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Table of Contents
Foreword ....................................................................................................... iii
General Information ...................................................................................... iv
Conference Programme ................................................................................. vi
Keynote Speaker ............................................................................................. 1
Workshops - Table of Presenters .................................................................... 2
Sub-theme 1 – First Year Experience – Table of Authors ................................. 7
Sub-theme 1 – First Year Experience – Abstracts ............................................................................... 8

Sub-theme 2 – Diversity of the Learner Experience – Table of Authors ......... 13
Sub-theme 2 – Diversity of the Learner Experience – Abstracts ...................................................... 14

Sub-theme 3 – Staff development for Learning/Innovation in Teaching and
Learning – Table of Authors .......................................................................... 19
Sub-theme 3 – Staff development for Learning/Innovation in Teaching and Learning – Abstracts 20

Posters – Table of Authors ............................................................................ 25
Posters – Abstracts ........................................................................................................................... 26

ii

Foreword

Welcome to the 4th Annual Learning Innovation Network (LIN) Conference in the
Ashling Hotel in Dublin. LIN is the flagship teaching and learning initiative for the
institutes of technology (IoT) sector in Ireland and is managed by the LIN Co-
ordination Group, supported by Institutes of Technology Ireland (IOTI). LIN aims
to disseminate and promote best practice and innovation in teaching and learning
at sectoral level. It is in the area of academic professional development (APD) that
LIN has made its most distinctive contribution. Within the last year LIN has had a
number of milestone achievements, the validation of the postgraduate diploma in
Learning, Teaching and Assessment being chief among those achievements. This programme will be
formally launched at the conference this year. LIN operates as a collaboration project between
thirteen Institutes of Technology and Dublin Institute of Technology. The seminal contribution and
ongoing support of DIT for this initiative from the outset must be acknowledged at this time. This
has been instrumental in making LIN the success it is today. Within participating institutes, members
of staff from a wide range of academic departments and students’ support services complete LIN
programmes. Therefore LIN has established itself as an inter-departmental as well as an inter-
institutional project.

We anticipate the conference will provide much opportunity to share experiences and discuss
developments and innovations in the provision of a quality higher education to an ever more diverse
student body. We hope that you find the conference beneficial to your professional practice, that
the material presented will assist you in meeting the challenges of Enhancing the Learning
Experience and that you have the opportunity to meet and form new networks with colleagues from
across the sector who face similar challenges.

Best Wishes,

Dr. Richard Thorn
Director of Flexible Learning, IOTI
National Higher Education Strategy Project Manager, HEA

iii

General Information

CONFERENCE THEME
Enhancing the Learning Experience: Learning for an Unknown Future (Barnett, 2004)1

SUB-THEMES
The first year experience
Diversity of the learner experience
Staff development for learning / Innovation in teaching and learning

ABOUT THE CONFERENCE ORGANISERS
LIN - The Learning Innovation Network - was established in 2007 with the aim of 'working
collaboratively to enhance Learning and Teaching in Institutes of Technology’. The project was a
three year collaborative project between the thirteen Irish Institutes of Technology and Dublin
Institute of Technology. Funded by the Strategic Innovation Fund (Cycle 1) LIN received the highest
possible rating from the Gordon Davis SIF review. As a result, LIN has secured further funding to
sustain its activities under the auspices of the SIF 2 Flexible Learning project. LIN’s priority is the
provision and support of Academic Professional Development (APD) opportunities within the sector
and we recently validated the modular Postgraduate Diploma in Learning Teaching and Assessment.
LIN is run by the LIN Co-ordination Group and each institute has a LIN contact. The LIN contacts are
listed in the table below.

Contact Institute
Nuala Harding Athlone Institute of Technology
Daniel McSweeney Institute of Technology Blanchardstown
Anne Carpenter Institute of Technology Carlow
Stephen Cassidy Cork Institute of Technology
Jen Harvey Dublin Institute of Technology
John Dallat Dundalk Institute of Technology
Mary Anne O’Carroll Dun Laoghaire Institute of Art, Design and Technology
Aedin O’hEocha & Carina Ginty Galway-Mayo Institute of Technology
Denis McFadden Letterkenny Institute of Technology
Terry Twomey Limerick Institute of Technology
Stephanie Donegan Institute of Technology Sligo
Rose Cooper Institute of Technology Tallaght, Dublin
Brid McElligott Institute of Technology Tralee
Carol O’Byrne & John Wall Waterford Institute of Technology
Niamh Rushe LIN Co-ordinator – IOTI
Marion Palmer Chair of the LIN Co-ordination Group

ABSTRACT REVIEWERS
We wish to thank the following abstract reviewers who participated in the selection process for the
papers and posters of the Annual Conference.

Catherine Bruen Trinity College Dublin
Rosemary Cooper Institute of Technology Tallaght, Dublin
Paul Gormley National University of Ireland, Galway

1
Barnett, R. (2004) Learning for an Unknown Future. Higher Education Research and Development, 23 (3), pp.
247-260.
iv

Jen Harvey Dublin Institute of Technology
Valerie Mannix Waterford Institute of Technology
Daniel McSweeney Institute of Technology, Blanchardstown
Carol O’Byrne Waterford Institute of Technology
Kevin O’Rourke Dublin Institute of Technology
Marion Palmer Dun Laoghaire Institute of Art, Design and Technology
Ruth Pilkington University of Central Lancashire
Brendan Ryder Dundalk Institute of Technology

CATERING
Lunch and refreshments will be provided throughout the day.

RECORDING
Link to conference presentations will be on www.lin.ie

WI-FI ACCESS
Access for Ashling Hotel Wi-Fi: ashling150

TWITTER UPDATES
Follow updates from the conference on Twitter using #LIN2011

v

Conference Programme

vi

Keynote Speaker
Douglas Thomas has been a professor at the Annenberg School for
Communication and Journalism at the University of Southern California since
1993. He is the author or editor of five books, including his most recent work
A New Culture of Learning: Cultivating the Imagination for a World of
Constant Change (with co-author John Seely Brown). During his time at USC,
he has focused his research on radical cultures of learning at the intersections
of technology and culture, beginning with the underground worlds of
computer hackers and virus writers. He has studied the open source
programming community as well as a decade long ethnographic research
project of the culture learning in and around computer games.

In addition to studying gamers and gamer culture, Professor Thomas worked with colleagues at USC
and Indiana University to design and produce two educational video games as well: The Redistricting
Game (with Chris Swain, USC) that allowed players to understand and analyse the inner workings of
political redistricting and gerrymandering and Modern Prometheus (with Sasha Barab, IU), an
interactive retelling of Mary Shelley’s Frankenstein, which helped students understand and analyse
ethical decision making in the world of technology and science. His research has been supported by
the MacArthur Foundation, the Lounsbery Foundation, and the Annenberg Center at USC, and
focuses on the transformation of learning, knowledge, education and global civic engagement in the
digital age. He is founding editor of Games & Culture: A Journal of Interactive Media, a quarterly
international journal that aims to publish innovative theoretical and empirical research about games
and culture within the context of interactive media.

His books include: Hacking Culture (University of Minnesota Press, 2002), a study of the cultural,
social, and political dimensions of computer hacking, Reading Nietzsche Rhetorically (Guilford Press,
1998), an examination of the role of representation in the philosophy of Friedrich Nietzsche,
Technological Visions: The Hopes and Fears that Shape New Technologies (with Marita Sturken and
Sandra Ball-Rokeach, Temple UP, 2004) and Cybercrime: Law Enforcement, Security and Surveillance
in the Information Age (with Brian D. Loader; Routledge, 2000. His current projects include Power,
Play, and Performance: Studying Virtual Worlds, an examination of player culture and community in
massively multiplayer online games and Play and Politics: Games, Civic Engagement, and Social
Activism.
www.douglasthomas.com

1

Workshops - Table of Presenters

Workshop Theme Presenters Title
First Year Experience Nuala Harding AIT Learning Enhancement through Peer to Peer
Carina Ginty GMIT Support
Diversity of the Learner Ann Heelan AHEAD Inclusive Strategies in Education. College is
Experience back, are you ready to include students with
disabilities?
Staff Development for Jen Harvey DIT Academic Professional Development within
Learning/Innovation in Marion Palmer IADT the LIN framework: Collaborative Planning for
Teaching and learning Liam Boyle a shared future.

2

Learning Enhancement through Peer to Peer Support

1
Nuala Harding, 2Carina Ginty
1
Athlone Institute of Technology
2
Galway-Mayo Institute of Technology

This workshop will introduce participants to the peer assisted learning programme which has been
developed in partner institutes, Athlone Institute of Technology and Galway-Mayo Institute of
Technology. Participants will be introduced to effective strategies by student leaders. There will be
an opportunity to consider and engage with active learning strategies used in peer to peer learning
which assist the development of attributes such as creative thinking, problem-solving and ability to
work in teams. Although designed for first years to support their transition to higher education,
these strategies can be used in a variety of contexts, both formal and informal. The workshop will be
underpinned by relevant literature relating to promoting a deep approach to learning, active
learning and supporting the first year experience. In addition, the awarding of academic credit for
the leadership role will be outlined, including the development of a fit for purpose assessment
strategy for the leadership module.

Key words
Active learning strategies, peer to peer learning, first year experience, leadership module.

Nuala Harding
Nuala Harding is Learning and Teaching Co-ordinator in the Athlone Institute of
Technology (AIT) in Ireland. A graduate of St Angela’s College of Education,
Nuala was appointed lecturer in the School of Humanities at Athlone Institute of
Technology in 2000. She holds a Bachelor of Education (Hons) and was awarded
a Postgraduate Diploma in Third Level Learning and Teaching in 2004 and an
M.A in Third Level Learning and Teaching in 2007 from the Dublin Institute of
Technology.

Nuala is responsible for the activities of the AIT Learning and Teaching Unit, including the
implementation of the LIN Postgraduate Diploma in Learning Teaching and Assessment. The L&T
Unit is dedicated to the support and advancement of learning, teaching and assessment in the
institute. Nuala has recently been involved in two national research projects funded by the Higher
Education Authority. The Learning innovation project was the development of learning, teaching and
assessment practice among academic staff across the institutes of technology sector and has led to
the collaborative design of a postgraduate award in learning teaching and assessment which offers
participants a flexible development pathway tailored to suit professional needs. The Student Led
Learning Project involved the development and implementation of a peer assisted learning
programme to assist first years in transition which also allows peer leaders gain academic credit for
their role. This programme has the potential to become a model for use in institutes of higher
education in Ireland.

Nuala has published book chapters for the Irish Learning Innovation Network (LIN) and in the AISHE-J
journal and has presented papers and workshops at national and international conferences. She is
currently the chair of the Educational Developers of Ireland Network (EDIN).

3

Carina Ginty
Dr. Carina Ginty is currently the Schools Liaison Officer at Galway-Mayo
Institute of Technology (GMIT) in Ireland. From 2008-2011, Carina managed a
€2 million strategic innovation fund, national higher education project for
GMIT, titled Student Led Learning, in collaboration with AIT (Athlone Institute
of Technology) and Curriculum Reform in collaboration with NUIG (National
University of Ireland, Galway). Project outputs included the design and
implementation of a peer assisted learning programme to support the
transition to 3rd level education and a leadership module which enables student leaders to gain
academic credit for their role. Other outputs include a civic engagement module and service learning
training toolkit; a new learning at 3rd level module to support first years; a student leadership
training programme and a range of other initiatives to develop best practice in learning, teaching
and assessment at GMIT and partner institutes, AIT and the National University of Ireland, Galway.

Prior to her SIF role, Carina lectured on a range of business programmes at GMIT from 2004-2008,
and from 1996-2008 Carina held a number of roles in the private sector, as a marketing manager and
a business consultant on various change management projects for information communication
technology companies. In addition, Carina was responsible for the development of a national
educational programme titled the “Ocean Adventure Schools Programme” to support the Volvo
World Ocean Race 2008-2009. This educational programme was aimed at first and second level
students across Ireland (26,000 students took part).

Carina Ginty holds a Ph.D. and a BBS (Hons) degree from GMIT, a Postgraduate Diploma in Public
Relations from the Public Relations Institute of Ireland and postgraduate learning and teaching
module awards in Learning Technologies and Civic Engagement from NUIG. She is currently
undertaking an MLitt in Education with NUIG. Her research study is titled “Supporting the first year
experience in higher education; impact on student engagement and on academic practice”.

Carina has presented at national and international conferences and written numerous papers in the
area of peer assisted learning and the first year experience; the impact of experiential learning
programmes; and the socio-economic impact of the marine tourism business sector.

4

LIN Workshop: Inclusive Strategies in Education. College is back, are you
ready to include students with disabilities?
Ann Heelan

AHEAD, www.ahead.ie

If you have one student who uses assistive technology or many who use a range of different
accommodations, you want to be prepared.

This workshop will give you the confidence and practical tips to confidently include students with
disabilities on your courses and will cover areas such as taking a universal approach to course design,
making your documents accessible and structured group work.

It aims to highlight the effective practices that when embedded into mainstream teaching and
learning benefit all students, not just students with disabilities. It is highly inter-active using a range
of multi-media, case studies, information on inclusive teaching strategies and a demonstration of
assistive technology.

Ann Heelan

AHEAD the Association of Higher Education Access and Disability, is
the national centre of expertise on inclusive Education.

Ann Heelan, BA, H. DIP. Masters in Education, Training and
Development, is Executive Director of AHEAD. Originally a teacher
she worked in the Dundalk Institute of Technology and in Further
education in the UK. She is committed to promoting the rights and
abilities of students with disabilities and to facilitate professional staff in becoming more inclusive in
their practice by sharing practical know-how and expertise. AHEAD also works with employers to
share practical information about how flexible recruitment and selection strategies can create a
diverse work environment.

5

Academic Professional Development within the LIN
framework: Collaborative Planning for a shared future
1
Marion Palmer, 2Jen Harvey, Liam Boyle
1
Dun Laoghaire Institute of Art, Design and Technology
2
Dublin Institute of Technology

The workshop aims to encourage participants to reflect upon their professional role as academics
within their working context.

The group will begin by considering the professional skills and competencies that are required to be
a competent lecturer within Irish HE. Using these agreed set of professional competencies,
individuals will reflect upon their own professional skills and identify areas for personal professional
growth. Linking in to potential learning opportunities that are currently available, participants will
then identify personal goals for their own professional development. As a group we will finish by
exploring ways in which we might build upon and share knowledge and expertise within the LIN
community.

Dr Marion Palmer is Head of Department of Learning Sciences at IADT and chair of the
Teaching and Learning Committee. Marion is a member of the Council of the Higher
Education and Training Awards Council (HETAC) and was awarded a doctorate in
education at Queen’s University Belfast on teaching in Institutes of Technology.
Marion was a founder member of WITS Women in Technology and Science and was
chair of the Educational Developers in Ireland Network (EDIN) 2009-2011 and chair of
the LIN Co-ordination Group.

Dr Jen Harvey is currently the Head of the Learning, Teaching and Technology Centre
(LTTC) of the Dublin Institute of Technology. The LTTC provides a range of academic
development and support for staff involved in third level teaching, including a suite of
Postgraduate Programmes. Before moving to Dublin she worked as an Implementation
Consultant for the LTDI, a SHEFC-funded project based in ICBL, Heriot Watt University,
Edinburgh. Jen has been involved in a number of local and national collaborative
Strategic Innovation Projects, including the Learning Innovation Network. In addition
to her interest in using assessment and feedback to support learning, current research interests
relate to the use of technology to support learning, student assessment strategies, practitioner
based evaluations and Communities of Practice.

Dr Liam Boyle is a Teaching and Learning Specialist based in Galway. He has produced
staff development courses for FAS trainers, industry and community trainers and for
teaching staff in the Institutes of Technology.

6

Sub-theme 1 – First Year Experience – Table of Authors

Parallel session 1 (10.30-11.30)
Name Institute Title
Jeff Taylor Dublin Business School The evolving objectives of (business)
Conor Horan Dublin Institute of Technology education demand creativity be
championed in first year course design
Geraldine McDermott Athlone Institute of Social Media and/in Education- where do
Technology you stand?
Denis Cullinane Dun Laoghaire Institute of Art, Shared social video in higher education
Design and Technology blended business programmes

Frances Boylan Dublin Institute of Technology Action Accounting: supporting the first
Alice Luby year student
Tony Kiely
Rebecca Maughan
Rebecca Roper Dun Laoghaire Institute of Art, Reflection on Experiential Learning in
Design and Technology Ireland: First Year Case Study
Domhnall Sheridan Dublin Institute of Technology Seeking a New Level – an examination of
Michael Carr the factors that affect Level 7 first year
Anselm Griffin Engineering Students in DIT and the effect
Louis Bucciarelli Massachusetts Institute of of two initiatives on their learning
Technology experience

Leah Wallace Limerick Institute of Changing Minds: challenging student
Regina Kelly Technology attitudes to introductory physics
Elizabeth Noonan University College Dublin Integrating theory and practice: enhancing
Geraldine O’Neill assessment in the First Year

7

Sub-theme 1 – First Year Experience – Abstracts

The evolving objectives of (business) education demand creativity be
championed in first year course design
1
Jeff Taylor, 2Conor Horan
1
Dublin Business School
2

The objective of business education at third level proposes creativity and associated skills such as
curiosity, imagination, discovery, innovation and invention be placed at the forefront of the first year
experience (Torrance, 1977). As business education is increasingly conducted by authority rather
than creativity, students new to the college experience need to be challenged and encouraged to
engage in harnessing their creative potential.

This paper proposes that there is a need for renewed focus on first year course design, allowing for
greater freedom to explore business disciplines in their own self-directed manner.

Torrance (1977) lamented that non-examination student assessment tends to be evaluated for
correctness of methodology rather than in terms of originality, power, and worth of ideas developed
and tested. Naturally this assessment mentality indirectly encourages conformity amongst students,
a learning style cultivated at second level and continued through college education. This paper
proposes the cycle of conformity must be broken in first year in order to enhance the learning
experience by using the model outlined below in conjunction with the Research Skill Development
Framework.

This paper will outline a simple three-stage process for encouraging creativity through course design.
This three-stage process is before, during and after: Provide Opportunities for Creative Behaviour
(before); Develop Skills for Creative Learning (during); and Reward Creative Achievements (after).
The paper will show how this template should be considered during programmatic design and
reviews, with consideration to continuous assessment design, in order to allow course lecturers the
freedom to both design and reward continuous assessment with creative skills in mind.
• “Creativity in the Classroom: What research says to the teacher.” (1977) E. Paul Torrance.
National Education Association.
• “Commonly known, commonly not known, totally unknown: a framework for students
becoming researchers” (2007) Willison, John and O’Regan, Kerry; Higher Education Research &
Development;Vol. 26, No. 4, 393–409

Social Media and/in Education- where do you stand?
Geraldine McDermott


The journey of a thousand miles begins with just one step (Lao Tzu)
Choosing the most appropriate delivery method for his or her subject is one of the key decisions an
educator must make to maximize engagement and encourage deeper learning. Today, most
educators are aware of the value of online resources for learning and almost all Irish third-level
institutions have embraced the virtual learning environment as an additional portal for their
students. Equally, educators are engaging with the VLEs to promote both individual and
collaborative learning.

8

However, as different forms of social media continue to become part of our students’ daily lives,
should we go beyond our VLEs and engage with these channels? Is there a chance that the student
who fails to engage in a traditional setting will be more engaged if we use Facebook or Twitter or
Second Life? Do we need to bridge the gap between the digital native and the digital immigrant?

As part of the 10-credit module on Technology Enhanced Learning (a LIN APD module delivered in
AIT), participants were encouraged to consider what the use of social media channels could bring to
their disciplines. They kept a personal blog for the duration of the module to reflect on their
experiences, and engaged with online forum discussions and videos. They were exposed to a variety
of social media tools and invited to explore the potential of these tools with their students.

The results of a survey carried out amongst first-year students on the use of social media tools will
provide an interesting backdrop to this presentation, which aims to encourage a broader discussion
on how the growing sophistication of social media use in society could (and should) impact on
education.

Shared social video in higher education blended business programmes
Denis Gerard Cullinane


The term ‘Web 2.0’ was first used by O’Reilly Media as a means of capturing the evolution of the
web to what has also been called the ‘read/write web’ or ‘the social web’. ‘Web 2.0’ is used to
describe web applications and services such as blogs, wikis, social bookmarking/tagging, content
management and collaboration, social networking sites, virtual worlds and digital media sharing sites
such as Flickr and YouTube.

YouTube has been one of the most successful media sharing ‘Web 2.0’ sites since its inception in
April 2005. Although YouTube is primarily perceived as an entertainment video site, it has a growing
volume of educational video content posted by educators, students and professionals from all
sectors of business and education. It was this ever growing number of ‘educational videos’ on
YouTube and other video sharing sites like Vimeo, TED, and Blip TV that contributed to the impetus
for this study.

This paper describes a research study on the student experience of using shared social video content
in blended business programmes in higher education. A wide range of both professional and
amateur video content was used to introduce emerging Internet and new media applications and
technologies to business, enterprise and arts management students. All videos were from social
media video sharing sites such as YouTube, BlipTV, and TED. The videos were used extensively in the
classroom and online in a Virtual Learning Environment (VLE). The qualitative research was
conducted by informal 'in-situ' observations, face-to-face interviews and student reflective review
reports. The results of the study indicate student questioning of the educational value of using such
online shared video in a blended environment and point to the need for curriculum design
considerations and instructional strategies to provide ‘scaffolding’ to support the achievement of
student learning outcomes.

9

Action Accounting: supporting the first year student
Frances Boylan, Alice Luby, Tony Kiely, Rebecca Maughan


The ‘Action Accounting’ project is a DIT cross-faculty collaboration to design, develop and
disseminate learning materials to support first year students who have a module in financial
accounting. However, there is particular reference to students who find numeric content difficult to
grasp, and those registered with the disability service, including students with the specific learning
disorder, dyslexia. The project aims to provide an additional resource to help those who are more
likely to fail their examinations and drop out of the course.

Research shows that when technology is embedded into the learning and teaching process students
perform better, have a heightened satisfaction, and a more fulfilling experience, and, when
introduced as part of the curriculum in accounting studies in particular, has a positive impact on
academic performance. Encouraged by this, the project team decided to focus specifically on
designing interactive self-paced elearning materials that would reinforce concepts covered during
face-to-face lectures, and provide students with immediate help, feedback, and encouragement. It
was felt that this innovative and alternative approach would enhance the students’ learning
environment, increase the variety of learning conduits, accommodate different learning styles, and
potentially improve student retention. In addition to this, the significant increase in numbers of
disability students and access students have put additional pressure on student support services
who will be working in an environment dominated by budget cutbacks in the coming year and such
elearning materials could play a vital role in supporting students who may be facing a reduced level
of support due to budget cut backs. The interest in this project was such that DIT’s Learning Teaching
& Technology Centre, Disability Services, Community Links, School of Marketing and School of
Accounting and Finance, along with the National Academy for Integration of Research, Teaching and
Learning (NAIRTL), have all made funding available to make it happen.

Following many prototypes and pilot studies, the team designed software that allowed the creation
of a series of interactive real-life accounting scenarios. The software was built by
www.wedowebsites.ie, and the initial phase of the project is now finally complete with the first
round of the elearning materials being rolled out to all DIT’s first year financial accounting students
in September 2011. Many of these activities will also be available through the National Digital
Learning Resources repository (NDLR) for download.

This paper will give further details about this project and will show samples of the types of elearning
materials in question. It would be of interest to any financial accounting lecturers as well as to those
who are thinking of a similar project in a different discipline.

Reflection on Experiential Learning in Ireland: First Year Case Study
Rebecca Roper


Based on independent research conducted over a 5-year time period within first year students
embarking on Business and Arts Management studies, this paper makes the case that by
encouraging first year students to share and reflect upon their lived experience within a creative and
academic sphere, educators can monitor the changing complexion of perceived life in Ireland by
these students. In so doing, we can better inform our teaching to a more student-centred model
(Edwards, 2001). In keeping with Social Constructivism (Glasersfeld, 1999, Carlile and Jordan 2005)
10

this category of observational and reflective work early in higher level education serves to validate
lived experience and engage students outside of the largely behaviourist, exam-based secondary
school focus. In addition and as a direct consequence of the work submitted, educators can create a
‘snapshot’ of what students ‘see’ and respond to their life outside the lecture hall.

The sample of the case study consists of student work submitted from 2005 - 2010 within the first six
weeks of their third-level embarkation. Largely a creative project, the assessable content consists of
observed and imagined life of a found character. Shared indicators of subjects, tone and content
point at first to the homogeneity of student life. However, the overall observed subjects shift
dramatically from 2005 to 2010, indicating societal changes within lived experience. The work draws
from broad theoretical frameworks in learning from Kolb (1975), Robinson (2010), Piaget (1972),
Newman (1854), Boud (1993), Rhodes and Bellamy (1999).

Seeking a New Level – an examination of the factors that affect Level 7 first
year Engineering Students in DIT and the effect of two initiatives on their
learning experience
1
Domhnall Sheridan, 1Michael Carr, 1Anselm Griffin, 2Louis Bucciarelli
1
2
Massachusetts Institute of Technology

The First year Experience: An analysis of who and where DIT students of Mechanical Engineering
(Level 7) are, and an examination of two strategies to develop their key skills in making the transition
from Second to Third level.

The first part of the paper is an attempt to understand the student body, and the factors which
make for success in the programme. The paper analyses different metrics, such as Leaving Certificate
points, attendance, commuting distance, study-hours, paid-work hours, against the end-of-year
results, to see which had the most influence on the outcomes.

The paper then looks on two new innovations in the course. The first, in Semester One, an
individually researched and presented PowerPoint on one of the laboratory sessions undertaken
that semester. The second innovation, in Semester Two, is an open design exercise, originally
created by Larry Bucicarelli of MIT whilst a visiting professor in the faculty.

The paper analyses the student feedback from these two innovations and looks at ways in which the
positives from these can be brought into other modules throughout the programme.

Changing Minds: challenging student attitudes to introductory physics
Leah Wallace, Regina Kelly, Liam Boyle

Limerick Institute of Technology

First year science students’ initial views of having to take a module in introductory physics are
frequently fraught with anxiety believing that physics is not relevant to their chosen course of study;
too difficult; too boring; or just all about mathematics.

Over the last two years, the Department of Applied Science at the Limerick Institute of Technology
has implemented a suite of research-based pedagogical techniques aimed at improving student
understanding, problem-solving and performance in introductory physics and also to redress the

11

issue of negative student attitudes towards the subject. The interventions have their basis in a
constructive theory of learning and include the use of active-engagement techniques, classroom
response systems, collaborative group-based tutorials, multi-media resources for physics concepts
and laboratory support, and an emphasis on developing student metacognitive skills.

Two years of quantitative and qualitative data from a wide range of instruments – attitudinal
surveys, open-ended survey questions, focus groups and examination results - indicate that there is
a significant improvement in performance in introductory physics, particularly in mathematical
problem-solving and conceptual understanding, in comparison with past cohorts. A substantial
change in student attitudes to physics with respect to its relevance to their course and the real
world, as well as improved problem-solving skills is reported.

This paper presents the findings of these test instruments, some student commentary and proposes
that the improved performance and attitude observed in our cohorts over the past two years is
attributable to the suite of pedagogical techniques used to teach introductory physics.

Integrating theory and practice: enhancing assessment in the First Year
Elizabeth Noonan, Geraldine O’Neill

University College Dublin

Student engagement in the first year of university has received considerable attention by higher
education researchers and policymakers internationally (Krauss et al 2005; Nicol, 2009). UCD’s
current Strategic Plan to 2014 has prioritised fostering early and lasting student engagement.
Arising from the plan, the University’s “Focus on First Year” strategic project was initiated and an
important part of this initiative included a focus on assessment in the First Year. The main objectives
of this activity were to evaluate how first year assessment practices were supporting student
engagement and to make recommendations for enhancement.

In order to design an institutional framework to enhance assessment in the First Year, theoretical
data and evidence of current institutional practice were gathered and critically evaluated. Four
specific methodologies were used: a comprehensive literature review; institutional data analysis of
First Year assessment; case-studies of institutional practice and expert practitioner advice. These
methodologies integrated evidence from both theory and practice.

Based on this evaluation it became evident that a design framework would need to incorporate a
dual focus to address the design and operational issues at module level whilst also providing a more
strategic design perspective from the vantage point of a School or Programme. Nine design
principles emerged: 6 module and 3 strategic design principles. These principles were supplemented
by an extensive suite of expert resources*, openly accessible, to assist academic staff planning
changes to first year assessment (O’Neill & Noonan, 2011). Issues and challenges arising from early
stage implementation (2011/12) of the framework will be presented.

12

Sub-theme 2 – Diversity of the Learner Experience – Table of Authors

Brian M Toolan Athlone Institute of The Importance of Body Language to
Technology International Students
Maeve Scott Institute of Technology Equitable Assessment of the Practical
Davree Downey Tallaght, Dublin Component of Scientific Modules
Denise Moore
Kevin Furlong Dublin Institute of Technology Enhancing the student learning
experience and diversity of learning styles
through Project-Based learning and
Continuous Assessment

Des Mooney Dublin Institute of Technology ‘Out of the Impact': Adult learners’
perspectives on learning
Darragh Coakley Cork Institute of Technology Learner Experience with the MyElvin
Maria Murray Social Network for Practicing Languages
Barry Ryan Dublin Institute of Technology Empowering student learning through
knowledge ‘production’

Julie Lisa Dunne Dublin Institute of Technology Work placement blogs to harness diverse
learning experiences and foster a
community of practice
Jen Harvey Dublin Institute of Technology Taking the LEAD: Reflections on enhancing
Rachel O’Connor employability skills development?
Sinead McNulty

13

Sub-theme 2 – Diversity of the Learner Experience – Abstracts

The Importance of Body Language to International Students
Brian M Toolan


This paper is designed to prove the ability of body language of an educator to control, motivate and
convey information to students and how this can be done easily to improve the learning
environment for international students.

The first part of the presentation will be delivered entirely without the use of language. The
presentation will convey the four main elements of body language. These are body stance, hands,
facial expression mouth and facial expression eyes. At the end of the first part, participants will be
asked to write these four concepts down on paper and hand them up to the speaker. If the
experiment works it will prove the point.

The second part will then explain that some international students are not very familiar with English
and may even be struggling with English characters (letters), by showing a PowerPoint slide with
most words in different languages, to enable the audience empathise with the learner experience.
It will then explain how body language can be used to aid learning by using the four elements to
elaborate, emphasise, animate and visualise the message that educators wish to deliver. These
techniques will be shown to be already used by many, but the paper seeks to reflect and improve on
the importance of their use for international students.

The author, Brian M Toolan, is a lecturer at Athlone Institute of Technology, where he has
experience of teaching over 40 different nationalities from transition year secondary school students
up to PhD level postgraduates. Brian has lectured in the Business School since 1995. Prior to this, he
was a Merchant Banker for 10 years in London.

Equitable Assessment of the Practical Component of Scientific Modules
Maeve Scott, Davree Downey, Denise Moore

Institute of Technology Tallaght, Dublin

Assessment of practical work in scientific disciplines frequently makes up more than one third of the
total mark for a module. This mark should test the achievement of learning outcomes for the
practical element of the module. The assessment methods should also be varied to allow students
with different learning styles and strengths to have equal opportunities to demonstrate their
competencies.

This study looks at the different assessment methods used in an Institute of Technology in a range of
practical science modules. Assessment methods include in-class and take-home laboratory report
writing, oral assessment (both weekly and at the end of a module), practical laboratory exams and
oral presentation of laboratory work. They are evaluated to ascertain if the assessment method is a
fair reflection of the individual achievement of the practical module learning outcomes and that the
assessment methods are inclusive for all students. Grades achieved for the different assessment
methods are compiled and analysed. A statistical approach is used to conclude if the assessment
methods tend to increase or reduce marks relative to other markers of student performance overall
such as final exam marks and final degree award. A conclusion is made as to which assessment

14

methods are the most reliable indicators of a student’s ability to meet the practical component
learning outcomes and which accommodate all learners.

Enhancing the student learning experience and diversity of learning styles
through Project-Based learning and Continuous Assessment
Kevin Furlong


Across Higher Education (HE) and Further Education (FE) there is strong research evidence of the
view that assessment has a strong link with learning and a key factor in this link is formative
assessment (FA). FA is generally referred to as those activities that take place during a programme or
module with the express purpose of improving and enhancing student learning and accommodating
diverse learner experiences through identifying the gaps in student learning. Using an Action
Research methodology, this study was based in Dublin Institute of Technology (DIT) and conducted
with the cooperation of three groups of level 6 Building Services students over a ten-month period
(three cycles). The main aim of the research project was to establish if a deeper understanding and
application of Building Services Applied Calculations could be achieved through the implementation
of Project-Based Learning (PBL) and continuous formative assessment within the programme of
study. The research question was examined through the design, implementation and evaluation of
real world building services, mathematical tasks and problems applied within a building project.

The qualitative data gathered and analysed from questionnaires, focus group interviews,
observational and reflective diaries culminated in findings to show that this learning paradigm
significantly improved the mathematical competence, understanding, motivation and confidence of
those participating in the research. Noticeable improvements in other key skills such as group
participation, reflective learning, and self-assessment also emerged through this pedagogical
implementation.

The main recommendations arising from the study were that a form of student-centred pedagogy,
such as project-based learning aligned to continuous and formative assessments, could be used to
better reflect projects and problems typical of those found in real-life industry situations. This allows
students to work on, understand and experience, meaningful issues and topics where they find real
solutions to real problems, unlike current summative assessment practices.

‘Out of the Impact': Adult learners’ perspectives on learning
Des Brendan Mooney


This article is intended for students and teachers alike. For students it may shed some answers to
questions about identity and change brought about by participation in adult education. For
educators the article might encourage greater sharing of resources and involvement of the students.
Using a qualitative case study method this researcher studied a group of students completing a
childcare course. Methods used included focus groups, a questionnaire and observations. After using
a holistic analysis approach (Yin 2003) of the entire case the researcher then focused on a number of
key issues. From this analysis the themes of motivation, identity, education as a facilitator of positive
risk taking, education and perspective transformation, and, connectedness emerged.

The results show the students did undergo identity shift although some were reluctant to admit this.
Others appeared happy with their new identity having been unhappy with the ‘old’ one for long
15

enough. For others access to education gave them the confidence to change other areas in their
lives. The theme of connectedness and belonging emerged strongly with almost the entire group
speaking on this subject in a positive manner. For many of the students in the study the thing that
unnerved them most was that adult education would resemble school in some way. Some of the
students embraced the notion of their involvement in their learning while others were troubled by
this difference from previous experiences of learning.

This study has shown that there is a need for a wider study of this area. The implications of such a
study could greatly enhance teaching methods and student involvement in the classes.

Learner Experience with the MyElvin Social Network for Practicing Languages
Darragh Coakley, Maria Murray

Cork Institute of Technology

As the use of social networking continues to grow, a select number of social networking platforms,
now counting users in the hundreds of millions, have changed the way in which a generation
interacts with the World Wide Web. An important question for many now is whether these
innovative technologies can be leveraged to specific purposes. This paper examines the learner
experience with the ELVIN (European Languages Virtual Network) project, a European Union KA2
Lifelong Learning Programme Project aimed at creating an informal social network, "MyElvin", to
support and facilitate language practice. As the MyElvin social networking platform connects
language learners for language practice, based on their own professional, academic and personal
needs and abilities, the ELVIN project aims to research and develop the connection between social
networks and language practice in an informal educational environment. In this paper, the authors
report on the development of the MyElvin platform based on the open-source social network
platform "Elgg" and the customization of this platform to achieve the project aims of supporting and
facilitating language practicing. This is followed by an examination of the initial piloting of the
platform and the experiences of the 200-plus learners who took part in the first Elvin Pilot Action
between November 4th, 2010 and December 10th, 2010. Subsequent to this, a description and
analysis is provided of the usability results gleaned from the experiences of these learners and of the
revisions made to the system aimed at improving learner experience. The learner experience for the
second Elvin Pilot Action involving 800 plus learners is also appraised, detailing the pedagogical and
technical rationale for the pilot structure. Finally, a number of observations are offered with regard
to the development and piloting of social network platforms for the purpose of researching their
potential as vehicles for providing learning experiences.

Empowering student learning through knowledge ‘production’
Barry Ryan


In this presentation the effects of an altered teaching methodology, in which the ‘student as
producer’ approach was adopted, are outlined. Currently, many students exist as knowledge
consumers. However, Neary and Winn (2009) have suggested the positive effect on students
learning through the inclusion of research-like activities at the core of the undergraduate curriculum;
the students act as ‘producers’ of knowledge.

In this presentation a third year pharmaceutical technology class were the case study group for this
teaching approach, and the module focussed on pharmaceutical manufacture quality systems.
Group work formed an integral part of lecture time as part of the altered teaching methodology.
16

This presentation will describe the engaging and creative activities which allowed reduction in class
notes and minimal didactic teaching. Students investigated individual learning styles and
individualised their learning experience based on suggested techniques suitable to their style. The
epistemic process of wondering, critiquing, collaboration, visualisation and connection in both class
activities and the aligned continual assessments will be discussed. Finally, examples of terminal
exam questions focussing on the higher order skills of analysis, evaluation and creation, which
reflected the teaching methodology followed through the module, will be explored.

Pedagogic evaluation took the form of written student reflection and a student discussion forum.
Students commented that the pedagogical change effectively improved their interaction,
engagement and participation both in and outside class; however the initial period was difficult as
they students struggled with the concept. This approach is, however, applicable to any module
which currently applies a didactic teaching model.

Neary, M. and Winn, J. (2009). The student as producer: reinventing the student experience in higher
education. In: The future of higher education: policy, pedagogy and the student experience.
Continuum, London, pp. 192-210.

Work placement blogs to harness diverse learning experiences and foster a
community of practice
Julie Lisa Dunne


Students on work placement will have very different experiences from each other. However, they
are generally not connected to their peers, but working with professionals under the guidance of a
college tutor. Therefore during placement they are not formally supported by peers and cannot
learn from the diverse range of activities their peers will experience. An active learning community
and a sense of connectedness to others are critical to real learning (LaPointe, 2008), while learning
through participation in a community of practice involves sharing experiences and discovering how
to improve by regularly interacting with peers (Wenger, 2002). The aim of this project was to
introduce a blog assessment for pharmacy technician students to encourage reflection on
performance and the development of a community of practice which, together, are important steps
towards lifelong learning. Benefits of embedding online discussion forums include engaging students
in collaborative learning, encouraging deeper analysis and critical thinking (McNamara, 2009) and
recently the use of blogs as reflective tools for students on placement has been utilised (Wolfa,
2010).

This presentation describes the implementation of online work placement blogs to allow work
placement experiences to be shared with the whole class. Feedback mechanisms are discussed,
along with assessment strategies which actively promoted student interaction with their peers. This
ensured that all students had the potential to learn from each other’s experiences, from tutor
feedback on peer blogs and from the process of peer review.

Pedagogical evaluation was through an anonymous multiple choice questionnaire (N=33) and results
suggest a very positive response to blogs for learning generally, and particularly for learning through
sharing diverse experiences.

LaPointe, L. a. R., M. (2008). ‘Belonging Online: Students' Perceptions of the Value and Efficacy of an
Online Learning Community’. International Journal on ELearning, 7, 641-665.
McNamara, J. a. B., K. (2009). Assessment of Online Discussion Forums for Law Students. Journal of
University Teaching & Learning Practice, 6(6).
17

Wenger, E., McDermott, R. and Snyder, W. . (2002). Cultivating communities of practice: a guide to
managing knowledge. . Cambridge, Mass.: Harvard Business School Press.
Wolfa, K. (2010). Bridging the distance: the use of blogs as reflective learning tools for placement
students Higher Education Research & Development, 29 (5), 589 - 602.

Taking the LEAD: Reflections on enhancing employability skills development?
Jen Harvey, Rachel O’Connor, Sinead McNulty


The HEA Hunt report1 (2011) emphasises the importance of undergraduate education providing
students with the generic skills needed for effective engagement in society and in the workplace. In
2011, DIT established the Lead, Engage, Achieve, Develop (LEAD) module to encourage, promote and
support student’s development of a range of employability skills through engagement in extra-
curricular and co-curricular activities such as volunteering, mentoring, and involvement in sports,
clubs and societies.

The LEAD Module aims to recognise and award academic credit to the important learning that takes
place outside the confines of formal academic study, which also contributes to an enhanced overall
student experience. For the module pilot run, 21 students were selected from across the Institute,
following an application and shortlisting process. Groups of 3-4 students were each assigned a
module tutor and negotiated a personal action plan related to the development of their selected
employability skills. Students were also asked to maintain an online personal reflective blog. The
module was assessed through the completion of a 2000 word Portfolio and associated evidence of
their engagement in activities.

An extensive evaluation was conducted as part of the module pilot. The Module was felt by students
to be both rewarding and challenging. Several students reported difficulties in maintaining their
reflective blog while others felt this aspect of the module had been the more useful to them. This
presentation will report back on the evaluation study data and make recommendations from this
work that are likely to be of interest to any staff exploring strategies to better support employability
skills development across a diverse student cohort, and develop in students the skill of reflective
learning.
1
HEA (2011). Hunt Report - National Strategy for Higher Education to 2030. Dublin, Ireland:
Department of Education and Skills.

18

Sub-theme 3 – Staff development for Learning/Innovation in Teaching
and Learning – Table of Authors

Catherine Bates Dublin Institute of Technology Engaging and preparing students for
future roles – community-based learning
in DIT
Jen Harvey Dublin Institute of Technology Managing a time effective assessment
Marion Palmer Dun Laoghaire Institute of Art, process to maximise a quality learning
Design and Technology experience
Catherine Lowry Waterford Institute of A simple seminar series or a significant
O’Neill Technology source of professional development: an
Laura Widger Institute of Technology perspective

Pauline Anne Collins Galway-Mayo Institute of The NEST Project: An Innovative Approach
Kate Dunne Technology to Teacher Training
Angelika Rauch
Miriam McSweeney, Galway-Mayo Institute of Lecturers are doin' it for themselves - The
Nicolas Canny, Technology MUGS experience in GMIT
Patricia McCann
Valerie Mannix Waterford Institute of “Different ways of knowing” - Fostering
Technology Learners engagement in the creation and
dissemination of knowledge via
motivational self systems and life-wide
learning experiences

Michael Joseph Athlone Institute of Evaluation of impact of professional
McMahon Technology development training in the area of
technology enhanced learning
Fiona O’Riordan Griffith College Dublin Lecturers have their say: what informs
Kevin Casey Institute of Technology pedagogy?
Larry McNutt Blanchardstown
Sue Bergin National University of Ireland,
Maynooth

19

Sub-theme 3 – Staff development for Learning/Innovation in Teaching and
Learning – Abstracts

Engaging and preparing students for future roles – community-based learning
in DIT
Catherine Bates


This paper will introduce the principles of Community-Based Learning (CBL), showing how this
pedagogy allows students to use a range of learning methods on real-life projects, preparing them
for a changing professional environment and social context, and enhancing their college experience.
Lecturers and underserved community partners collaboratively design projects to meet the learning
needs of students and to work towards community goals. Through these curriculum-based projects,
students develop greater awareness of themselves as learners, and of the role of their discipline in
society, as well as building a range of transferable professional skills. In this paper we will give 2 clear
case studies on how modules have been adapted to include this pedagogy in DIT, drawing on our
experience of co-ordinating the Programme for Students Learning With Communities in Dublin
Institute of Technology since 2008. Participants will leave with a clear sense of what is involved in
using this approach to learning and teaching, and the benefits for their students, as well as to the
participating community partners. Community-based learning (or service-learning) is recommended
in the National Strategy for Higher Education to 2030.

Managing a time effective assessment process to maximise a quality learning
experience
1
Jen Harvey, 2Marion Palmer
1
Dublin Institute of Technology, 2Dun Laoghaire Institute of Art, Design and Technology

Lecturer time spent around the assessment process is a significant cost to HE. But is this time used as
effectively as it might be? The amount of time spent at different stages of this process is very much
dependent upon the assessment method selected. Some methods are resource intensive in their
planning while others are time consuming in their implementation. How students decide to allot
their time is largely determined by what they see as being important (Gibbs and Simpson, 2004).
Working in groups through a structured case study, a recent workshop followed the assessment
process through from the planning and design stages to assessment marking and evaluation.
Participants were encouraged to reflect how they might make best use of both their time and that of
their students in order that they might combine quality with efficiency in their own assessment
practice. The initial outcomes of the exercise are reported as the value of the exercise is evaluated.

20

A simple seminar series or a significant source of professional development:
an Institute of Technology perspective
Catherine Lowry O’Neill, Laura Widger

Waterford Institute of Technology

Enhancing the learning experience is unarguably an underpinning value in higher education and was
at the heart of a novel co-operative venture between the School of Education and Professional
Development and the eLearning Support Unit in Waterford Institute of Technology. The initiative -
to jointly host a series of lunch-time seminars for all staff on topics related to teaching and learning,
and integrating technology-enhanced learning - was the first such endeavour in the Institute.

The Series was seen by its two facilitators as an opportunity to co-create a space wherein
professionals might share their experiences, explore, discuss, question and reflect on principles and
practices of teaching and learning across the disciplines. It was hoped that such a space would
facilitate professional development and be conducive to the emergence of new ideas, forms and
practices in education, thereby enhancing the learning experience.

This paper examines the aims and the impact of the initiative within an Institute of Technology
context. It provides an analysis of data gathered by means of a survey, and of interviews held with a
selection of presenters and participants, as well as the facilitators. It presents an assessment of the
innovation in relation to the extent to which these aims were met, and seeks to identify if other
potentially significant unintended outcomes may have been promoted.

A discussion of the results, with particular reference to the creative-interpretive model of
professionals (Lester, 2007), and emergence theory (Seel, 2003, 2005) suggests that the process and
impact of co-creating a space to faciliate sharing across disciplines are multi-faceted and complex.
Whilst it is clear that there are challenges that need to be addressed, the research signals that the
Lunch-time Seminar Series represents a valuable space for the professional development of staff and
a rich potential for emergence.

The NEST Project: An Innovative Approach to Teacher Training
Pauline Anne Collins, Kate Dunne, Angelika Rauch


This paper presents a critical analysis of the NEST Project (GMIT, Letterfrack) as an innovation in
teaching and learning within the context of staff development. A central objective of the GMIT
Letterfrack teacher-training programme, Design & Technology Education Programme (DTE), is to
develop highly professional mentors and reflective practitioners. To this end, a pilot project called
NEST (Nurturing Excellence in Student Teachers) was launched in 2010. This twelve-week voluntary
programme involved training fourth year students (NEST leaders) to peer mentor third year students
(NEST participants) in the context of Teaching Practice. Both parties were required to engage in
reflective practice using the traditional medium of a personal diary journal. This unique element of
GMIT teacher-training espoused a co-learning and dialogical approach based upon a social
constructivist model of education. The aim of the research was to ascertain the effectiveness and
the viability of the NEST project. A number of research methodologies were employed during the
academic year 2010-2011, including: individual questionnaires; qualitative interviews; focus groups;
digital forum discussions and a critical evaluation of relevant digital media. With respect to peer
mentoring, a critical analysis revealed that, in the majority of cases, both leaders and participants

21

benefited significantly from NEST, and recommended its continuance. In regard to reflective
practice, the response was more ambiguous. Both parties indicated clear dissatisfaction with the
traditional diary-based methodology. However, an unexpected development was that a number of
students independently adopted a more technological approach, and effectively employed
technologies such as Skype and Email for both communication and reflection purposes. Out of
subsequent focus groups emerged the overwhelming consensus that future NEST projects would
offer participants the option of traditional and/or digital tools for use in reflection. A further
significant outcome of this student-led paradigm shift towards a prioritisation of the use of
technology in the NEST project was that the module leaders/researchers opted to engage in staff
development in the area of technology and education, with a view to more effectively advancing
NEST goals.

Lecturers are doin' it for themselves - The MUGS experience in GMIT
Miriam McSweeney, Nicolas Canny, Patricia McCann


Many third level lecturers recognise the need to enhance their teaching and learning with modern
technologies. For individual lecturers the question can be "how do I go about engaging with the
technology in my subject discipline?" Since lecturers can operate in largely autonomus roles, a
change from traditional teaching methods may require a change in our school environment.

This paper presents the results of a recent study carried out in the Business School at the Galway-
Mayo Instititute of Technology (GMIT). It discusses the barriers to engagement with new teaching
and learning technologies, and the experience of the lecturers in their search for a suitable solution.
It demonstrates how a team of lecturers formed a small group, a Moodle Users Group or MUGS, to
enhance their proficiency in the use of new teaching and learning technologies. Moodle is a free
open source learning management system that has been formally adopted by GMIT.

The structure of the paper is as follows:

Theoretical underpinnings of the research;
i. Creating an awareness of the current use of technology in the Business School;
ii. Identifying the factors that inhibit the adoption of new technologies in the Business School;
iii. Methodology: the process of finding a suitable solution for the lecturers involved
iv. MUGS in action - the practical experience of using new technologies in Economics and
Accounting
v. Lessons learned and key recommendations.

“Different ways of knowing” - Fostering Learners engagement in the creation
and dissemination of knowledge via motivational self systems and life-wide
learning experiences
Valerie Mannix

Waterford Institute of Technology

The paper focuses on the concept and characteristic elements of both motivational self systems, life
-wide learning and the vital importance thereof for educators in regard to the facilitation of learners
in becoming “co-creators of knowledge”. In more recent times students do want a more active role
in regard to knowledge creation in the undergraduate classroom (Mannix, 2008).

22

In this paper, it is advocated that engaging with the knowledge, interests and life situations of
learners contributes not only to a collaborative teaching/learning process, but also facilitates
learners in the reconstruction of how they perceive knowledge, and of their own identities (possible
and ideal selves). Furthermore, it is viewed that the further and deeper students are willing to think
about and draw on their knowledge and own experiences (different learning spaces in which
students reside), the more creative and metacognitive they can become.

Educational goals of collaboration and empowerment of learners stand in contrast to teaching
approaches, which place more emphasis on behavioural control and the attainment only of specified
learning outcomes. Focusing education reform effort on high academic standards does have its
merits, but this approach often puts content, curriculum, and assessment, not students, at the
center.

Finally, in order to facilitate learners in becoming “co-creators of knowledge” and in the
reconstruction of identities (possible and ideal selves), is a domain of practice that creates positive
relationships between learners and facilitators of learning. Such domains of practice require learning
facilitators firstly to know and reflect on what they know about learners and learning both inside and
outside formal educational settings; secondly to have the capacity to identify beliefs and
discrepancies between their own perspectives and student perspectives on practices; and thirdly to
identify staff development needs. Developing self-assessment and reflection tools for facilitators of
learning may be useful in that regard.

Evaluation of impact of professional development training in the area of
technology enhanced learning
Michael Joseph McMahon


In the UK, dyslexia occurs in about 4% of the population (The National Working Party on Dyslexia in
Higher Education, 1999). In Higher Education, its incidence is between 1.2% and 1.5%. The purpose
of the study is to design and evaluate a fully online resource for lecturers which will help them
enhance the delivery of courses by mitigating the effects of visual stress on students.

The project will be a case study of a group of lecturers (n=20) taking the online module for their
professional development. A framework for the evaluation of presentations will be derived and at
the commencement of the course a typical presentation provided by the student/lecturer will be
assessed within the context of that framework. To enable a quantitative assessment, a scoring
system based on the framework will be developed. At the conclusion of the course a further
presentation which has been developed will be self assessed by the student/lecturer.

The project involves the construction of a fully online academic training module which will be
produced using various learning technologies such as Camtasia, Articulate studio, Prezzi, etc. The
integration of these technologies will be achieved through the use of devices such as online tutorials
presentations and quizzes as well as PowerPoint, screencasts and other presentations.

This is a work in progress and it is hoped that at the time of the conference there will be some
preliminary results. It is hoped that this will be a pilot for a full suite of online professional
development modules which will aid lecturers in structuring their teaching It is hoped that, having
completed the course, the accessibility of an individual lecturer’s presentations and resources will
have improved and that therefore this will result in overall improved accessibility for dyslexic
students.
23

Lecturers have their say: what informs pedagogy?

1
Fiona O’Riordan, 1Kevin Casey, 2Larry McNutt, 3Sue Bergin
1
Griffith College Dublin
2
Institute of Technology Blanchardstown
3
National University of Ireland, Maynooth

Introduction
The International Conference for Engaging Pedagogy (ICEP) was in its third year and being hosted by
NUIM in December 2010 when the organising committee felt the conference needed a new focus, or
a clearer direction. In an effort to differentiate the conference from many other successful teaching
and learning conferences (e.g. AISHE, LIN, ILTA) the committee felt it would be helpful to seek the
views of ICEP 2010 delegates regarding the future direction for the conference. In order to afford
delegates an opportunity to have their voices heard, the organising committee incorporated four
armchair sessions to close the ICEP 2010 conference. Participants taking part in the armchair session
were divided into four groups based on colour coded name tags they received during registration.
The armchair groups were:
• Novel and Engaging Teaching Methods
• Assessment and Student Participation
• Student Diversity (to include cultural, ability, maturity, commitment etc)
• Module and Curriculum Design for a New Decade

This paper will offer a collective voice in sharing the findings of inquiry during the armchair session
on novel and engaging teaching methods.

Objectives
This paper aims to present the groups motivations and beliefs around why they teach they way they
do. This included exploring what informed their pedagogy. One of the main objectives of the
sessions was to offer a forum for lecturers to collectively discuss the challenges of engaging learners
today. Among the key issues to emerge from this piece of research was the need to understand
where the learner was coming from, understand their learning needs based on their own life
experiences; and the relevance and role of technology to enable (and not replace) learning.

Methodology
The research methodology used was one of evaluate inquiry using a grounded theory approach. The
thinking being that the priority was to allow the theory to become apparent as a result of analyzing
qualitative data in the form of audio and transcripts.

24

Posters – Table of Authors

Catherine Patricia Dun Laoghaire Institute of Art, Why are they here? The factors
Rossiter Design and Technology motivating the class of 2010 first year
entrepreneurial students to go to college
Irene Connolly Dun Laoghaire Institute of Art, Step inside the world of Dyslexia
Design and Technology
Aidan O’Dwyer Dublin Institute of Technology A study on the learning styles of
engineering students at Dublin Institute of
Technology
Aidan O’Dwyer Dublin Institute of Technology Surveying first-year students prior
conceptual understanding of direct
current resistive electric circuits
John Keary Galway-Mayo Institute of Virtual Crime Scene using a Moodle lesson
Technology plan
Darvree Downey Institute of Technology Is copying always cheating? : A study on
Tallaght, Dublin how academic cultural differences inform
students’ understanding of plagiarism
Brid Delahunt Dundalk Institute of Academic writing and the First Year
Ann Everitt-Reynolds Technology Experience: An initiative to help students
Moira Maguire find their academic voices
Bridget Geraldine University College Dublin Communication and outreach training for
Kelly science and technology postgraduate
students
Niall McIntyre Dublin Institute of Technology Percentage Know How
Ger O’Sullivan Fairyhouse Training
Muireann O’Keefe Dublin Institute of Technology Recommendations for the integration of
clickers into learning and teaching to
enhance student engagement and
feedback at DIT
Michael McMahon Waterford Institute of Impact of Mayers Multimedia Learning
Technology Theory on Learning in Sports Domain

25

Posters – Abstracts

Why are they here? The factors motivating the class of 2010 first year
entrepreneurial students to go to college
Catherine Patricia Rossiter


Purpose: The purpose of this research is to discover whether intrinsic or extrinsic motivation is more
influential on first year entrepreneurial students. This information will be used to revise and devise
teaching methods and assessment strategies on level 7 and level 8 Entrepreneurial courses

Method: An online survey was the method used to gather primary data from the first year students.
The questions were closed and attitudinal rating in format.

Results: Students were motivated by both intrinsic and extrinsic factors but the intrinsic factor of
wanting to obtain a college degree was more dominant than other factors. However, many students
showed low level of motivation regarding their transition from second level to third level and many
are struggling to cope with this change.

Conclusions: The majority of first year students were goal oriented and intrinsically motivated to
complete their degree. Extrinsic motivational factors did play a role and the recession was
predominantly a demotivator for students. However, true to their entrepreneurial nature many
students saw the recession as a great opportunity to start a business.

Step inside the world of Dyslexia
Irene Connolly


Following a lecture on dyslexia, Educational Psychology students attempted to step into the world of
dyslexia by carrying out tasks. The first was “Describe your hobby without using any words with S or
E.” Feedback compared with real life difficulties encountered by students with dyslexia when trying
to express themselves verbally. The second was to transcribe a piece of text from the data projector
into their notepads with a strict limit of five minutes. The text was in Greek! Transcribing from the
board can be very difficult for a student with dyslexia, particularly if only given limited time. Student
feedback given on task. The third task involved reading Act 1 Scene 4 of Macbeth. Based on lecture
and tasks on dyslexia, students had to draw up a method to assist students with dyslexia to
understand such a difficult text. Creative and innovative methods were supplied.

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A study on the learning styles of engineering students at Dublin Institute of
Technology
Aidan O’Dwyer


This contribution reports on a study, carried out over four academic years, into the learning styles of
a number of engineering student cohorts at Dublin Institute of Technology (DIT) using the index of
learning styles survey as developed by Felder and Soloman (1991). A previous contribution has
reported on the learning styles of Level 7, year 1 students, in one academic year. This work is now
expanded to consider learning styles from a wider student cohort over a longer time; students on a
number of programmes at Levels 7, 8 and 9 are surveyed.

The contribution will explore the results obtained in detail, placing them fully in their national and
international contexts. Among the findings of the research is that the majority of students surveyed
show no strong preference for active learning. This challenges the prevailing disciplinary assumption
(at least in Ireland) that engineering students are predominantly active learners, reflected in the
traditional stress on such learning in laboratories and workshops. The research results also show a
stronger visual learning preference among the DIT student cohort, at all levels, than appears in other
published results.

The contribution will propose that the index of learning styles survey is a useful tool to identify the
most preferred student learning mode for both student and lecturer. It provides rapid feedback and
allows the lecturer to tailor, to some extent, both teaching techniques and assessments to (for
example) the clear visual learning preference that is evident from the survey results.

Reference
Felder, R.M. and Soloman, B.A. (1991). Index of learning styles questionnaire. Available at
http://www.engr.ncsu.edu/learningstyles/ilsweb.html [accessed 24 June 2011].

Surveying first-year students prior conceptual understanding of direct current
resistive electric circuits
Aidan O’Dwyer


There is an increasing diversity of educational background of students entering Level 7 and Level 8
programmes in engineering. As a result, students’ reasoning regarding basic electricity concepts
often differs from accepted explanations. This contribution reports, analyses and reflects on the
results of a multiple-choice diagnostic test to assess such understanding (developed by Engelhardt
and Beichner [1] for U.S. high school and college students), taken by a number of cohorts of first
year engineering students at Dublin Institute of Technology over three academic years. The test was
taken by the students at the start of instruction in the electrical systems subject, so that the author
could identify the nature of student misconceptions (in particular), allowing them to be addressed.

In this contribution, the author will:
• Detail some of the literature regarding the assessment of students’ understanding of basic
electrical concepts;
• Show the misconceptions that the test used can uncover;

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• Evaluate if there are significant differences between the responses of students with different
educational backgrounds; in particular, if there are noticeable differences between the
responses of students who have taken Physics for the Leaving Certificate (or equivalent),
compared to those whose relevant prior education has finished with the Science subject at
the Junior Certificate (or equivalent);
• Compare data gathered in this study with that given by Engelhardt and Beichner [1] for a
similar cohort of U.S. students.

1. Engelhardt, P.V. and Beichner, R.J. (2004). Am. J. Phys., 2004, 72(1), 98-115.

Virtual Crime Scene using a Moodle lesson plan

John Keary


This poster shows how a virtual crime scene can be processed using the lesson plan feature in
Moodle. Pictures of evidence found at a crime scene are viewed by the student in the lesson plan.
The student is then asked a number of questions relating to the evidence/photo. The following four
types were used in the construction of this lesson:

1. Multiple choice
2. True/false
3. Matching
4. Numerical

The lesson plan also incorporates the uses of decision trees analysis. This is a very useful feature of
the lesson as it allows the student make decisions which will take them through a series of pathways
through the lesson. The use of the decision tree structure will also allow the students see the
consequences of selecting the incorrect option within a question.

Lessons can be used for summative assessment purposes as lessons can be graded as the student
works through the lesson. They can be used as a pre-laboratory exercise to prepare the students for
a real life crime scene. They could also be used for a post-laboratory exercise as a formative
assessment for students.

Other advantages include:
• All students can take the assignment at the same time - rather than the limited numbers in
real life
• The scene is exactly the same for each group of students
• No lengthy set up times
• Crime scene preserved from year to year

This lesson plan will be undertaken by students in September and provisional results will be
presented as part of the poster. It was produced as part of the assessment portfolio for the LIT
Module in Technology Enhanced learning.

28

Is copying always cheating? : A study on how academic cultural differences
inform students’ understanding of plagiarism
Darvree Downey

Institute of Technology Tallaght, Dublin

The development of joint teaching programmes with Chinese third level institutes has resulted in a
growing need for Irish-based academics to understand cultural differences that impact Chinese-
educated student learning. Differences in cultural definitions of plagiarism necessitate a critical
evaluation of current assessment methods and how assessment requirements are explained to
students. The first step in this process is to explore student understanding of what constitutes
plagiarism.

The Chinese-educated students (CESs) in the study spend the first three years of their science degree
programme in a Chinese university and their final year in Ireland. The Irish-educated students (IESs)
take many of the same course modules as their Chinese counterparts but have an industrial
placement as part of their third year.

Exam scripts have indicated a high degree of rote learning of lecture notes by the CESs compared to
their Irish-educated counterparts. This is indicative of differences in how the CES and IES cohorts
study for the purposes of summative assessment, some of which may relate to language issues.
However, verbatim repetition of lecture notes also reflects the Confucian Heritage Cultural
perspective on teacher as sage. It is this cultural belief system that has the potential to create
plagiarism issues. The initial objective of this study is to examine what the students understand
constitutes plagiarism in a Westernised learning context. Recommendations will be made for helping
Chinese-educated students adjust to a different learning culture prior to their arrival in Ireland. It is
also envisaged that the study may indicate how Irish-based academics involved in delivering joint
programmes with Chinese universities can adjust assessment design and communication to help all
students from a diverse range of cultural backgrounds minimise incidences of plagiarism.

Academic writing and the First Year Experience: An initiative to help students
find their academic voices
Brid Delahunt, Ann Everitt-Reynolds, Moira Maguire

Dundalk Institute of Technology

This presentation will discuss the development and implementation of an initiative to improve the
academic writing experiences of first-year undergraduate students in the Department of Nursing,
Midwifery and Health Studies in DkIT. The role of academic writing in academic integration and
identity development is recognised (Krause, 2001) yet developing ‘an academic ‘voice’ can be a
challenging aspect of the transition to Higher Education and beyond. This initiative is grounded in
findings from studies with our students (Delahunt, Everitt-Reynolds, Maguire & Sheridan, 2010)
suggesting that many are fixated with the ‘nuts and bolts’ and ‘rules’ of writing at the expense of
finding their own academic voice.

Given this, the aim is to support and engage students in the process of beginning to develop their
own academic voices. We focus explicitly on the ‘why’ of academic writing and not the ‘how’ using
the Academic Literacies Model (Lea & Street, 1998; 2006) as the guiding framework as it emphasises
the dynamic and contextual nature of academic writing.

29

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