Papers at ICEP 2010
ISBN: 978-1-906878-02-3
Session 1 Chair: Larry McNutt (ITB)
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What can neuroscience teach us about teaching? William O’Connor, University of Limerick |
Abstract: The study of perception, learning, memory and recall are converging to unite education with neuroscience – the scientific study of the nervous system- around the emerging field of neuroeducation. In this regard, there has been a plethora of scientific findings of educational relevance (such as plasticity, imitation, attention and the role of factors such as exercise, sleep and stress). Recent brain research shows that different circuits are called upon in the brain for different activities such as math, music and reading. In addition, learning and practicing particular skills can cause corresponding areas in the brain to grow or change by adding a tiny fraction of the brain’s neural circuitry and eliminating old ones. Imaging technologies are helping map the circuits and study variability among children with learning difficulties. Moreover, recent research is providing insight into attention systems in the brain and is shedding light on how we plan, initiate, organize, and most importantly, inhibit certain behaviours. This paper contributes to this dialogue by summarising what we already know about the learning process in the brain and suggests how it might inform the teaching/learning process in the classroom.
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A tag-team approach for teaching mathematics and programming. Fergus Toolan and Henry McLoughlin, University College Dublin |
Abstract: As educators we constantly strive to present material in the most accessible way for students in our classrooms. Many novel delivery mechanisms have been tried with mixed rates of success. This paper presents a tag-team approach that has been used by the authors for a number of years. It involves the active participation of multiple lecturers in the delivery of lecture material and leads to improved participation and engagement from the students. While the technique presented requires a small amount of extra preparation when compared to a standard single-person lecturing model, it is our opinion that the effectiveness of the technique makes this extra time investment more than worthwhile. The paper describes the details of the method, its advantages and disadvantages and discusses feedback that we have received both from students and colleagues alike.
Session 2 Chair: Dr. Jen Harvey (DIT)
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Patterns of elective choice in the University College Dublin undergraduate curriculum. Patrick Purcell, John Dunnion and Hilda Loughran, University College Dublin |
Abstract: The modular curriculum in University College Dublin allows students to select a number of elective modules in each of the first three years of their undergraduate programme. An analysis of the student choice data unconvers a number of interesting patterns. Firstly, there is a definite trend of students from all disciplines taking modules in Humanities subjects. This trend was first identified in the data from the 2008-2009 academic year and was confirmed by data from 2009-2010. The trend is further confirmed by an analysis of data on a number of “general electives”, offered in the University for the first time in 2009-2010. A separate analysis of the data from two specific disciplines, Civil Engineering and Computer Science, shows that a significant number of the students in both subjects take modules outside their Programme. However, while almost half of the places on Computer Science elective modules are taken by non-Computer Science students, very few students from outside Civil Engineering take elective modules in that subject. Explanations for these patterns of behaviour are presented and possible developments of the system of elective choice are suggested.
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(m)Oodles of data – mining Moodle to understand student behaviour. Kevin Casey & Paul Gibson, Griffith College Dublin & IT-Sud Paris |
Abstract: With 32 million users across approximately 3 million courses worldwide, Moodle has proven to be an immensely popular and important tool in education. One feature provided by Moodle is a rich source of information about student access to online material. While important, this information is presented in a raw format with little indication about how it might be used. In this paper, we examine Moodle viewing statistics from a third-level institution in Dublin. We examine correlations between these statistics and student results on the pertinent courses. We identify the circumstances where the correlation can help predict poor performance (and hence allow early intervention). We also discuss the reasons for these correlations.
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Engaging first-year science students through a multi-disciplinary approach. Eilish McLoughlin and Odilla Finlayson, Dublin City University |
Abstract: First year undergraduate science students generally attend lecture and laboratory modules in introductory Chemistry, Physics, Biology and Mathematics, regardless of their ultimate degree programme. Students often do not see the links between these subject areas and in some cases, even question the relevance and importance of each discipline. In this initiative, students were engaged in all the disciplines through tackling multidisciplinary and interdisciplinary science problems, in small groups, facilitated by postgraduate tutors. Topical problems included nuclear energy, brewing, water treatment and environmental issues of oil pollution. As a result of this module, students gained an appreciation of the relevance of all science disciplines and of the importance of communication skills. Evidence obtained from analysis of student feedback, over a four year implementation period with over 600 students, indicates that while many students engage fully with the content, others find the open nature of the problems less appealing. A discussion of the challenges involved in student assessment and in devising suitable problems will be presented in this paper.
Session 3A Chair: Kay O’Sullivan (GCD)
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The effectiveness of self-assessment as a tool to enhance learning in the laboratory. Darvree Downey, ITT Dublin |
Abstract: A project was designed to find out if standards-based self-assessment, applied to laboratory reports, enhanced learning for first and second year biology students. Student participation, report grades and student feedback were analysed to measure the effectiveness of a self-assessment process.
As the term progressed, almost all (>90%) first year students with A or B+ grades used self-assessment. Over time first year student participation in self-assessment increased and their ability to accurately self-assess improved. Self-assessors achieved a higher average laboratory report mark compared to non-participants. The study concluded that the introduction of self-assessment had a positive impact on first year engagement and performance.
The findings were less clear for the second year cohort. Evidence that students with low-grades did not know how to improve their work showed that the self-assessment intervention alone was insufficient to enhance learning for this group.
Student surveys indicated a positive reaction from both cohorts of students to the standards-based self-assessment pro-forma. Recommendations are made for the application of self-assessment in laboratory report writing for junior undergraduates. Self-assessment training and improved feedback methodologies are proposed to deepen the efficacy of self-assessment as a tool to enhance learning in the laboratory.
As the term progressed, almost all (>90%) first year students with A or B+ grades used self-assessment. Over time first year student participation in self-assessment increased and their ability to accurately self-assess improved. Self-assessors achieved a higher average laboratory report mark compared to non-participants. The study concluded that the introduction of self-assessment had a positive impact on first year engagement and performance.
The findings were less clear for the second year cohort. Evidence that students with low-grades did not know how to improve their work showed that the self-assessment intervention alone was insufficient to enhance learning for this group.
Student surveys indicated a positive reaction from both cohorts of students to the standards-based self-assessment pro-forma. Recommendations are made for the application of self-assessment in laboratory report writing for junior undergraduates. Self-assessment training and improved feedback methodologies are proposed to deepen the efficacy of self-assessment as a tool to enhance learning in the laboratory.
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Validating group learning and its assessment techniques. Blaithin McGrath, Mary Hannon, Padraig McGourty, Edel Costello, David Mullarkey, Mai Mitchell, Victoria Stevens, & Etain Kelly, Institute of Technology, Sligo |
Abstract: This paper explores group learning using an enquiry based learning approach. Using this pedagogical approach engages learners to develop 21st century skills such as problem solving, teamwork and communication skills within third level higher education. The development of these skills is embedded across all four years of a Health and Safety Science based Programme. The scenario design and assessment modes are developed to foster authentic and relevant learning.
There is a perception amongst students that group based learning can negatively influence overall academic performance. This paper challenges that perception and asserts that student achievement is reflective of ability, incorporating academic performance and skill set development. This is achieved through courageous and innovative programme design, challenging work based scenarios and aligned assessment techniques.
A two-year study, using quantitative methods, examined student performance across all modules. Results of qualitative research show that enquiry based learning, as a pedagogical approach, ensures students are more competent and workplace ready. This paper demonstrates that engaging students in enquiry based learning is a sound pedagogical approach and practice for a new decade.
There is a perception amongst students that group based learning can negatively influence overall academic performance. This paper challenges that perception and asserts that student achievement is reflective of ability, incorporating academic performance and skill set development. This is achieved through courageous and innovative programme design, challenging work based scenarios and aligned assessment techniques.
A two-year study, using quantitative methods, examined student performance across all modules. Results of qualitative research show that enquiry based learning, as a pedagogical approach, ensures students are more competent and workplace ready. This paper demonstrates that engaging students in enquiry based learning is a sound pedagogical approach and practice for a new decade.
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Application of HETAC assessment and standards policy, a case study: Griffith College. Fiona O’Riordan and Angela O’Keefe, GCD |
Abstract: In December 2009 HETAC published an Assessments and Standards policy document to be implemented by all providers of Higher Education (HE) by the 2010/2011 academic year. It reflects the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) ‘which has become the benchmark for quality assurance in Europe’ (HETAC, 2009, p.4).
This paper carries out an in-depth analysis of the policy document. The purpose of the research is to identify the strategy and policy issues most adhered to by lecturers currently and, more importantly, the shortcoming that may exist.
Griffith College will be used as a case study. Griffith College is an ideal environment in which to carry out this research as the range of courses and the diversity in levels being delivered allows for a thorough and varied research domain. The results are far reaching in scope allowing for extensive further utilization of findings both in Griffith College and in other 3rd level institutions.
The researchers foresee this as the beginnings of a longitudinal study which with track improvements over the next decade.
This paper carries out an in-depth analysis of the policy document. The purpose of the research is to identify the strategy and policy issues most adhered to by lecturers currently and, more importantly, the shortcoming that may exist.
Griffith College will be used as a case study. Griffith College is an ideal environment in which to carry out this research as the range of courses and the diversity in levels being delivered allows for a thorough and varied research domain. The results are far reaching in scope allowing for extensive further utilization of findings both in Griffith College and in other 3rd level institutions.
The researchers foresee this as the beginnings of a longitudinal study which with track improvements over the next decade.
Session 3B Chair: Dr. Susan Bergin (NUIM)
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Case method of instruction in hospitality. Angela Harvey, GCD |
Abstract: In this paper the use of case studies as a teaching technique for developing practical skills in hospitality students is examined. The effectiveness of using the case method of instruction to enable students to solve problems through the use of observation and examination of particular hospitality related cases is looked at. Using the Case method of instruction provides an interactive learning approach that promotes student discussion and team work and in so doing increases communication skills. Such problem-solving and communications skills are considered to be crucial for hospitality students to acquire. Understanding how particular concepts can be applied to actual concrete hospitality situations helps to contribute to the student’s executive ability, such skills which are often learned on the job, can now be taught using carefully selected cases that can be adapted to meet course objectives.
This paper looks at how hospitality students respond to and approach learning from the case method of instruction and how it can help to prepare them for the real world. It provides recommendations on changes that can be made to current teaching practice to ensure better deployment of case studies across all modules in the final year stage of the course.
This paper looks at how hospitality students respond to and approach learning from the case method of instruction and how it can help to prepare them for the real world. It provides recommendations on changes that can be made to current teaching practice to ensure better deployment of case studies across all modules in the final year stage of the course.
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Socheolas: Critical reflections on the establishment of a peer-reviewed student sociology journal in Ireland. Patricia Neville, Martin J. Power, Cliona Barnes and Amanda Haynes, University of Limerick |
Abstract: On 23rd April 2009 a new peer-reviewed journal entitled ‘Socheolas: Limerick Student Journal of Sociology’ was officially launched. The journal, now in its 3rd issue, is produced, edited and managed by a small team from within the Department of Sociology at the University of Limerick. The key purpose of the journal is to showcase the high-quality academic work undertaken by its undergraduate and postgraduate students. The journal offers undergraduate and first-year postgraduate students in the Department of Sociology an opportunity to improve their writing and sociological skills, both as authors and as readers of sociological research. It allows students to have first-hand experience of the process of editing and rewriting for publication in a supportive and constructive environment, while giving them the opportunity to see their work published online.
This paper will document the establishment of Socheolas from its origin as part of a drive to increase the profile of sociology among both the faculty and student body in UL, to its position as a central element in the active teaching and learning culture of the department. Critical reflections of the editorial team are presented, offering key insights into the practical and theoretical challenges as well as the contribution and benefits arising from the journal’s evolution and development. These practical insights are supplemented by the findings from a series of small focus groups conducted with a number of student authors. These findings illustrate the positive and negative experiences of students as well as offering insight into the value and importance placed by them on the process of writing for publication. Together, these staff and student reflections inform an overall evaluation of and critical engagement with Socheolas as it prepares to move onto the next stage of its development.
This paper will document the establishment of Socheolas from its origin as part of a drive to increase the profile of sociology among both the faculty and student body in UL, to its position as a central element in the active teaching and learning culture of the department. Critical reflections of the editorial team are presented, offering key insights into the practical and theoretical challenges as well as the contribution and benefits arising from the journal’s evolution and development. These practical insights are supplemented by the findings from a series of small focus groups conducted with a number of student authors. These findings illustrate the positive and negative experiences of students as well as offering insight into the value and importance placed by them on the process of writing for publication. Together, these staff and student reflections inform an overall evaluation of and critical engagement with Socheolas as it prepares to move onto the next stage of its development.
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Improving reasoning using guided design or frameworks. Fionnuala Corcoran, Institute of Physical Therapy and Applied Science |
Abstract: Reasoning skills or problem solving skills are important for any discipline where the practitioner obtains and analyses information using knowledge form several disciplines or modules to arrive at a solution or decision. Students are often expected to know how to combine the knowledge from different modules and how to analyse the information without ever having been introduced to, or practised a process to help them to do it.
Literature suggests that teaching a framework will be effective to acquire information, result in better organised and retrievable information, will develop cognitive and process skills to learn and apply reasoning concepts. Research suggests that group work / peer learning is effective for better cognitive outcomes and developing confidence, and that using cases is most effective in teaching reasoning.
This paper examines the impact of using a guided framework to assist first year Physical Therapy students in their Clinical Reasoning. Clinical Reasoning involves analysing the information obtained from the patients’ history, hypothesising a range of different possible diagnoses, analysing the findings of a range of tests, interpreting and making sense of all of the information to arrive at diagnosis. A similar format of framework could be used in any other disciplines where a series of steps and analysis of information is required.
The study which was undertaken under the auspices of the Centre of Teaching and Learning at National University of Ireland Maynooth and was based on a concern I had in my teaching situation that first year students found it difficult to analyse and interpret facts and findings for clinical reasoning, integrating knowledge from several modules. The study implemented four action research cycles of teaching using the framework. The students worked in groups using case studies. In the cycles amendments based on feedback and findings were made to progress and develop the learning. Feedback and results indicate improvement in clinical reasoning, an increase in my students’ confidence in their clinical reasoning abilities and development of attributes required for clinical reasoning.
The paper provides useful teaching methods for first year clinical reasoning skills, and identifies lessons learned during teaching.
Literature suggests that teaching a framework will be effective to acquire information, result in better organised and retrievable information, will develop cognitive and process skills to learn and apply reasoning concepts. Research suggests that group work / peer learning is effective for better cognitive outcomes and developing confidence, and that using cases is most effective in teaching reasoning.
This paper examines the impact of using a guided framework to assist first year Physical Therapy students in their Clinical Reasoning. Clinical Reasoning involves analysing the information obtained from the patients’ history, hypothesising a range of different possible diagnoses, analysing the findings of a range of tests, interpreting and making sense of all of the information to arrive at diagnosis. A similar format of framework could be used in any other disciplines where a series of steps and analysis of information is required.
The study which was undertaken under the auspices of the Centre of Teaching and Learning at National University of Ireland Maynooth and was based on a concern I had in my teaching situation that first year students found it difficult to analyse and interpret facts and findings for clinical reasoning, integrating knowledge from several modules. The study implemented four action research cycles of teaching using the framework. The students worked in groups using case studies. In the cycles amendments based on feedback and findings were made to progress and develop the learning. Feedback and results indicate improvement in clinical reasoning, an increase in my students’ confidence in their clinical reasoning abilities and development of attributes required for clinical reasoning.
The paper provides useful teaching methods for first year clinical reasoning skills, and identifies lessons learned during teaching.
Session 4A Chair: Dr. Leo Casey (CRILT)
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The potential of in-class online quizzes to promote attendance and engagement by first year undergraduate students. Garry O’Regan, Institute of Technology, Tallaght |
Abstract: Recent trends in mobile computing (e.g. rapidly decreasing costs of wireless laptop computers), and improvements in college technology infrastructures (wireless networks) suggest that it only a matter of time before all students will have access to online computing devices during lecture sessions.
This paper outlines the results of an action research project aimed at assessing the merits of conducting interactive online quizzes during theory based lecture sessions, as a means of encouraging greater student attendance and engagement, and providing formative feedback on student progress. The project was undertaken in the course of completion by the author of a Post-Graduate Diploma in Higher Education in N.U.I., Maynooth in early 2008.
The research involved conducting a number of theory lectures in a computer lab environment to facilitate the completion by students of online multiple choice quizzes during, or just after, the lecture on the material just presented. Appropriate multiple choice questions, with relevant feedback, were created to match each theory topic to be presented.
The paper will present the findings of the research in relation to the impact on student engagement, attendance and results, both as perceived by the students themselves, and as concluded by the author.
This paper outlines the results of an action research project aimed at assessing the merits of conducting interactive online quizzes during theory based lecture sessions, as a means of encouraging greater student attendance and engagement, and providing formative feedback on student progress. The project was undertaken in the course of completion by the author of a Post-Graduate Diploma in Higher Education in N.U.I., Maynooth in early 2008.
The research involved conducting a number of theory lectures in a computer lab environment to facilitate the completion by students of online multiple choice quizzes during, or just after, the lecture on the material just presented. Appropriate multiple choice questions, with relevant feedback, were created to match each theory topic to be presented.
The paper will present the findings of the research in relation to the impact on student engagement, attendance and results, both as perceived by the students themselves, and as concluded by the author.
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Tailoring the traditional and testing the technological: The trials and tribulations of a tentative teacher. Julie Rodgers, NUI Maynooth |
Abstract: This paper will look at accessible yet effective ways to integrate technology into traditional teaching approaches in order to promote greater learner autonomy and encourage diversity of materials as well as student-student and student-teacher interaction. This paper hopes to illustrate how even the most technologically tentative teacher can go some way to meeting the needs of the twenty-first century graduate.
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Luddites and learning theories: Lessons from a flawed clicker project. Paul Surgenor, University College Dublin |
Abstract: Audience Response Systems, or clickers, are increasing used to address difficulties associated with student engagement in large classes in higher education. Many studies extol their benefits and evidence of their success prompts many academics to adopt the technology regarded as a panacea to the staid, didactic methods representative of large group teaching. This study reflects on a project in which clickers were introduced to a class of 500 undergraduate students where none of the expected benefits were fulfilled. It considers the reasons for this lack of success, the pre-requisite and frequently overlooked role of learning theories, and suggests several small changes based on student-centred theories of teaching and learning that may encourage student engagement without the use of clickers.
Session 4B Chair: Orla Hanratty (NUIM)
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Teaching strategies for third level science students with dyslexia and/or dyspraxia. Maeve Scott and Darvree Downey, ISPE & ITT |
Abstract: Teaching strategies at third level institutions are traditionally based on visual and verbal means. These methods can disadvantage students who have difficulty with reading and writing (Department of Education and Science, 2001). A survey of first year science students in the Institute of Technology in Tallaght (ITT) Dublin by the National Learning Network in November 2007 estimated that 10% of students have a specific learning difficulty such as dyslexia or dyspraxia. This is in line with national and international surveys conducted by associations such as the Association for Higher Education and Access (AHEAD, 2004) in Ireland and the Irish Association for Dyslexia.
In this paper, modes of lecture delivery of three scientific modules taught at level 7 and level 8 were critically evaluated and modified to ensure students with dyslexia and/or dyspraxia are accommodated. Feedback and conclusions were summarized and recommendations made.
The initial part of the study involved a review of published literature to identify the teaching strategies which accommodate the learning styles of students with dyslexia and/or dyspraxia and compared to the lecture delivery strategies used. The delivery of parts of the modules taught were then modified to include teaching strategies aimed at improving learning by students with dyslexia and/or dyspraxia. Feedback from students was obtained at the end of the modules in the form of questionnaires and interviews. Qualitative analysis from student feedback was also supported by reflective entries, peer discussions and exam results. Definitive and quantitative judgements are difficult to make due to the small population size in this study.
The study concluded that the use of visual images, concept mapping, virtual learning environment and global (in addition to sequential) teaching styles are preferred by dyslexic and/or dyspraxic students. A multi representational approach in lecture delivery will accommodate learning for students with a diverse range of learning styles including those with dyslexia and/or dyslexia.
In this paper, modes of lecture delivery of three scientific modules taught at level 7 and level 8 were critically evaluated and modified to ensure students with dyslexia and/or dyspraxia are accommodated. Feedback and conclusions were summarized and recommendations made.
The initial part of the study involved a review of published literature to identify the teaching strategies which accommodate the learning styles of students with dyslexia and/or dyspraxia and compared to the lecture delivery strategies used. The delivery of parts of the modules taught were then modified to include teaching strategies aimed at improving learning by students with dyslexia and/or dyspraxia. Feedback from students was obtained at the end of the modules in the form of questionnaires and interviews. Qualitative analysis from student feedback was also supported by reflective entries, peer discussions and exam results. Definitive and quantitative judgements are difficult to make due to the small population size in this study.
The study concluded that the use of visual images, concept mapping, virtual learning environment and global (in addition to sequential) teaching styles are preferred by dyslexic and/or dyspraxic students. A multi representational approach in lecture delivery will accommodate learning for students with a diverse range of learning styles including those with dyslexia and/or dyslexia.
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Teaching and learning diversity. Eloise Tan, Dublin City University |
Abstract: As teaching assistant and teacher-candidate in a Montreal teacher-training program, we undertook a qualitative approach of narrative inquiry with seven teacher candidates and the professor of a Multicultural Education course to examine how Québec’s distinct society identity interacted with the course objectives. The reasonable accommodation debates on how best to integrate Québec immigrants into a society steeped in distinct society narratives was the backdrop to both the course and the research. This article contributes to the growing research on how teacher candidates negotiate multicultural education program objectives. Based on our analysis of two participant’s interviews we advocate for a more context-based approach with course content specific to the distinct society element in multicultural courses.
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Third-Level Specialised Support Centres- Their impact on student success. Martina Naughton, Nuala Curley, Joe Carthy and Tahar Kechadi, University College Dublin |
Abstract: The Mathematics Support Centre (MSC) was opened in 2004 by the School of Mathematical Sciences, University College Dublin (UCD) to provide additional support to third level students with mathematical related issues. Motivated largely by the success of this centre, the Computer Science Support Centre (CPSC) was established by the UCD School of Computer Science and Informatics in September 2008, in order to provide a friendly atmosphere where students can voluntarily seek assistance with CS-related difficulties.
In this paper, we examine the ability of the MSC and CPSC to support students who struggle with Mathematics and Computer Science (CS) related difficulties at the university. We describe the usage and how the centres are perceived by the students by examining and comparing their practices. Firstly, this study provides some details about the workings of both centres, focusing in particular on the services they provide to students and their resource usage. Secondly, we examine how important such centres can be in aiding students understanding and grasping the fundamentals in CS and Mathematics modules. Moreover, MSC covers also all UCD programmes, which have any element of Mathematics.
In this paper, we examine the ability of the MSC and CPSC to support students who struggle with Mathematics and Computer Science (CS) related difficulties at the university. We describe the usage and how the centres are perceived by the students by examining and comparing their practices. Firstly, this study provides some details about the workings of both centres, focusing in particular on the services they provide to students and their resource usage. Secondly, we examine how important such centres can be in aiding students understanding and grasping the fundamentals in CS and Mathematics modules. Moreover, MSC covers also all UCD programmes, which have any element of Mathematics.
Poster Session
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Student Motivation in Project-Based Learning. Jukka Hilvonen and Päivi Ovaska, Saimaa University of Applied Sciences, Lappeenranta, Finland |
Abstract: During the TIKLI-project, we have experienced that engaging students towards self-directed learning and working in the projects is challenging. In this project, we piloted a new learning environment for information technology students.
The purpose of the research study was to explore what issues of PBL affect the motivation experienced by students towards learning. The study is based on interviews of students who participated in the project.
The main outcome of the study is that the motivation of the students is influenced by the level of control the teacher holds in the project. Teachers’ ability to doubt and ask questions was also seen valuable in guiding and challenging students’ learning and working. According to our study, the customer contact is also one crucial element which affects motivation to learn. In addition, since the projects are carried out in teams, it is natural that the quality of teamwork influences the motivation of individuals.
The purpose of the research study was to explore what issues of PBL affect the motivation experienced by students towards learning. The study is based on interviews of students who participated in the project.
The main outcome of the study is that the motivation of the students is influenced by the level of control the teacher holds in the project. Teachers’ ability to doubt and ask questions was also seen valuable in guiding and challenging students’ learning and working. According to our study, the customer contact is also one crucial element which affects motivation to learn. In addition, since the projects are carried out in teams, it is natural that the quality of teamwork influences the motivation of individuals.
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Removing learner misconceptions and improving institutional teaching practices in one go. Robert Cleary, Stephen Cleary and Davide Susta, GCD and Dublin City University |
Abstract: Based on the Dochy model for the integration of learning, instruction and assessment (Dochy et. al, 1996), this paper proposes the use of that model (with a minor extension added) as the basis for the development of a software framework, for which tools designed to enhance learning might conform. The use of the extended model is inspired (by leaders in the field of educational research) having identified real dangers inherent in current education practices where frightening misconceptions arise in the learning of students who after assessment are graded in the high-achiever class. The extended model proposes to provide a dual benefit to educational institutions, namely, a student feedback methodology as well as an institutional education review tool which aims at capturing misconceptions and eliminating teaching practices which may support them.
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Title: Requiem for the Classroom? Anne Daly and Pat Proctor, GCD |
Abstract: This paper offers a college radio station as a study to illustrate the power of ‘practice by being,’ as described by Coate and Barnett (2006) and experienced by journalism students. Griff FM, the GCD college radio station, facilitated ‘deep learning’ when students were given control of the radio production environment. The initiative, which was facilitated by lecturers, helped to transform relatively passive students into active learners when they felt empowered to realise their individual and collective potential. Student involvement in the radio station not only secured learning outcomes, it also facilitated constructive alignment in terms of demonstrating in a tangible and practical way what was taught in class. As Race (2001) argues ‘learning from other people is the most instinctive and natural of all learning contexts we experience.’ Because of Griff FM the physical learning environment moved from the classroom into radio studio. Barriers between students and lecturers, and between the students themselves, dissolved as learning took place in an environment which simulated real life working conditions in the radio industry. However teaching support was crucial, and echoeing Bryson and Hand (2007)who said learners are more likely to engage if they are ‘supported by teaching staff who engage.’
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Assessing Verbal Creativity with Digital Educational Games Stephen Howell and Tony Veale, University College Dublin |
Abstract: There is growing interest in utilising digital educational games for assessment of traditional classroom learning, but the challenge of adapting the game difficulty to the individual ability of the player remains. A critical aspect of successful game design is to ensure that the player is placed in a state of flow, such that they are neither frustrated by the difficulty of the game nor bored by its simplicity.
In digital educational games, this means that the difficulty of the game must be tailored to the individual learner’s ability. This paper presents an Intelligent Tutoring System which features a digital educational game that assesses the player’s verbal creativity, specifically in the area of word association skills. By designing the game as a casual game (a casual game employs common game modalities such as simple control systems and immediate feedback), there is a reduced learning curve to the game play.
The Intelligent Tutoring System implements dynamic difficulty adjustment and allows a wide range of players with different verbal abilities enjoy the game. To examine the effectiveness of this assessment strategy, a pilot experiment was performed where third level computing students undertook a traditional verbal creativity test (Remote Associates Test) and then played the digital learning game. This paper examines the pertinent game design issues and presents the findings from the pilot experiment.
In digital educational games, this means that the difficulty of the game must be tailored to the individual learner’s ability. This paper presents an Intelligent Tutoring System which features a digital educational game that assesses the player’s verbal creativity, specifically in the area of word association skills. By designing the game as a casual game (a casual game employs common game modalities such as simple control systems and immediate feedback), there is a reduced learning curve to the game play.
The Intelligent Tutoring System implements dynamic difficulty adjustment and allows a wide range of players with different verbal abilities enjoy the game. To examine the effectiveness of this assessment strategy, a pilot experiment was performed where third level computing students undertook a traditional verbal creativity test (Remote Associates Test) and then played the digital learning game. This paper examines the pertinent game design issues and presents the findings from the pilot experiment.
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The Cognitive Developmental Levels of a sample of First Year University Science Students Lorraine McCormack, Odilla E. Finlayson, Thomas J.J. McCloughlin CASTeL, Dublin City University |
Abstract: The purpose of this study was to gauge the cognitive developmental levels of first year university science students. The sample consisted of 386 third-level students, with an average age of 18.8 years. The sample was comprised of two first year groups of students, from nine undergraduate science courses. The task used to measure the cognitive developmental levels was one of the Science Reasoning Tasks, developed by the CSMS (Concepts in Secondary Mathematics and Science) team. The profile obtained showed that almost 70 per cent of students were at levels capable of formal operational thought. However, only a very small minority showed capability of late formal operational thought, necessary for meaningful engagement and understanding of many scientific and mathematical concepts. Thirty-two per cent of the university cohort was at concrete levels of cognitive development. A statistically significant gender difference was evident in this study with female students lagging behind male students in this sample, in terms of their cognitive developmental levels. The significance of these results is evident when the students’ current cognitive levels are compared with the minimum cognitive level that a student should be at, in order to understand a large amount of scientific and mathematical concepts in second and third level education. More detailed analysis of these results and the implications for third level science education are presented.