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Subject = curriculum development;
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Displaying Results 1 - 23 of 23 on page 1 of 1
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An Examination of the Use of Blended Learning to Support Improvement of Engagement and Retention of Part-Time Postgraduate Level Students using Student Edited Podcasts
(2011)
Lawless, Deirdre; Gordon, Damian
An Examination of the Use of Blended Learning to Support Improvement of Engagement and Retention of Part-Time Postgraduate Level Students using Student Edited Podcasts
(2011)
Lawless, Deirdre; Gordon, Damian
Abstract:
Part time students must content with a large number of logistical factors which may inhibit their ability to attend all required instruction sessions. The vast majority of part-time students are in full –time employment and due to either family or work pressure may be unable to attend all classes. This can have a significant impact on the student learning experience. Students can quickly fall behind, become de-motivated and can increasingly seek deferrals from with examinations or the programme itself. Given the current economic climate it is to be expected that the numbers of students interested in upskilling will be increased in the short-to-medium term and that the numbers forced to miss instruction sessions due to increased family and wok commitments will also increase. This project investigated how a ‘Blended Learning’ approach, combining traditional and online delivery, and specifically, the use of podcasting could be used to address some of the problems encountered. Some teac...
https://arrow.dit.ie/fellow/8
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Blended Learning: Overview and Recommendations for Successful Implementation
(2009)
Harris, Paul; Connolly, John F; Feeney, Luke
Blended Learning: Overview and Recommendations for Successful Implementation
(2009)
Harris, Paul; Connolly, John F; Feeney, Luke
Abstract:
<p>This article is available at http://www.emeraldinsight.com/.</p>
<p>Purpose – The purpose of this paper is to identify key themes within the blended learning literature and to develop a series of practical recommendations to facilitate the successful adaptation and implementation of a ‘‘blended approach to learning delivery’’. Design/methodology/approach – The literature was reviewed and informed a series of recommendations for organisations considering adopting or implementing blended approaches to teaching and training. Findings – Several key themes centering on the importance of evaluation, skills training, pedagogy, human factors, technology and implementation were identified. The emerging themes informed a series of practical recommendations to assist organisations considering blended learning approaches. Findings highlight the current limitations in the evidence base. Practical implications – The identified key themes and practical recommendations prov...
https://epubs.rcsi.ie/ilhmart/1
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Building Information Modelling Incorporating Technology Based Assessment
(2011)
Murphy, Maurice; Scott, Lloyd
Building Information Modelling Incorporating Technology Based Assessment
(2011)
Murphy, Maurice; Scott, Lloyd
Abstract:
Building Information Modelling (BIM) is currently being developed as a virtual learning tool for construction and surveying students in the Dublin Institute of Technology. This advanced technology is also used to develop a technology based assessment practice for enhancing the learning environment of construction and surveying students. A theoretical design framework is presented in this paper, which combines advanced technology and assessment theory to create a virtual learning environment. This is based on the move from teacher-centered to student-centered learning, which attaches a higher degree of importance on what students know, understand, and can do as a result of their educational experiences. The design framework consists of three levels: the first incorporates student access for initial assessment, secondly student motivation is enhances using self-assessment techniques and finally formative assessment through information sharing is introduced using student-teacher WEB-ba...
https://arrow.dit.ie/fellow/4
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Children’s voices in the Framework for Early Learning – a portraiture study
(2007)
Daly, Mary; Forster, Arlene; Murphy, Rosaleen; Sweeney, Avril; Brennan, Paul; Maxwell, ...
Children’s voices in the Framework for Early Learning – a portraiture study
(2007)
Daly, Mary; Forster, Arlene; Murphy, Rosaleen; Sweeney, Avril; Brennan, Paul; Maxwell, Margaret; O'Connor, Emer
Abstract:
The National Council for Curriculum and Assessment (NCCA) is developing a Framework for Early Learning to support adults in working with children from birth to six years. The Framework is premised on an understanding of children as being active in shaping and creating their own lives. This perspective supports the inclusion of children’s voices in decisions which affect them. The NCCA is using a portraiture study to facilitate children as partners in developing the Framework. The portraits will provide a detailed description of individual children’s experiences and reflections on their time in early childhood settings and will provide an important benchmark for the NCCA in developing a national framework for early learning and development which is grounded in an Irish context. This contextualisation will help to ensure that the Framework is relevant and helpful to adults in working with children in Ireland.
http://hdl.handle.net/10468/14
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Conceptualising examinable physical education in the Irish context: Leaving Certificate Physical Education
(2019)
Scanlon, Dylan; MacPhail, Ann; Calderón, Antonio
Conceptualising examinable physical education in the Irish context: Leaving Certificate Physical Education
(2019)
Scanlon, Dylan; MacPhail, Ann; Calderón, Antonio
Abstract:
A Physical Education Development Group (PEDG) was responsible for constructing a new school subject curriculum, Leaving Certificate Physical Education (LCPE), in Ireland. This paper provides an insight into this development group and explores the process of curriculum development, and the influence of roles and power-ratios within the group, in the construction of the LCPE curriculum. Figurational sociology concepts (Elias, 1978) were drawn on to make sense of the curriculum makers’ experiences. Interviews were conducted with 10 PEDG members. The findings suggest that the members’ roles had very little, if any, influence on the curriculum development process. Findings also revolved around the unbalanced power-ratios which existed in the PEDG and highlighted the socially powerful position of ‘strong, well-established’ (in the academic field of curriculum development – participant's words) members and the other members (predominantly representing practicing teachers). We express ...
http://hdl.handle.net/10344/8331
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Curriculum Development as a Subversive Activity? Discourse and Ideology in the Evolution of Curriculum Policy in Ireland 1980-2005
(2010)
Granville, Gary
Curriculum Development as a Subversive Activity? Discourse and Ideology in the Evolution of Curriculum Policy in Ireland 1980-2005
(2010)
Granville, Gary
Abstract:
This is a study of the evolution of curriculum policy and the discourses that have accompanied it. Three inter-related issues comprise the essential focus of the research: firstly, the manner in which curriculum discourse has evolved over the period in question, as the locus of activity has moved in a sequence of shifts from the periphery to the centre; secondly, the extent to which, at critical moments, national policy has responded in an ideological manner or otherwise to the discourse that has been generated at the margins; and thirdly, the extent to which the national curriculum policy that has emerged has adopted, reflected or facilitated the same range of neo-liberal orthodoxies that has been identified in the international literature on education policy. A review of the literature addresses the contested role of qualitative research in education policy studies. A distinction is drawn between the processes of evaluation and critique. The thesis is conceived as an exercise in c...
http://mural.maynoothuniversity.ie/2257/
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Curriculum development for sustainable civic engagement
(2015)
Boland, Josephine
Curriculum development for sustainable civic engagement
(2015)
Boland, Josephine
Abstract:
Capacity building both for students and for community partners is an explicit goal for one particular teaching and learning innovation in Irish higher education. In addition to offering the opportunity to apply discipline-specific knowledge and skills, community-engaged learning (or service learning) aims to develop students capacity for autonomy, insight and active citizenship while meeting community needs and building community capacity. A central role of the academic is to plan a curriculum for civic engagement a process which includes attending to values, outcomes, pedagogy, assessment and evaluation which captures the diverse goals of the pedagogy, while meeting the requirements of a credit-based framework and related quality assurance systems. Academics have demonstrated considerable ingenuity in their ability to do this, often with the aid of educational developers who have supported these developments. The chapter focuses on the process by which academics desig...
http://www.edin.ie/emerging-issues-3.php
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Curriculum Development for the Delivery of a Standardised Business Research Methods Module
(2011)
Horan, Conor P
Curriculum Development for the Delivery of a Standardised Business Research Methods Module
(2011)
Horan, Conor P
Abstract:
The goal of this project is to provide a framework for a revised delivery of Research Methods across the College of Business. This project considers a number of issues and misconceptions that needed to be overcome regarding the delivery of Research Methods (RM) as a module and the recognitions of RM as a discipline. This includes the misconception that “commonality” of the student cohort was required for the delivery of RM and the issue of student disengagement. The outputs of this project are Module Descriptors for a generalised Research Report, case studies representing best practice in other institutions and the introduction of the Research Skills Development Framework through pedagogic development.
https://arrow.dit.ie/fellow/1
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Developing CDIO practitioners: A systematic approach to standard 10
(2019)
Power, Jason Richard; Tanner, David A.; Ryan, Alan; Devitt, Brian
Developing CDIO practitioners: A systematic approach to standard 10
(2019)
Power, Jason Richard; Tanner, David A.; Ryan, Alan; Devitt, Brian
Abstract:
CDIO (Conceive, Design, Implement, Operate) is a widely used framework designed to educate the next generation of engineers. CDIO adoption is supported and assessed by 12 standards. CDIO Standard 10: Enhancement of Faculty Teaching Competence remains one of the lowest reported standard compliances. The following paper proposes a systematic approach to standard 10 compliance based on the premise that current staffing models across many western universities rely heavily on postgraduate students and that these students typically have no previous formal education related to these teaching responsibilities. Based on the large contribution of these students, and their lack of relevant previous educational professional development opportunities, the development of this cohort is presented as the most logical starting point when working towards standard 10 compliance. However, this poses significant challenges for Engineering faculties that often do not have the expertise required to design...
http://hdl.handle.net/10344/8779
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Developing Graduate Attributes to meet the Grand Challenges: What Pedagogical Factors Influence The Development of Graduate Attributes and Does Engineering Education Ensure Graduates Can Address The Global Grand Challenges?
(2016)
Beagon, Una; Barry, Brian M
Developing Graduate Attributes to meet the Grand Challenges: What Pedagogical Factors Influence The Development of Graduate Attributes and Does Engineering Education Ensure Graduates Can Address The Global Grand Challenges?
(2016)
Beagon, Una; Barry, Brian M
Abstract:
My interest in preparing graduates for a successful career in industry stems from personal experience of employing graduates as civil and structural engineers in an engineering consultancy role. The range of skills, abilities and values of each graduate was varied, and it became apparent that academic achievement, whilst important was not the defining skill for achieving early responsibility or promotion within the company. More often, the graduate who was able to communicate well and self-direct his/her work was given more responsibility and opportunity. Many graduates would define early promotion, advanced responsibility and the associated increase in salary as the beginnings of a successful career in engineering consultancy. My intent in this paper is to present a plan for a PhD research project to investigate how academic institutions and academics themselves can provide opportunities for students to develop the key skills required for a successful career in consulting engineeri...
https://arrow.dit.ie/engschcivcon/95
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Dublin Institute of Technology Peer Assisted Learning Initiative
(2010)
Gabaudan, Odette; González, Maria-José
Dublin Institute of Technology Peer Assisted Learning Initiative
(2010)
Gabaudan, Odette; González, Maria-José
Abstract:
Poster presentation, summary of work on peer assisted learning initiative for international business and languages students.
https://arrow.dit.ie/aaschlancon/12
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How UDL can make learning work for all your students
(2019)
Ryder, Dara
How UDL can make learning work for all your students
(2019)
Ryder, Dara
Abstract:
Universal Design for Learning (UDL) is a set of principles and guidelines for curriculum development that give all individuals equal opportunities to learn. UDL aims to improve the educational experience of all students by introducing more flexible methods of teaching and assessment to cater for the huge diversity of learners now participating in higher education. This approach is underpinned by research in the field of neuroscience and the learning sciences and is designed to improve the learning experience and outcomes for all students. The basic idea is simple but backed by decades of research – that all of us learn differently, have different life experiences and demands, and differing physical and cognitive strengths, and so a variety of teaching and learning approaches with choice and flexibility built in are required to reach and motivate everyone. This presentation will explore the origins of UDL, provide an introduction to its 3 key principles, encourage participants to exa...
http://hdl.handle.net/10468/10714
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Improving Core Mathematical Skills in Engineering Undergraduates
(2011)
Carr, Michael
Improving Core Mathematical Skills in Engineering Undergraduates
(2011)
Carr, Michael
Abstract:
A large number of engineering undergraduates being their third level education with significant deficiencies in their core mathematical skills. Every year, in the Dublin Institute of Technology (DIT) , a diagnostic test is given to incoming first year students, consistently revealing problems in basic mathematics. It is difficult to motivate many students to seek help in the Maths Learning Centre to address these problems. As a result, they struggle through several years of engineering, carrying a serious handicap of poor core mathematical skills, as confirmed by exploratory testing of final year students In order to improve these skills in engineering students a pilot project was set up in which a ‘module’ in core mathematics was developed. The course material was basic, but a grate of 90% or higher was required to pass the module. Students were allowed to repeat the module as often as they liked until they passed. An automated examination for this module was developed on Web cours...
https://arrow.dit.ie/fellow/11
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Peer Assisted Learning for International Business and Languages Students
(2010)
Gabaudan, Odette; Gonzalez, Maria-Jose
Peer Assisted Learning for International Business and Languages Students
(2010)
Gabaudan, Odette; Gonzalez, Maria-Jose
Abstract:
This report provides a comprehensive outline of the context for the Peer Assisted Learning Project and the process of implementation in the BA (Hons) International Business and Languages in the academic year 2009-2010. It also includes a set of recommendations arising from the project and it concludes with an outline for future work in the area
https://arrow.dit.ie/aaschlanoth/4
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Peer Assisted Learning Project
(2011)
Gonzalez, Maria-Jose; Gabaudan, Odette
Peer Assisted Learning Project
(2011)
Gonzalez, Maria-Jose; Gabaudan, Odette
Abstract:
This report provides a comprehensive outline of the context for the Peer Assisted Learning Project and the process of implementation in the BA (hons) International Business and Languages in the academic year 2009-2010. It also includes a set of recommendations arising from the project and it concludes with an outline for future work in the area.
https://arrow.dit.ie/fellow/5
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Relevance of anatomy to medical education and clinical practice: perspectives of medical students, clinicians, and educators
(2016)
Sbayeh, Amgad; Qaedi Choo, Mohammad A.; Quane, Kathleen A.; Finucane, Paul; McGrath, De...
Relevance of anatomy to medical education and clinical practice: perspectives of medical students, clinicians, and educators
(2016)
Sbayeh, Amgad; Qaedi Choo, Mohammad A.; Quane, Kathleen A.; Finucane, Paul; McGrath, Deirdre; O'Flynn, Siun; O'Mahony, Siobhain M.; O'Tuathaigh, Colm M. P.
Abstract:
Introduction: Against a backdrop of ever-changing diagnostic and treatment modalities, stakeholder perceptions (medical students, clinicians, anatomy educators) are crucial for the design of an anatomy curriculum which fulfils the criteria required for safe medical practice. This study compared perceptions of students, practising clinicians, and anatomy educators with respect to the relevance of anatomy education to medicine. Methods: A quantitative survey was administered to undergraduate entry (n = 352) and graduate entry students (n = 219) at two Irish medical schools, recently graduated Irish clinicians (n = 146), and anatomy educators based in Irish and British medical schools (n = 30). Areas addressed included the association of anatomy with medical education and clinical practice, mode of instruction, and curriculum duration. Results: Graduate-entry students were less likely to associate anatomy with the development of professionalism, teamwork skills, or improved awareness o...
http://hdl.handle.net/10468/3412
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Spatial development program for middle school: teacher perceptions of effectiveness
(2020)
Power, Jason Richard; Sorby, Sheryl A.
Spatial development program for middle school: teacher perceptions of effectiveness
(2020)
Power, Jason Richard; Sorby, Sheryl A.
Abstract:
The full text of this article will not be available in ULIR until the embargo expires on the 15/05/2021
International comparisons suggest that middle school American students compare poorly to their international peers in tasks that require spatial skills. This deficiency in spatial skills is more prominent in females and has been linked to a lack of developmental activities influenced by gender norms. These deficiencies are especially concerning as increased spatial skills have been repeatedly linked to success in technology and broader STEM learning environments. In females, increased spatial skills have also been linked to positive affective outcomes. Formalised approaches to spatial skill development in middle school are rare and their effectiveness is often limited due to a failure to incorporate the perspectives of practitioners when developing said programs. This paper analyses teacher perceptions of a program designed to address spatial skill development in middle school...
http://hdl.handle.net/10344/9017
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Student perspectives on pharmacy curriculum and instruction in egyptian schools
(2018)
El-Awady, El-Sayed E.; Moss, Stephen; Mottram, David; O'Donnell, James
Student perspectives on pharmacy curriculum and instruction in egyptian schools
(2018)
El-Awady, El-Sayed E.; Moss, Stephen; Mottram, David; O'Donnell, James
Abstract:
Objectives. To determine student attitudes and opinions towards pharmacy education in Egyptian universities to provide information for designing delivery of a revised pharmacy curriculum. Methods. Students were recruited from the pharmacy faculties at a government-sponsored university and a privately funded university. Data were gathered using a structured questionnaire and statistically analyzed. Responses from open questions were subjected to thematic analysis. Results. Students spent widely differing amounts of time on non-classroom study, little of which was self-directed. This was reflected in the low frequency of use of library facilities and the preference of students for passively acquired information. Themes that emerged on how students would improve the curriculum were to increase the use of computers and the Internet; make the course more relevant to pharmacy practice and/or clinical pharmacy; improve and expand the practical components of the course; increase their own i...
http://hdl.handle.net/10379/9104
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The (mis)alignment between young people's collective physical activity experience and physical education curriculum development in Ireland
(2020)
Coulter, Maura; Scanlon, Dylan; MacPhail, Ann; O'Brien, Wesley; Belton, Sarahjane;...
The (mis)alignment between young people's collective physical activity experience and physical education curriculum development in Ireland
(2020)
Coulter, Maura; Scanlon, Dylan; MacPhail, Ann; O'Brien, Wesley; Belton, Sarahjane; Woods, Catherine
Abstract:
Major curriculum changes have recently occurred in Ireland, including redeveloping the primary curriculum and the enactment of the Junior Cycle Framework (DES, 2015). Positive and negative experiences affect the attitudes which contribute to determining the quality of curricular experiences. Framed in the work of Fullan, M. (1991. The New Meaning of Educational Change. Toronto: Teachers College Press) and Dewey, J. (1997. Experience and Education. New York, NY: Touchstone), this study aims to understand how young people’s experiences of collective physical activity can inform physical education curriculum development and enactment. Focus group interviews were conducted in three primary and three post-primary schools. The young people’s experiences reflected the features of meaningful physical education: fun opportunities, preferably outside; to socially interact with friends; provision of activities that are both competitive and non-competitive; activities focused on team sport and ...
http://hdl.handle.net/10468/10604
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The (mis)alignment between young people's collective physical activity experience and physical education curriculum development in Ireland
(2020)
Coulter, Maura; Scanlon, Dylan; MacPhail, Ann; O'Brien, Wesley; Belton, Sarahjane;...
The (mis)alignment between young people's collective physical activity experience and physical education curriculum development in Ireland
(2020)
Coulter, Maura; Scanlon, Dylan; MacPhail, Ann; O'Brien, Wesley; Belton, Sarahjane; Woods, Catherine B.
Abstract:
The full text of this article will not be available in ULIR until the embargo expires on the 19/02/2022
Major curriculum changes have recently occurred in Ireland, including redeveloping the primary curriculum and the enactment of the Junior Cycle Framework (DES, 2015). Positive and negative experiences affect the attitudes which contribute to determining the quality of curricular experiences. Framed in the work of Fullan, M. (1991. The New Meaning of Educational Change. Toronto: Teachers College Press) and Dewey, J. (1997. Experience and Education. New York, NY: Touchstone), this study aims to understand how young people’s experiences of collective physical activity can inform physical education curriculum development and enactment. Focus group interviews were conducted in three primary and three post-primary schools. The young people’s experiences reflected the features of meaningful physical education: fun opportunities, preferably outside; to socially interact with friends; ...
http://hdl.handle.net/10344/9345
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Theory to practice: exploratory study on dental nursing graduates' experience of professional practice placement and how effective it is for preparation for employment.
(2019)
O'Connor, Miriam
Theory to practice: exploratory study on dental nursing graduates' experience of professional practice placement and how effective it is for preparation for employment.
(2019)
O'Connor, Miriam
Abstract:
Background: Research has shown that Professional Practice Placement (PPP) is an important part of the learning process. Experts noted that it advanced the learning skills, confidence and professional competency and ensured a smooth transfer to the workplace. This study explored: The DN graduates’ views of their work placement experience. Research examined the graduates’ views, perceptions and experiences related to PPP. The value in the preparation for employment was also investigated. In addition, the researcher explored the graduates’ perceptions of learning, during the placement experience, supporting these insights into the value of PPP with relevant literature. This study focused on: The graduates’ perspective. Literature obtained targeted both the students’ and employers’ perspective of PPP but not the DN graduates. This lack of evidence in the value of PPP from a DN perspective led the researcher to a niche discovery thereby justifying the need for this research from the grad...
http://doras.dcu.ie/23565/
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University of Limerick's MA in technical communication and e-learning
(2014)
Slattery, Darina M.; Cleary, Yvonne
University of Limerick's MA in technical communication and e-learning
(2014)
Slattery, Darina M.; Cleary, Yvonne
Abstract:
This article describes the mission, history, development, structure, and curriculum of the MA in Technical Communication and E-Learning, which is offered by the University of Limerick. The program started as a Graduate Diploma/ MA in Technical Communication but merged with the MA in E-Learning Design and Development in 2010. While the curriculum has evolved over the years, the overriding skill set of graduates remains constant; graduates are able to write clear, concise content for a range of media. In addition to discussing the curricular changes and structure, this article describes the typical roles filled by graduates, the faculty involved in the program, and the challenges they face administering the program.
ACCEPTED
peer-reviewed
http://hdl.handle.net/10344/4101
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Workshop: Curriculum development for technical communication in a digitalized world based on the TecCOMFrame competence framework
(2019)
Cleary, Yvonne; Karreman, Joyce; Meex, Birgitta; Closs, Sissi
Workshop: Curriculum development for technical communication in a digitalized world based on the TecCOMFrame competence framework
(2019)
Cleary, Yvonne; Karreman, Joyce; Meex, Birgitta; Closs, Sissi
Abstract:
Mainly due to technology developments, the roles of technical communicators are constantly evolving. Therefore, it is important that curricula in technical communication stay up to date with the developments to prepare students for their future jobs. Participants in this workshop will develop ideas for a new, future-oriented course, based on the competencies and learning outcomes as defined in the TecCOMFrame Competence Framework. This framework was developed as part of an EU-funded project with the goal of stimulating curriculum development in technical communication. The outcomes of the workshop will be saved in a wiki, so participants can use them and further develop them afterwards, according to their specific context and needs.
ACCEPTED
peer-reviewed
http://hdl.handle.net/10344/9359
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