to effectively deliver PLD.
Flipped Classroom A Concept for Engaging Nursing Students in Learningijtsrd
The document discusses the flipped classroom model of teaching nursing students. It defines a flipped classroom as introducing students to content at home through pre-class videos or readings, then using class time for active learning activities. The goals are to enhance learning and develop critical thinking skills. Benefits include freeing up class time for interactions. Challenges include ensuring students complete pre-class work and adapting to an active learning model. The document provides guidance on planning flipped classes, including recommended pre-class, in-class, and post-class activities and assessments.
Introduction to the higher education academyjodiewinner
The Higher Education Academy (HEA) is the national body that works to improve learning and teaching in UK higher education. It recognizes and rewards excellent teaching, funds research on best practices, and helps institutions implement policies and programs to address sector challenges like student satisfaction, employability, internationalization, and retention. The HEA provides services like accrediting professional development programs, supporting individuals' career-long learning, facilitating institutional changes, and offering consultancy. It addresses key issues facing higher education through national conferences, workshops, online resources, and change programs implemented at institutions.
Dr. Debbie Donsky has over 25 years of experience in education as a teacher, vice-principal, principal, and administrator. She currently serves as the Principal of Learning Design & Development and the Arts for the York Region District School Board, where she helps develop the board's Modern Learning Strategy. Throughout her career, she has advocated for inclusive practices and ensuring all learners' diverse needs are understood and addressed. She holds a Doctorate in Education from the University of Toronto and has published on topics of equity, inclusion, and personalized learning.
The Wellington Loop is a regional cluster in its third year providing professional development for teachers. It aims to inform school leaders about ICT's potential to improve learning and outcomes. The Loop visits principals and develops strategic plans. Research models discussed include frameworks for Maori advancement, educational leadership, and effective professional development. The collaborative pathway seeks to create a total picture through cooperation. Integrated action recognizes multiple education players and interconnected impacts. Effective professional development twice impacts student outcomes. Teachers are becoming early adopters of new pedagogies through Loop events and projects.
This document discusses insights from international work on innovative learning environments. It outlines the rationale for focusing on learning and innovation in 21st century knowledge societies. It then describes several projects conducted by the OECD on this topic, including analyzing learning research and case studies of innovative learning environments. The document proposes seven principles that innovative learning environments should follow, such as making learning central and ensuring learning is social and collaborative. It presents a framework for innovative learning environments that involves innovating elements like learner and teacher profiles, resources, content, and pedagogical approaches through flexible groupings and timing. Leadership and continuous redesign are important to effectively implement innovations.
This document discusses the Adult Learning Network (ALN) process, which involves principals and deputy principals participating in continuous professional development to improve their schools. Over 50% of schools have participated in the ALN, where leaders work through an action learning process to address an issue in their school. They receive feedback from others and develop a plan to enact changes. Participants found benefits like confidence building, exposure to best practices, and reassurance about leadership direction. The success of the ALN process is attributed to engagement of leaders, focusing on needs of individual schools, and building collaboration around teaching and learning.
The document discusses the process of transforming a school's curriculum from 2007 to 2010 and beyond. It outlines six critical components needed to successfully lead change: clear educational values and beliefs, a strong professional community, promoting high standards, sustained professional development, partnerships with community organizations, and a systematic planning process. The school is learning to work collaboratively and introduce thinking skills and strategies. An integrated curriculum is envisioned that builds on existing work and focuses on key competencies, big concepts, and connecting learning across areas. Next steps include developing curriculum teams to research learning areas and facilitate professional learning sessions.
Flex-ing our pedagogical muscles: locating change in the ‘matrix of complexit...Chrissi Nerantzi
This document outlines a session at the SEDA Spring Teaching, Learning and Assessment Conference in 2014. The session will explore a large-scale change project within the complexities of institutions and theories of education. It will also examine flexible professional development for academics and explore opportunities for collaboration. Delegates will gain insight into managing change and locating it within the "matrix of complexity", as well as exploring flexible continuing professional development models for higher education professionals.
Keynote presentation for the National Colloquium on Professional Learning Communities organized by the Department of Basic Education (DBE) - South Africa
Insights from international work on innovative learning environmentsEduSkills OECD
This document summarizes a presentation given by Marco Kools of the OECD on insights from international work on innovative learning environments. It discusses how learning and innovation are essential in knowledge societies. It describes several OECD projects exploring the nature of learning, innovative learning environment case studies, and strategies for implementing and sustaining educational change. Key findings include the importance of learner-centered principles, innovating the core elements of teaching and learning, and using technology to enhance collaboration and personalization.
Sharing open educational practices in digital learningAngelica Risquez
This document provides an agenda for a workshop on sharing open education practices using technology in higher education (SHOUT4HE). The agenda includes spotlight presentations from various speakers on topics related to digital education, digital capabilities, and open educational practices. It also outlines an interactive activity where participants will use the SHOUT4HE recognition framework to reflect on their teaching practices with technology and share videos in small groups. The goal is to discuss approaches to teaching with technology and inspire each other's practices through an open sharing of ideas.
Government in Finland see schools and teachers as key to promoting sustainable development and educating future generations on its importance. Teachers are responsible for developing curricula that integrate these themes and work with agencies on initiatives. Sustainable development is written into standards and teacher training, and schools take a whole-school approach, collaborating with families and businesses. Finland trusts and supports teachers greatly, requiring advanced degrees and giving freedom in curriculum. Both Finland and Scotland emphasize education for sustainable development through interdisciplinary, whole-school means adapted to each local context.
Challenges & opportunities for academic developers working with international...SEDA
This document summarizes several international collaborative partnerships involving academic developers at the University of Roehampton. It discusses challenges such as understanding budgets, language barriers, and cultural differences. It provides examples of partnerships including research projects in various European countries, initiatives in India and Lebanon to develop teaching standards, and student exchange programs. The document emphasizes reflecting on one's own practices when working internationally and gaining insights into other educational contexts and student experiences.
What are the formative benefits of e portfolioskatrina1980
This document discusses the formative benefits of eportfolios. It begins by introducing formative assessment and how eportfolios can support this approach. It then discusses how the New Zealand curriculum, formative assessment, and eportfolios are related. The research methodology is explained as a case study of two primary school classes implementing eportfolios. Key findings from teacher and student perspectives are that eportfolios help students know what they are learning, know the next steps, and reflect on their learning. The conclusion is that eportfolios support formative assessment by actively involving students in understanding goals and criteria, self-assessment, giving and receiving feedback, and setting goals for improvement.
The Sutton Trust's Best in Class Summit - April 2016Sir Peter Lampl
The summit report summarizes the proceedings of the Best in Class summit held in London on March 9, 2016. Key discussions focused on improving teacher recruitment and retention, getting experienced teachers into disadvantaged schools, and developing teachers through professional networks and what works evidence. 10 policy ideas were proposed, including better housing support for teachers, cutting unnecessary work, and incentivizing independent schools to partner with state schools.
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 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 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. Headlines
New Venue for LIN 2011
LIN Conference 2011—Registration Open—http://lin2011.eventbrite.com/
Eye on WIT
LIN Conference 2011—NEW VENUE
There has been a change of venue for the 2011 LIN conference. The event will now In this issue:
be held in the Ashling Hotel in Dublin on Thursday 27th of October. For venue de-
tails visit www.ashlinghotel.ie.
LIN Conference 2011—Register NOW Headlines 1
Enhancing the Learning The conference keynote Ann Heelan from AHEAD
Experience: Learning for speaker is Douglas Tho- (www.ahead.ie) will run a
an Unknown Future mas and his talk is Culti- workshop on the diversity LIN 2011 NEW 1
(Barnett, 2004). vating the Imagination in theme entitled Inclusive Venue
Registration to attend thisa World of Constant Strategies in Education:
year’s conference is now Change: Learning Strate- College is back, are you
open with Eventbrite at gies for an Unknown Fu- ready to include students LIN 2011 Regis- 1
http:// ture. For more informa- with disabilities? The tration
lin2011.eventbrite.com/ tion on the keynote workshop on the first year
speaker visit theme will focus on the
The Learning Innovations www.douglasthomas.co successful PAL (Peer As- Eye on WIT 2
4th Annual Conference m sisted Learning) project
takes place in The Ashling that was run in AIT and
Hotel in Dublin on Thurs- The conference promises GMIT and the third work-
day 27 October 2011. The to be an interesting and shop will focus on aca-
conference theme is En- enjoyable event for all demic staff development Events 7
hancing the Learning Ex- attendees. Following the and look at how the LIN
perience: Learning for an keynote address there model provides accredited
Unknown Future (Barnett, will be eight presenta- training for academic staff.
2004) and there are three tions in each of the three
sub themes: subthemes, three work- Attendance at this confer-
The first year experience shops and a number of ence is free.
Diversity of the learner poster sessions and net-
experience working opportunities For further information on
Staff development for throughout the day. the conference visit
learning / Innovation in www.lin.ie
teaching and learning
2. ON WIT
Waterford Institute of Technology (WIT) has over 10,000 students and 1000 staff and offers tuition and research
programmes in various areas from Higher Certificate to Degree to PhD.
Focus on the School of Education and Professional Development
The School of Education & Profes- lifelong learning and community plays a key role in debates on edu-
sional Development, offers an excit- studies and an extensive part time cation policy and practice in Ireland,
ing and diverse range of courses, evening programme. many staff in the School work in
from postgraduate teacher educa- The School is also a leading re- international settings and the
tion to adult education; under- search centre, with an extensive School has a vibrant community of
graduate, Masters and PhD pro- range of national and international international postgraduate stu-
grammes; specialist programmes in partnerships. While the School dents.
work-based learning, management,
Connecting with schools – the School of Excellence Award Initiative
In 2010, WIT’s School of Education aged to reflect on Classroom Man- ideas and good practice across the
launched the School of Excellence agement: Team Teaching within spectrum of primary schools in the
Award (SEA) initiative this year in their own school, conduct a SWOT region.
conjunction with the Waterford, analysis and develop a plan for en-
Wexford and Kilkenny Education hancing both in their school. On successful completion of the
Centres. The aims of the School of It was viewed by participants as an SEA project, participating schools
Excellence Award are to: excellent initiative because it pro- were awarded an SEA certificate by
Promote and recognise vided a unique forum for schools to Dr. John Wall, Head of School of
schools committed to excel- network and collaborate on a com- Education, at an awards ceremony
lence in the region; mon theme. on Friday April 8th. It is intended
Promote reflective practice that the SEA will be awarded on an
amongst teachers and The value of networking was obvi- annual basis.
schools; ous as participants shared their
Strengthen links between
schools in the region and
WIT’s School of Education
and Professional Develop-
ment;
Create a network of teachers
in the region who are com-
mitted to their ongoing CPD;
Celebrate their success.
In 2010/11, twenty five primary
schools from Wicklow, Carlow, Kil-
kenny, Wexford, Waterford and
South Tipperary participated in the
initiative. The theme for the School
Excellence Awards 2010/11
was Classroom Management: Team Photo: Participants in the SEA initiative pictured with Dr. John Wall,
Teaching. Participants were encour- Head of School, and Dr. Orison Carlile of the School of Education at the
April awards ceremony.
Page 2 September/October 2011
3. Re-connecting with graduates – the Teaching Matters Colloquium
On Saturday 5th March 2011, the Glenstal Abbey, Aine Lawlor, CEO of of learning. Dr. Hederman stressed
School of Education held its inaugu- the Teaching Council of Ireland and the importance of Creative teachers
ral ‘Teaching Matters’ Research Col- Dr. Anne Looney, CEA of the Na- making creative classrooms which,
loquium was held at WIT. This collo- tional Council for Curriculum and in turn, make for creative children.
quium offered successful graduates Assessment. Aine Lawlor outlined
of the MA in Teaching & Learning, the importance of the Teaching It is planned to host an Education
MA in Management in Education Council in ensuring that the teach- Research Conference at WIT, based
and the MSc in Primary Science ing profession upholds the highest on the success of this inaugural
Education the opportunity to pre- standards of professionalism while event on an annual basis.
sent their research findings to an Dr. Looney addressed current chal-
audience of their peers in the field lenges with respect to assessment
of education.
The central themes of the collo-
quium included:
Mentoring
Assessment
Reflective Practice
Student Support
Education Management
Emerging Technologies
The aim of the colloquium was to
profile current research in the field
of Education undertaken by teach-
ers across the spectrum of primary,
secondary and third level educa-
tion. With over 100 delegates, pre-
dominantly teachers in primary and
secondary education, it served as a
celebration of teaching research
and the continuing professional Photo: Dr John Wall, Head of School of Education, Ms Mary Fenton,
development of teachers in Ireland. Head of Department, Adult & Continuing Education, Dr Mark Patrick
Key note speakers included Dr. Hederman, Abbot of Glenstal Abbey, Dr Orison Carlile, School of Educa-
Mark Patrick Hederman, Abbot of tion attending the Teaching Matters Research Colloquium.
Focus on Teaching and Learning
WIT has always placed a strong em- approaches to teaching in order to approaches being taken here, the
phasis on teaching and learning ensure the optimal learning experi- following examples, drawn from the
and, throughout the institution, ence for an ever-changing student School of Business, give a flavour of
individual lecturers and lecturing body. While it would be impossible the work being done at WIT.
teams are constantly adapting their to do justice to all of the innovative
Volume 2 Issue 1 Page 3
4. Changing the way we do things in the classroom – innovative ap-
proaches to teaching and learning
Using Problem-Based Learning in a sations, students are encouraged to their own learning and to develop
Module on Leadership in Organisa- think and act like managers and core skill-sets to effectively partici-
tions during this process, they learn pate and progress in business. Ac-
about leadership. Results have tive in-class participation involves
In an attempt to enhance student been positive with high attendance students in various activities and
engagement in the learning proc- and participation rates at PBL work- assignments facilitating develop-
ess, improve knowledge retention shops, an increased awareness and ment and honing of those skills
and encourage students to develop understanding of the leadership (inter alia: project- and time-
their own leadership capabilities, literature, and evidence of peer management; business research;
Business lecturer Anne Sweeney on tutoring within student groups. group-work; brainstorming; mind-
leadership on the Bachelor of Busi- mapping; discussion and study
ness Year 3 programme at WIT now groups; critical thinking; reflective
delivers her course on leadership Supporting the Transition to Third- learning). Group-work critically in-
on the Bachelor of Business Studies Level Business Education – the tegrates students sooner and bet-
Year 3 programme using a Problem ‘Business Learning and Practice’ ter, improving self-confidence and
Based Learning (PBL) approach. Module. course engagement.
Synchronous modules in Econom-
The adoption of a more experiential Delivered by lecturers Darrin Taylor ics, Accounting, Management, and
approach to learning was an at- and Mabel McManus to students Professional Written Communica-
tempt to move beyond typical on a Level 6 and a Level pro- tions enable students apply them-
learning outcomes to convey gramme, Business Learning & Prac- selves in project management,
knowledge and develop critical tice orients first-year students to study skills, and exam preparation.
thinking, and is intended to provide higher-level education, enabling A dedicated ICT lab-hour facilitates
students with concrete experiences engagement with the Institute, real-time planning and fulfilment of
to develop their capabilities in ar- School, Courses, Lecturers, and projects; and Moodle (WIT’s virtual
eas like team leadership, problem- Classmates. learning environment) is actively
solving and information literacy. By Students are engaged in a non- utilised as a delivery as well as sub-
focusing on problems that real lecture format wherein and em- mission medium.
managers encounter in real organi- powered to take responsibility for
Enhancement of the Student Experience through Innovation
The 2011 award for the Enhance- the projects or approaches pre-
ment of the Student Experience sented The first-year experience;
through Innovation went to the Have achieved the aim of the Assessment and student feed-
staff of the Research Support Unit. award scheme; back;
Have demonstrated innovative Innovation in curricula, learning
This award, an initiative of the WIT practice in design, delivery, as- and teaching, including knowl-
Quality Office, is open to all – ad- sessment and/or support of stu- edge transfer;
ministrative, technical as well as dent learning; Flexible learning and teaching;
academic staff - and aims to recog- Have benefited learners and col- Services supporting student
nise, reward and share innovative leagues; learning;
practices by WIT staff that have en- Are or can be sustainable and of Innovation in the management,
hanced the student learning experi- benefit to a wider range of learn- administration and student/staff
ence at the Institute. ers across the Institute; support aspects of the learning
Have contributed to achieving environment;
Individual and groups submit post- the strategic aims of the School Innovative enabling systems in
ers showing innovations in practice or service and of the Institute. the learning environment;
that they have designed and imple- Projects submitted for this award Transfer of discipline-specific
mented. In evaluating the posters, have focused on a wide range of knowledge and generic skills to
the judging panel considers how areas including: students.
Page 4 September/October 2011
5. Exemplifying Excellence – WIT’s Annual Excellence Awards
WIT annually presents awards to encouragement to students to innovative use of materials.
staff members who have demon- participate in appropriate pro- In 2011, Excellence in Teaching
strated excellence in teaching or in fessional activities; Awards were presented to Business
postgraduate supervision, as well as enthusiasm for, and commitment lecturer Colette Kirwan and Com-
to individuals or teams who have to, mentorship and pastoral care puting lecturer Brendan Lyng by
introduced innovations to enhance of students; WIT’s Acting President Mr. Tony
the student experience. assistance given in furthering stu- McFeely at an awards ceremony
Excellence in Teaching dent’ careers and encouraging attended by many colleagues as
The annual award for Excellence in external/internal collaborations; well as families and friends.
Teaching aims to recognise, encour- training and supervision, including Further information on the Excel-
age and reward sustained excel- contributions to departmental and lence Awards is available from Suz-
lence in teaching. In making the WIT-wide education programs; anne Kiely in the Development Of-
award, the judging panel interviews development of materials, tools fice, Neil Quinlan in the Quality Of-
nominated lecturers and considers and techniques for teaching of fice or Siobhan Harkin in the Strate-
the performance of nominees in a students;
gic Research Projects Office.
range of areas including:
current teaching activities;
ability to select or develop ap-
propriate teaching strategies
and implement them effectively;
scholarship in teaching
participation in professional
development activities,
contributions to the literature
on teaching,
research into aspects of
teaching,
descriptions of steps taken to
evaluate and improve teach-
ing,
Focus on Postgraduate Education
Blazing a new trail – WIT’s School of Education launches FLAME
(Flexible Learning MA in Education)
In time for the academic year 2011- sultation with key stakeholders in commit to their continuing profes-
2012, the School of Education and education both regionally and na- sional development. The Masters in
Professional Development has tionally. Education adds to the School of Edu-
launched a new taught postgraduate The course offers modules dealing cation’s portfolio of postgraduate
course, a Flexible Learning Masters with contemporary aspects of edu- courses, which offers relevant post-
in Education. This new course offers cation, which will appeal to a broad graduate opportunities (Level 9
education professionals a flexible group of education professionals. courses) to teachers, lecturers,
route to a Level 9 postgraduate Participants will gain a range of trainers and education professionals
qualification by allowing them to theoretical and practical approaches in the South East region.
choose modules which match their to education, and can choose from a For further information, please con-
professional interests and practice. range of modules appropriate to tact the Postgraduate Administrator,
The programme is aimed at profes- their professional and personal in- School of Education and Profes-
sionals across the spectrum of edu- terests. sional Development, WIT, College
cation and training, and is designed The philosophy of WIT’s School of Street Campus, Waterford. Tel. +353
to meet the diversity of their educa- Education and Professional Develop-
(0) 51 302 225,email pgace@wit.ie.
tional roles. The need for this ment is to encourage students to
course was identified through con- become reflective practitioners and
Volume 2 Issue 1 Page 5
6. National Recognition for Innovative Technology Engineering
Programme
One of WIT’s newest postgraduate Pharmaceutical, Green Technol-
programmes received national rec- ogy, Information and Communi-
ognition in 2011, when the MSC in cations Technology, New Busi-
Innovative Technology Engineering ness Development and Aca-
was received the Postgradireland demic Research sectors. WIT
Postgraduate Course of the Year – can boast nearly a 100% record
Engineering Award 2011. The award of course graduates gaining em-
was received on behalf of WIT by ployment in these sectors.
course leader, Dr. Austin Coffey, at The awards are voted for by stu-
a ceremony in the Mansion House, dents and judged by an inde-
Dublin. pendent panel of industry ex-
The MSc in Innovative Technology perts. The Engineering Award
Engineering degree aims to produce this year was adjudicated by the
graduates with strong skills in criti- professional body, Engineers
cal thinking and with the creative Ireland. In making their decision
attitude necessary to instigate fu- the judges place employability
ture developments in their chosen at the very top of their criteria.
engineering specialisation. The
course cements a link between en- Further information about the Photo: Dr. Austin Coffey receiving the
gineering and science, giving gradu- MSc in Innovative Technology award on behalf of WIT from Alec
ates the technical and professional Engineering can be found on at McAllister, Engineers Ireland, at the
abilities to succeed in high value www.wit.ie/innovate. awards ceremony in Dublin.
sectors such as Medical Devices,
Breaking new ground in Business – the Doctorate of Business
Administration (DBA)
The Doctorate of Business Admini- research workshops and a cumula- stitution as they undertake inde-
stration offered by the School of tive paper series coupled with inde- pendent research at an advanced
Business at WIT is the first of its pendent research and virtual liai- level and seek to make a significant
kind in an Institute of Technology son, thus maintaining a balance be- contribution to knowledge and pro-
and the first credit-based DBA to be tween peer-learning and self-led fessional practice through the
offered in Ireland. The programme learning within the programme, evaluation of business management
focuses on the skills required to while guiding the candidate structures, contexts and processes.
contribute to the enrichment of through the doctoral process.
trans-disciplinary professional prac- The next intake for this bi-annual
tice in management, and to lead Offered as a natural progression programme is September 2012. For
organisations facing a complex from an MBA or equivalent Mas- further information, please contact
global business environment. ters, senior executives in manage- Dr Felicity Kelliher, DBA Programme
ment roles combine workplace and Leader, WIT (fkelliher@wit.ie).
Based on an innovative design, the professional engagement with the
DBA incorporates professional and scholarly rigour of an academic in-
Page 6 September/October 2011
7. Events
Seminar:
How can student success be promoted through the use of Peer Mentoring?
This seminar will launch the empirical research findings of a three year study into the role played by Peer
Mentoring in promoting a smooth transition to university and in combating student attrition in the first
year of Higher Education.
The seminar will launch valuable tools that may be utilised by colleagues wishing to set up their own Peer
Mentoring Programme. Such tools will include:
The Seminar is being hosted by Dr Robin Clark & Dr Jane Andrews, Engineering Education Research
Group, Aston University on 3rd November 2011 from 0930 –1530 in collaboration with research partners.
To book a place or for further details contact:
Dr Jane Andrews, j.e.andrews@aston.ac.uk
The fourth Annual Edition of ICERI2011 (4th International Conference of Education, Research and Innova-
tion) will be held in Madrid (Spain) on the 14th, 15th and 16th of November, 2011. The general aim of
the conference is to promote international collaboration in Education and Research in all educational
fields and disciplines.
INNOVATION 12 Conference IADT February 1st - 4th 2012. Visit http://interaction12.ixda.org/home/ for
more details.
Learning by Developing - New Ways to Learn
Conference on Creativity in Higher Education
May 8th – 11th 2012 in Finland
Tracks
a) How to learn creativity
www.lin.ie
b) How to teach creativity
c) Creative management in a Higher Education Institution
d) Developing a creative region
http://lbdconference.laurea.fi
Page 7 September/October 2011