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Irish Journal of Academic Practice
Number of Followers: 1  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2009-7387
Published by Dublin Institute of Technology Homepage  [4 journals]
  • Through the doors of the wardrobe: A qualitative case study of a
           short-term study abroad program inspired by the C.S. Lewis Trail in

    • Authors: Keely D. Cline et al.
      Abstract: This qualitative case study explores experiences of U.S. American undergraduate students who participated in a short-term study abroad program to the Republic of Ireland and Northern Ireland. The program focused on psychological perspectives of childhood and play including restorative benefits of spending time in nature. Additional features of the program included using a children’s novel to connect class content and travels as well as prioritizing outdoor experiences. Students shared reflections on their experiences through digital storytelling projects and interviews. Analysis of data resulted in identification of five themes and researcher assertions. The study is framed in relation to literature contrasting short-term and long-term study abroad and the use of reflective practices including digital storytelling in study abroad.
      PubDate: Thu, 14 Jul 2022 04:02:22 PDT
  • Embedding anti-racism in the teaching, learning and assessment of the
           Community Development and Youth Work programme: Lessons learned to date.

    • Authors: Brid Ni Chonaill et al.
      Abstract: The Black Lives Matter movement has placed a spotlight on racism, not just as a global phenomenon but as a feature of Irish society. Research conducted with Community Development and Youth Work students on the TU Dublin Blanchardstown campus found that some had encountered racism on placement and felt ill-equipped to deal with it. As a group of white lecturers working with diverse students, we sought and received funding to conduct a project during the academic year 2020/21 which aimed to embed anti-racism in the teaching, learning and assessment of that programme. An action-research methodology using a mixed-methods approach was employed, and focus groups, surveys and reflections were used to gather the evidence base. Following an overview of the theoretical framework underpinning the work, this article charts the journey to achieve the proposed objectives: namely, to change the programme content/delivery, to increase the racial literacy and reflective practice of lecturers in terms of anti-racism, and to enable students to identify racism and empower them to respond to it. The article concludes with an analysis of some lessons learned and emerging issues from the ongoing work.
      PubDate: Thu, 14 Jul 2022 04:02:11 PDT
  • The Use of Online Formative Assessments and the Impact on Student

    • Authors: Daniel King
      Abstract: This paper investigates the impact of online formative assessments on student performance in an introductory accounting module. The online formative assessments were introduced during the Covid-19 pandemic. The online formative assessments were objective tests. The impact is considered from two perspectives: students’ perceptions of online formative
      assessments gathered via an online questionnaire; and an investigation into whether the use of online formative assessments helped to increase students’ performance in the end of semester exam. The study reveals a number of interesting findings. First, the online formative assessments were generally perceived as being useful by the students, and second the study
      shows a positive relationship between online formative assessments usage and exam performance.
      PubDate: Thu, 14 Jul 2022 04:02:04 PDT
  • A Review of the Impact of Authentic Assessment on the Student Experience &
           Engagement in an Online Regulatory Environment Module.

    • Authors: Amanda Dixon
      Abstract: The COVID 19 pandemic triggered the move to online teaching which prompted a redesign of the Regulatory Environment module in the Sports Management and Coaching programme, TU Dublin. The module redesign focused on replacing the traditional invigilated exam with authentic assessment. The aim of the redesign was to improve the student experience and engagement.Authentic assessment immersed the student in the learning experience and they became enthusiastic self-directed learners. It imposed a real life dimension to the regulatory environment module content which is entirely theoretical in nature.An online focus group was conducted with the regulatory environment students. The research established that the authentic assessment had a positive impact on the student experience & their engagement in the online regulatory environment module.The findings demonstrate that implementing authentic assessment in theoretical modules that are regulatory in nature, has many beneficial consequences for both student and lecturer. It enables understanding, knowledge retention and encourages student engagement negating challenges faced in the online learning environment. It creates an enjoyable and supportive enjoyable learning experience for students once appropriate structures are in place. The participants acknowledged that an additional effect of completing authentic assessment tasks is that they developed transversal skills which are a key employability factor.The outcome of the research will contribute to the body of knowledge on authentic assessment and inform the future design of curriculum and assessment in regulatory environment modules.
      PubDate: Thu, 14 Jul 2022 04:01:58 PDT
  • Damocles' Sword But It Served To Remind Me Of What I Love Doing: A
           Supported Journey To Advance HE Fellowship At Dublin City University

    • Authors: Lisa Donaldson
      Abstract: ‘Sword of Damocles’ and a ‘marathon’, just some of the descriptions used by Advance HE Fellowship applicants on the first Supported journey to Fellowship at Dublin City University. In spite of such descriptions, this paper explores the successful journey to Fellowship for twenty one DCU applicants. It examines their motivations and the impacts of the journey, as well as comprehensively outlining the supportive building blocks designed to enable all applicants achieve Fellowship recognition. These building blocks include the creation of a knowledge base, Triad support and Work in Progress sessions.The study indicates that Fellows who were supported in this journey found it a positive experience despite the challenging nature of the process. Importantly, the respondents attest to the importance of community and collegiality as integral to the journey and the significance of the Fellowship supports to achieving Fellowship recognition.This study was completed to provide insight to the first institution wide Supported journey to Fellowship in Ireland. Findings will be useful to signpost supports to those in other institutions considering adopting Advance HE Fellowship as an approach to CPD for staff to engage with and improve their teaching.
      PubDate: Thu, 14 Jul 2022 04:01:51 PDT
  • Evaluating the effects of Virtual Reality training on the accuracy rate of
           a Supply Chain Fulfilment team.

    • Authors: Robyn Murphy
      Abstract: Learning technology advancements have shown how employees can benefit from new and varied learning experiences in comparison to traditional on-the-job training. This is true for manual tasks which if done incorrectly could result in high error costs to companies. This research applied the use of an immersive virtual reality learning experience to evaluate the impact on a supply chain fulfilment teams accuracy rate. The overall team accuracy rate did improve as a result, producing a reduction in error rate and costs of resent/refunded orders. The participants reported that they enjoyed training with new technology and that it impacted their daily practice. This research also discusses the benefits of using emerging technology for training over traditional trainer-led learning and how organisations could benefit from investing in new learning technology to create engaging and scaffolded content for their employees.
      PubDate: Thu, 14 Jul 2022 04:01:45 PDT
  • Trialling HyFlex at TU Dublin – stakeholders’ voices and

    • Authors: Frances Boylan et al.
      Abstract: HyFlex is a multi-modal instructional approach that offers students the opportunity to engage with modules face-to-face and online in a mode that best suits their learning style and situation. Covid-19 forced many universities and lecturers to offer HyFlex opportunities. This emergency flip and required agility to deliver HyFlex provides the opportunity to learn from the experiences of using this mode of teaching and learning.This research presents the results of a survey of 44 lecturers who were part of the HyFlex Community of Practice (COP) or who were employing HyFlex in their practice, and 490 students who engaged with HyFlex at Technological University Dublin (TU Dublin), Ireland. Mini vignettes are used to provide deeper insight. Key findings are that HyFlex was viewed positively by both students and lecturers, and 92% of students would recommend this form of attendance in the future. From a lecturer's perspective, key challenges related to the technology, student engagement and high cognitive load. The research showed that some students who avail of university learning supports preferred the HyFlex approach as it felt that it gave them equal opportunity and allowed them to learn in a way that suited them best. While the majority of students believe that the HyFlex approach resulted in the same level of academic rigour and quality as face-to-face delivery, several lecturers had some concerns.This research is valuable as it positions HyFlex as a feasible form of delivery at a time when a new University Educational Model (UEM) is being developed for TU Dublin. However, it is particularly valuable as it identifies key issues and gives voice to various stakeholders, which is important in terms of contributing to international and institutional debates and policies going forward regarding the changing pedagogical landscape post-Covid.
      PubDate: Thu, 14 Jul 2022 04:01:34 PDT
  • Progression of International Students through their Undergraduate Studies
           in an Irish Higher Education Institution: A Qualitative Study

    • Authors: Anne Hurley et al.
      Abstract: The focus of this paper is on the progression of international students through their undergraduate studies in an Irish higher education institution. Despite the increasing presence of international students in higher education, their perspectives on progression through their undergraduate studies are not adequately explored. Research into the factors that influence international students’ progression is underdeveloped. The paper aims to provide new insights into international students’ perspectives of their progression through their undergraduate studies in an Irish context. This study addresses this gap by exploring what factors international students deem to be significant in terms of successful student progression through higher education in an Irish context. The research involved conducting semi-structured interviews with international students in TU Dublin in Ireland. Five students volunteered to participate in the study. The findings revealed factors that facilitate student progression such as the student’s motivation to study and learn new skills and partake in the class and college environment. The research also revealed factors found to impede progression such as issues relating to the college experience and environment. The results are considered in terms of implications for international student progression. This paper outlines the necessity for those involved in policy and practice to understand and act upon the challenges that international students encounter during their higher education journey.
      PubDate: Thu, 14 Jul 2022 04:01:24 PDT
  • Writing Problems and Student Retention: A Quantitate Study into
           Contemplation of Withdrawal among Undergraduate University Students in

    • Authors: Irina Ruppo
      Abstract: This paper examines the results of a quantitative study of the relationship between problems with academic writing and undergraduate student retention. In spite of the evidence that writing problems may affect student attrition, problems with academic writing are not listed as a separate factor in most retention models. Consequently, academic writing is not usually singled out in interventions designed to address student attrition. However, it is possible that the absence of writing issues in retention models is due to the predominant view of writing as a single element within academic studies as opposed to a complex and multi-modal process, involving students’ background and skill-acquisition, social context, behaviour and time-management, as well emotional and psychological well-being. In order to test this possibility, a survey was designed and administered to undergraduate students at an Irish university, aiming to capture student writing process awareness and writing issues within social, emotional, behavioural, and artisanal contexts. The results provide a breakdown of the challenges faced by students who see issues with academic writing as a factor in their contemplation of withdrawal, ranging from the need for more support to lack of confidence and writing anxiety. These insights can be used in designing targeted retention interventions that would address students’ problems with writing. The answers of the students who contemplated withdrawal were compared to the answers of those who did not contemplate withdrawal and those who did not connect their thoughts on withdrawal to difficulties with writing. The comparison suggests that some writing-related issues, such as the perception of writing as isolating, may also play an indirect role in student attrition. This further underscores the need to study the role of writing issues in student attrition.
      PubDate: Thu, 14 Jul 2022 04:01:17 PDT
  • Sustainable international engagement using a partner co-hosted teaching

    • Authors: Brian Gillespie et al.
      Abstract: Internationalisation is a significant activity of Higher Education Institutions (HEIs) worldwide and is typically embedded within the aims, ambitions, vision, and strategy of the institution. It incorporates the policies and procedures required to facilitate participation within a global academic environment, [1] and is often considered to be a transformative process that impacts practices in teaching and learning, research, and administration. With formal protocols to establish partnerships, such as memoranda of understanding and articulation agreements, the business of formally creating international partnerships is well defined. However, the motivations, corresponding metrics and key performance indicators (KPIs) of successful partnerships are not as well defined. At the institute level, there are often KPIs to measure student mobility, revenue generation, and funding. But internationalisation strategies also often include social, political and academic output and can be an important source of inspiration for wider innovation and entrepreneurial activity. In Ireland, for example, objective 2 of the 2018-2020 Higher Education System Performance Framework [2] includes the strategic goals of increasing international student numbers, increasing the foreign language provision for Irish students, and increasing the number of academic publications with international peers.The issue facing HEIs is not that international partnerships cannot be created, it is that many such partnerships do not evolve, often fail to develop into meaningful long-term relationships, and do not adequately contribute to the underlying strategic goals of participating partners. These failures are attributed to the fact that, while support exists at a higher institute level, there is often a lack of buy-in and support at the faculty level, including language barriers, a lack of ongoing post-agreement communication, and cultural issues creating inertia in the relationship [3]. While English is seen as the global language of science [4], it often puts at least one of the partners at a disadvantage if they are not natively proficient. Even when this barrier can be overcome, cultural differences can also contribute to unsustainable relationships [5]. While faculties, and individuals within them, are ultimately the engines that drive the KPI activities of university strategic goals, research has shown that it is frequently through the building of friendships and the discovery of common interests between staff that is the key to developing sustainable partnerships [6]. Brockington [7] calls for a clear vision which is embraced by all stakeholders including faculty, administration and senior institution management, and that appropriate financial and international support models must be put in place to help nurture productive international partnerships.HEIs typically create significant numbers of partnerships with other international institutions. However, many of these simply fail to become active for the reasons already outlined. The hope would seem that simply increasing the quantity of partnerships will ultimately result in the desired level of activity. However, in this paper, we argue that a more nuanced understanding of the ecosystem is required to foster successful partnerships and to increase the productivity rate of these relationships. While there may not be a single model that addresses all issues given their dynamic nature and number of stakeholders required to make a partnership successful, a set of best practices and guidelines can be extracted based on examples of key partnerships that have been successful.In this paper we describe a successful and ongoing partnership between TU Dublin School of Computer Science and the Beijing University of Chemical Technology (BUCT) College of Information Science and Technology. The model presented in this paper, Partner Co-hosted Model (PCM), evolved over many years and is based on a mutual desire to build meaningful and sustainable joint academic activity between the two institutions. This model has continued to evolve to sustain an ongoing cooperation and meaningful partnership and has demonstrated both its resilience and utility during the COVID-19 pandemic. In the following section, we review the context and background to the development of this model. In section three, we introduce the model and describe in detail its core features. Section four offers a summary of our conclusions and considers the possibility for further development of models of international partnerships as well as possible future research opportunities.This paper draws on the experiences and reflections of the programme team, including TU Dublin and BUCT staff members. As this programme has undergone a real time process of change and development, the lead authors have been able to reflect on (a) the changing nature of the programme, (b) the value of the programme to individual and institutional stakeholders, (c) the strengths and limitations of the model as it has involved and (d) and the experiences of dealing with the day-today challenges of international working. What is core to this discussion, is a recognition that running international programmes and partnership is only possible through clear, direct and ongoing dialogue (as this paper will address) but also a recognition that processes and experiences are inherently nonlinear and at times, as all authors here attest, challenging and ‘messy’. All authors recognise that the development of this programme has required the involvement of a range of colleagues, both at TU Dublin and BUCT, from departments including finance, teaching excellence, marketing, international and technology learning specialists.
      PubDate: Wed, 01 Jun 2022 08:18:26 PDT
  • Don’t underestimate the power of the Pen

    • Authors: John McGrory
      Abstract: The concept of attendance relates to the identification of a person (attendee) being present at a specific event. Common examples of attendance logs are role calls, swipe cards or sign-in sheets. The act of collecting attendance merely identifies who attended the event, nothing more. So, could an attendance mechanism be leveraged to be more engaging' Is it possible for an attendance framework to be developed to persuade attendees to have a higher level of engagement in a low cost, ethical and efficient way' This research proposes that through carefully engaging human factors, it is possible to provide a framework, where the attendee believes they are more in control, feels a comforting, supportive sense of belonging to a group, have a sense of inner competitiveness, and as a result could be encouraged to attend events more frequently.
      PubDate: Wed, 01 Jun 2022 08:18:16 PDT
  • Universities, Ignore Silver Students at your Peril

    • Authors: John McGrory et al.
      Abstract: As higher education institutions compete to gain competitive advantage in the areas of student enrolment, engagement, graduate numbers, and programme delivery, are these institutes at risk of missing out on one of the largest growing markets' The cohort of persons aged 65 years and over, is expected to double in size by 2040. But the cohort of those who are currently aged 55+ years is not extensively targeted by higher education institutions globally. Platitudes about ‘mature students’ are often used when discussing this demographic, but educational departments identify any person over 23 years as a ‘mature’ student. Hence, is this term truly targeting the senior population and lifelong learning curiosity' Persons who are 65 years have a lifetime of experience at the time of their retirement, and on average have an additional 20 years in which to share that experience with rates of volunteering highest among the 65 to 74 year old age group [1]. By identifying the barriers of the 50+ year’s cohort to transition to education in different forms and different levels, we can prepare the ground work for easing their inclusion in higher education institutions at, or before retirement.
      PubDate: Wed, 01 Jun 2022 08:18:08 PDT
  • Engineering Students' Perceptions of their Development of
           Professional Skills

    • Authors: Caitriona dePaor PhD et al.
      Abstract: Engineers play a central role in addressing the challenges which face society. However, the influence of globalisation, disruptive technological change and complex social problems will greatly affect the way engineers work in the future. As a result, there have been calls to embrace transformational change in engineering education, yet the literature reveals that many reform efforts have fallen short. Industry and society will therefore continue to look to Higher Education Institutions (HEIs) to better prepare engineering graduates with the new skills needed to face the challenges of the future. Notwithstanding the critical and valued role that technical engineering subjects have within an engineering programme, the literature suggests that there is a need for a greater focus on the development of a range of skills.The primary aim of this study is to determine how third year students in our Structural Engineering undergraduate degree programme perceive their skills development through the recording of their reflections in an ePortfolio. This will allow us to identify areas where students feel less confident and target those for future development.The first step was to identify what skills our students should be competent in upon graduating. The skills identification was a three-pronged approach as follows and is described in detail in [1]:- A review of skills required by professional bodies- A review of skills required by industry- Input from students into how they perceive these skills including a feedback session with 3rd year Structural Engineering students to get a grasp of their understanding of the skills identifiedA review of the most recent relevant literature alongside chartership requirements of the Institution of Structural Engineers [2] and Engineers Ireland [3], as well as consideration of three seminal consultation and analysis reports on the future skills in the sector [4]–[6], led to the identification of 7 skill clusters. These are the traditional, though evolving skills related to communication, technical ability, management and engineering practice, as well as emerging skills related to sustainability, technology and digitisation and society. It is accepted however that there may be different conceptions of each term, therefore, the presented research describes the co-creation of definitions for each of these skills with undergraduate structural engineering students [1]. Focus groups were used to engage students in a conversation around the meaning and importance of each skill resulting in specific action orientated definitions for each skill. These definitions were then be used in the next phases of the project which engage the same students in a reflective ePortfolio exercise and structural engineering educators in a review of the programme outcomes in relation to such skills.Portfolios are generally used as way to record a learner’s development, i.e. their knowledge, skills and competences. Portfolios also serve as a stimulus to encourage students to reflect on their performance to enable them to self-assess, both key aspects of developing into life-long learners [7]. The current growth in availability of technologies for learning provides an opportunity for students to easily record evidence and artefacts which reflect their learning in an accessible manner. Thus ePortfolios serve as both a tool to encourage reflection and self-assessment in addition to a repository of evidence on development of competences and skills.A number of ePortfolio options were discussed in this project. As this was a pilot study, it was decided to use the ePortfolio available in Brightspace which is the Virtual Learning Environment (VLE) we currently use in TU Dublin City Campus. Students are already familiar with this VLE and we felt it would be a good way for the students to save their reflections. The ePortfolio can link to the students’ modules, and may be shared with staff whilst not publicly available.
      PubDate: Wed, 01 Jun 2022 08:17:58 PDT
  • HUBLINKED: A Curriculum Mapping Framework for Industry

    • Authors: Paul Doyle PhD et al.
      Abstract: SMEs and Enterprise companies are looking for workplace-ready graduates that have already gained a relevant range of skills and knowledge as part of their studies. These include having specific proficiencies as well as a broad understanding of industry, including transferable skills such as self-awareness, critical thinking, teamwork, listening, time management, and leadership [1]. This demand entails a reciprocal relationship between industry and academia, which is one of many aspects that drives the need for solid collaborations between the two sectors [2].When facing the recruitment process, however, SMEs and Enterprise companies often struggle to match their requirements to the learning outcomes of new graduates applying for positions. Companies are faced with an overwhelming array of degree programmes to engage with, most of which consist of multiple modules and options. Even within the same institute and school, students graduate with the same qualification, but have gone through vastly different pathways and gained a varied experience based on the optional modules they may have taken. Without enough academic knowledge and familiarity and no means to distinguish between these courses and the graduates, the recruitment process for companies must rely heavily on lengthy interview procedures to search for the right graduate with the right experience and transversal skills, a process that can be resource intensive in terms of time and financial cost.Given that learning trajectories across programmes and curricula are often not visible from an employer perspective some form of mapping of academic curriculum to industry graduate requirements would seem an essential step to help relieve employers, at least partially, from burdensome recruitment procedure [3].The broad goal of the HubLinked Knowledge Alliance is to strengthen Europe’s software innovation capacity by learning from regions of proven Information Computing Technology (ICT) strength in Europe and Asia and sharing that knowledge with all regions. A key goal of the Alliance was to conduct research on the effectiveness of University-Industry (U-I) collaborations between Computer Science faculties and Companies (including non-ICT companies) as U-I collaborations are understood as a core driver of innovation capacity. In recognising that SMEs and Enterprise companies often struggle to match their graduate requirements to the learning outcomes of new graduates, two key challenges (presented here as fundamental questions) emerged:
      How can SME requirements for graduate recruitment be captured in a way that facilitates matching their requirements to academic programmes'
      How do you match university programmes from different institution to the industry requirement' In this paper we present a Curriculum Mapping Framework (CMF) and a Curriculum Mapping Tool (CMT) to address these issues. The CMF encodes the companies graduate attributes into a virtual curriculum after which the CMT maps the virtual curriculum onto specific educational pathway within an academic programme to determine the level of match between the two.The CMF and the CMT were both designed within the HubLinked Knowledge Alliance [4], a partnership of seven large industry-focused Computer Science Faculties and four Industry partners representing large multinationals, SMEs and start-up companies.Section two will explore the context that led to the development of the CMF and the CMT. In order to map learning outcomes across different programmes and courses, across different academic award levels and across different institutions, it is necessary to understand the general structure of a programme and how curricula are constructed. Our approach has been strongly inspired by the reports of the Association for Computing Machinery (ACM) [1] and Bloom’s Taxonomy [5] and by the assumption that multiple pathways are possible within each academic programme, meaning individuals undertaking the same programme gain varied skills depending on the optional modules for which they have opted.Section three describes in the development of the CMF which provides a mechanism for encoding industry requirements into a curriculum. Qualitative data was collected over a three-year period in the form of interviews with 40 Industry professionals and through organised focus groups with academic partners and stakeholders. Data collection was a central theme at each of the quarterly meetings hosted by each of the project partners who also facilitated the contribution of additional academic staff from outside of the project.Section four presents the CMT and demonstrates how the mapping process between ICT programmes and the Hublinked curriculum is achieved. The CMT is available on the HubLinked website for download[2]. Observations on the CMF and the CMT including recommendations on its future use are presented in the last sections of this paper.[1][2]
      PubDate: Wed, 01 Jun 2022 08:17:48 PDT
  • Think Lab: we have an IDEA (Instructional Design Elementary Application)

    • Authors: Maria Giulia Ballatore et al.
      Abstract: This work aims at summarizing the experience gained in the organization and delivery of a short-intensive and transdisciplinary teaching course offered inside the University College of Merit “Collegio Universitario Renato Einaudi” (Torino, Italy). Colleges of merit are shared residential facilities designed to accommodate talented students with high motivation and commitment, regularly enrolled in the different higher education levels ranging from bachelor to doctoral programs. Several services are also offered to support their personal and professional growth. This goal is usually achieved through both tutoring and complementary cultural activities.Collegio Einaudi is a private Foundation connected to the University of Turin and the Politecnico di Torino (PoliTo). It was founded in 1935 and hosts about 800 students who are asked to develop various transdisciplinary skills through internal courses defined once a year around a theme. The courses are jointly organized with lecturers and university research groups. In the academic year 2020/21, the chosen central theme is “resilience”. Within the booklet course proposals, structured as a ThinkLab, “We have an IDEA” - Instructional Design Elementary Application - aims to co-redesign the first-year engineering courses offered by PoliTo.PoliTo is an Italian public University offering both Engineering and Architectural tracks. Around 5000 freshmen are enrolled every year in the Engineering bachelor’s degree programs. During the first year, the students are divided into 20 parallel classes of about 250 each. The addressed topics provide a common background and include Chemistry, Computer Science, Mathematical Analysis I, Linear Algebra and Geometry and Physics I.The emphasis of this contribution is on the description of the “We have an IDEA” laboratory and on the evaluation of its impact on the University daily lives. In the following section, the theoretical framework is defined. The remaining part of the paper discusses the Laboratory’s design, the Results, and the Conclusions.
      PubDate: Wed, 01 Jun 2022 08:17:37 PDT
  • Design And Implementation Of A Fully Online And Remote Lab Course Under
           The Covid-19 Pandemic

    • Authors: Wei Zheng
      Abstract: This case study focuses on developing a fully online material testing course while keeping the experiential learning component for the students. The course of interest is a junior level plastics engineering course, PLE-360 (Testing and Analysis of Plastics), during which students are required to utilize various equipment to characterize polymers. Along with online lectures, remote labs are designed and implemented. During these labs, students remotely log into the computers, design the experimental program, conduct the tests, collect and analyze the data. The effectiveness of this practice is assessed through examining students’ lab grades and overall course grades. It is found that such remote lab course not only delivers the same learning content as the in-person class but also provides the “hands-on” experience to the students with much reduced risk of infection.
      PubDate: Wed, 01 Jun 2022 08:17:27 PDT
  • Responsible Design - an experiment in collaboration

    • Authors: Noel Brady et al.
      Abstract: The imminent impact of the climate change has forced architecture schools to rethink their pedagogic structures. Using a scaffolded approach in our new MArch studio, we can demonstrate that the multiple narratives are required to deliver a responsive building capable of being durable, resilient and flexible. We argue that understanding these intertwined narratives is an essential method in dealing with the dynamic character of a building under construction, in use and reuse. The paper plots the structured narrative in a necessary linear fashion, where each phase employs specific methods of enquiry to deliver quantitative data that supports evidenced design decisions. However measurement is not everything, because the student teams must find a way of balancing the objective with the qualitative. The studio remains an open looped learning paradigm where the students are encouraged to reflect on the processes to build for themselves a leadership and decision model for future practice. This is an iterative cyclical model where invention, crisis and paradigm shift are built in. Through learning histories (both shared and personal), through storytelling (Roth & Kleiner, 1998), the story of the MArch Collaborative Studio at TU Dublin is revealed.
      PubDate: Wed, 01 Jun 2022 08:17:17 PDT
  • Flipped Learning in Computer Science for non-native English-speaking
           Students: Case Study

    • Authors: Paul Doyle PhD et al.
      Abstract: While flipped learning courses generally follow a basic concept (web-based technologies outside the classroom and instructor-student interaction during class time), the detailed design of the delivery builds on the instructor's personal experience, knowledge, teaching philosophy and goals of the course. When designing such a course, it is very important to also take into consideration the teaching and learning environment and culture of the students. Flipped learning is not a fully grounded category in education literature; the area has been examined by a number of studies, but the methodology and its concept is not completely standardized [1, 2].The flipped learning concept reached the Republic of Korea (RoK) over a decade ago as a result of challenges East Asian universities were facing: to enhance the quality of education, to keep up with international trends and to make education as cost-effective as possible [3]. Tham and Tham [4] reviewed blended learning practices in higher education across Asia and noted that while there are a number of challenges in delivering blended modules in general, in Korea, there was much interest and approval for such a format. As a new, and in Western countries highly praised, methodology, it requires careful consideration and examination. Keeping in mind that Korean education methodology and students' school behavioural patterns are different from Western higher-education systems, this paper compares the recommendations made and features considered ideal by the literature, to the reality of a flipped learning course delivered in the RoK while acknowledging that there is no absolute recipe to a successful flipped learning course. It is also worth noting that this case study is also an intensive summery delivery of technical course material by a native English speaking lecturer to non-native English speaking students. The case study presented in this paper is the first flipped learning course examined in such a setting, with similar courses being developed for delivery in the near future. Therefore, lessons learned from this case study will help in designing and implementing courses in the future. Similarly, it is important to note that this case study pre-dates the Covid19 global pandemic (taking place in the Summer of 2019), meaning that social distancing and other related concerns were not relevant during delivery. However, knowing about the successes and challenges of such formats is of particular relevance to educators in more recent times, as we have become more reliant on blended/online teaching and learning.Based on our final findings presented in this case study it seems certain that the flipped learning methodology has a future in Korean higher education, as long as the course is designed for the specific setting: for example, emphasis should be put on student/teacher discourse in order to encourage naturally shy students to engage with the instructor, to increase constructive interaction throughout the course.
      PubDate: Wed, 01 Jun 2022 08:17:06 PDT
  • Practice-Based Learning of Product Lifecycle Data Reuse

    • Authors: Rosemary L. Astheimer
      Abstract: Model-Based Definition (MBD) is an emerging methodology that plays a central role in transforming traditional manual industry practices to automation through machine-to-machine communication. MBD captures and re-uses the data used by these new practices in a digital format that seamlessly transfers information to enterprise stakeholders involved in all stages of the product lifecycle. Practice-based learning with the tools and processes that manage this data gives graduates the skills to have a competitive advantage for the new jobs resulting from these technological changes.Students gain experiential learning by going through the steps of a product throughout its life, from conception through in-use, as explained in the following sections of this document. Students use Industrial Design software that brings aesthetics, user function, and design together. Computer-Aided Design (CAD) is used to refine product requirements at the engineering design level, including authoring annotations, referred to as Product and Manufacturing Information (PMI), to capture and convey tolerances required for the product to perform its function. Analyses optimize the geometric design for weight reduction. Manufacturing simulations write programs to drive Computer Numerical Control (CNC) machines to automate manufacturing devices such as milling machines. Annotations are re-used to produce inspection plans, verifying as-manufactured products match their digital twin. The final product design is used to generate work instructions for the assembly of parts. Students submit assignments through a Product Data Management (PDM) software that mimics an industry installation driving relationships between data and stakeholders, allowing students to receive feedback and revise designs to rectify discrepancies.
      PubDate: Wed, 01 Jun 2022 08:16:56 PDT
  • Integrating a Human-Centered Design Approach in a Human Trafficking

    • Authors: Kathryn C. Seigfried-Spellar PhD et al.
      Abstract: Human trafficking is a global epidemic that results in grave violations of human rights for approximately 24.9 million people worldwide. The National Academy of Engineering states human-centered design is appropriate for addressing Grand Challenges; thus, the fact that human trafficking intersects with multiple UN agencies and sustainable development goals signifies the need for holistic, interdisciplinary approaches to this global epidemic. Design thinking supports the development of diverse ideas, which are critical for innovation. In this paper, we describe a university-wide event that applied a human-centered design approach to the problem of human trafficking. In this paper, we describe a human to develop potential solutions in mitigating/ending the crime of human trafficking. We organized a university event, inviting experts, faculty, students, staff, and the interested local community to demonstrate that higher education institutions can have an impactful role on human trafficking and potentially effect change. While previous hackathons utilize existing datasets, this was a novel approach in that no data was formally provided to the student teams. The human-centered design approach was successful in facilitating innovation. In addition, the diversity of majors and student team mentors were important in the variety of socio-technical solutions developed by the student teams.
      PubDate: Wed, 01 Jun 2022 08:16:46 PDT
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Tel: +00 44 (0)131 4513762

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