In Praise of Peer Observation of Teaching:: Inter-disciplinary Reflections from Early Career Lecturers.

This paper presents a set of reflections from a peer observation of teaching programme undertaken at the University of Limerick, Ireland in 2020 across four different disciplines within the University. The four lecturers (in electronic engineering, economics, history and law) took part in a reciprocal peer observation of teaching process, observing and reviewing each other’s classes and in turn being observed and reviewed. The positive conclusions drawn from this study will encourage other early career teachers to adopt a similar teaching observation system across disciplines in other higher-level education institutes

Online Learning Standards:: Steps to Introduce a Distributed Leadership Approach to Training Teachers for Online Teaching and Learning.

Abstract. Since the introduction of online learning platforms in Higher Education Institutions (HEIs), there has long been a difficulty in encouraging a broad and even adoption of those platforms by all teaching staff. The creation of templates, modelled baselines, and standards has helped enormously to make teaching staff feel more comfortable in the online space, particularly in the wake of the pandemic. Standards, however, need to be adapted for the specific context where they are being used. In one innovative Engineering programme in a university in Ireland, staffed largely by subject matter experts from the Engineering industry, where adherence to standards is an established practice, we are trialling the communication of best practice on online learning and teaching through specifically created standards, to mirror their industry experience. To allow this cohort to become comfortable with the standards, they have been introduced through the lens of heutagogy, as asynchronous, access any-time, self-directed resources. Once familiar to the team, we will develop a community of practice around extending knowledge of the standards, thereby leading the teaching staff via a distributed leadership approach where we influence teaching practice, rather than presenting ourselves as the sole authority. This paper gives an account of the initiative as we introduce these standards

Applying Kane’s Validity Framework to Online OSCEs

Abstract. The methods we use to assess healthcare students’ clinical ability, and justify our evaluations, have come to the fore in the context of competency-based healthcare education. The emphasis on examining the validity of student assessments more robustly is particularly relevant following the rapid transition to novel online examinations because of campus closures due to COVID-19 and repeated calls from many students and educators for online assessments to continue long-term. This paper describes the design and development of two online Objective Structured Clinical Examinations (OSCEs) and the application of Kane’s (2013) established validity framework to the online OSCE for an undergraduate speech and language therapy programme. Assessment claims were produced, and evidence was gathered to rationalise these claims to generate a validity argument, which identified strengths and gaps that need to be addressed for future online OSCEs. The description of the process in this paper provides a theoretical and practical template for producing a validity argument for online OSCEs across a range of healthcare disciplines, and indeed for other common student assessment methods. Traditionally, a frequent method reported for deciding the value of assessments is solely capturing the perceptions of students and educators, which overlooks many of the other theoretical aspects of validity. This in-depth focus on producing a validity argument can enable educators to make a more objective, structured, holistic, and critical decision about whether the intended uses of student grades achieved from their chosen assessment can be defended.

An Analysis of the Impact and Efficacy of an Online Mindfulness-based Intervention as a Support for First-year University Students.

As a result of the COVID-19 pandemic, several university courses transitioned to online delivery, therefore, educators and students alike faced new challenges associated with the delivery of modules as well as provision of the necessary student supports. Given the scale of this transition, it is likely that many universities will continue to teach remotely far beyond the reach of any pandemic specific restrictions. This study sought to explore the impact and efficacy of a five-week online mindfulness course to a cohort of first-year university students (n = 25) at Technological University Dublin (TU Dublin), Ireland. Results found that participation in the course led to decreased levels of perceived stress for students and increased levels of resilience. Students who took the course reported that it provided them with emotional support and also aided them in finding a healthy work-life balance and that ultimately, they felt the course broadened their perspective and helped them be more aware of coping mechanisms

Placement during a Pandemic? : Exploring the Experiences & Perspectives of Students Completing Educational Placement during the COVID-19 Pandemic

The impact of the COVID-19 pandemic was felt on a global scale in nearly every aspect of life, but disruption was particularly observable within the sphere of education. Students engaged in initial teacher education at this time commonly experienced major upheavals within both their academic studies and their practical teaching placements in schools at the community level. This paper presents data collected from a small-scale study conducted at a higher education institution in Ireland and provides insights regarding students’ experiences of completing educational placement requirements in early childhood and primary school settings during the pandemic. A total of 204 participants took part in the study by responding to an online questionnaire. Findings revealed both the challenges and opportunities they faced in their own academic learning, the impact of public health regulations on their teaching practice and performance, and the challenges of work-life imbalance. These insights are examined considering previous research, and the paper concludes with suggestions for future practice

Entry to University at a Time of COVID-19: How Using a Pre-arrival Academic Questionnaire Informed Support for New First-year Students at Leeds Beckett University.

Abstract. In the summer of 2020, academic and professional service managers at Leeds Beckett University (LBU), were mindful that the upcoming academic year was going to be challenging in terms of teaching and tailored support delivery, as a result of the uncertainty created by COVID-19. We knew that many of our incoming students had experienced disruption in their learning at school or college, and we wanted to support and maximise their potential for success at university in these uncertain times. Through previous work relating to the need to support student transitions, we already understood the importance of pre-arrival academic experience data in helping to create a seamless bridging of the gap between secondary and tertiary education. We knew it would become even more critical in Autumn 2020, due to the impact of the pandemic on student learning in schools and colleges. We were aware that the prior learning experience and challenges of our diverse incoming student body would need to shape our response, strategy, and policy in 2020/21 and beyond. As a result, we decided to pilot a pre-arrival academic questionnaire across a small number of courses that included questions on the impact of COVID-19 on our incoming students’ prior learning. It offers broad headline findings from the data on two key questions: How can we understand incoming students’ levels of anxiety after studying at school or college in lockdown? Are students experienced in learning digitally at school or college before they come to university, and did COVID-19 affect this? This case study explores our institutional response to COVID-19 and how we used the PAQ to inform our actio

Tell me a story: Using personas to enhance student engagement

Healey, Flint and Harrington (2014) suggest that engaging students in dialogue concerning learning and teaching is crucial to the future of higher education. Furthermore, the National Strategy for Higher Education to 2030 highlights the 'Involvement of students in course planning, feedback and evaluation' as a priority for HE institutes. Students participate in decision making regarding teaching and learning in a variety of ways, through surveys, student representation on committees, engagement with individual lectures and through class representation (HEA 2016; NStEP 2020; Algeo 2021). These methods, however, have limitations. The majority of feedback or evaluation on teaching and learning adopts quantitative approaches which provide limited opportunities to represent the needs of all students, and in particular non-traditional students. For example, representation on committees often over-relies on the students union and class representatives. This paper will explore the use of a narrative inquiry approach, using personas as a methodology, for large scale student involvement in decision making regarding teaching and learning

A Critical Evaluation of The Integration of a Universal Design for Learning Approach into a Module Using An ePortfolio: A Student Perspective.

The concept of Universal Design for Learning (UDL) has been part of the teaching process for many years.  Research articles have outlined UDL principles and how they can be used to promote inclusivity, but there is less research in relation to UDL practice from a student perspective.  This research study aims to address that gap by critically evaluating the integration of a UDL approach into a brand management module using an ePortfolio, from a student perspective.  The approach used in this study incorporates two of the UDL principles: multiple means of engagement and multiple means of action and expression.  Both principles are applied through several assessment tasks using an ePortfolio.  Objectives of the study include a review of the existing literature relating to UDL and an evaluation of the student experience in an Irish Higher Education Institution (HEI) using a responsive case study.   The methodology adopted for this study combines constructivism and pragmatism as a basis for a mixed methods design. Overall research findings indicate positive student perceptions of the UDL approach adopted in the areas of multiple means of engagement and multiple means of action and expression.  Students embraced the flexibility of choices offered through the range of ePortfolio tasks and expressed themselves in unique ways, both individually and in groups.  They developed their reflection skills and took more autonomy over their own learning through peer assessment.  Findings suggest that the use of such an approach enhances student engagement and enjoyment of the learning experience as they chose their own learning paths

We cannot be who we cannot see – Exploring the extent to which Students' Union officers can be truly representative of an increasingly diverse student body.

The last few decades have seen an increased diversification of the student body in higher education. Simultaneously, the collective representation of students through student representative bodies has become a central component of the higher education culture in Ireland, the UK and Europe. This paper aims to explore the challenges that student representatives, often known as student officers, face in effectively communicating the views of the entire diversity of students they represent. In exploring this issue, the paper outlines some of the key demographics typically referred to as ‘hard to reach’ (Shaw et.al, 2017) or ‘non-traditional’ (Smith, 2008) who tend to engage less visibly in student representative activities. In identifying some of the key student demographics that this issue tends to affect, the paper outlines some of the practical and cultural barriers that prevent them from fully engaging with student representation, and how this impacts the extent to which student representative bodies can effectively advocate on their behalf. In concluding, the paper identifies some existing practices that may warrant further exploration by student representatives and higher education institutions in order to ensure the diversity of the student body is effectively heard through representative structures