Introducing the Failure Mode Effects Reflective Analysis Technique for the Field of Higher Education and Research

The Failure Mode and Effects Analysis (FMEA) technique is a well-established “key tool” [1] for risk assessment and management in the field of engineering that has been ‘borrowed’ extensively in recent years by other areas such as the field of medicine, chemical process industries, and the automotive industry, where it has been utilised as a quality improvement tool. In a very structured way the FMEA enables a team of individuals to assess and manage risk by clarifying potential failures or problems with the product, service or process under review, highlighting the effects or consequences of those failures, and agreeing procedures to be put in place to either eliminate the occurrence of those effects or mitigate the severity of their consequences. In the absence of a standardised risk assessment strategy in the field of higher education (HE) and research, this paper details a study undertaken at a HE institute in Ireland that ‘borrowed’ the FMEA technique and modified it for use in the field of HE and research specifically, in order to evaluate its potential role and value for the field. Once modified in ways that supported the epistemological assumptions of the borrowing discipline, the technique was used to carry out a risk assessment of the strategies in place at the institute in question to implement its elearning initiative. Subsequently, how the research process itself ran, as well as the type and quality of the data the technique helped generate, were analysed in depth. The key finding of the study emerged as the high level of reflection that the modified FMEA technique encouraged unexpectedly amongst the participants. It provided them with a rare and invaluable opportunity to reflectively analyse the strategies in question, which led to significant outcomes for them. This in turn led to the design of the Failure Mode Effects Reflective Analysis (FMERA) qualitative research technique for the field of HE and research, which holds huge potential for the field in this era of great change and need for continuous quality improvement. This paper will introduce the technique and provide practical recommendations for its use

Beg, Steal or Borrow?: the Challenges Faced by Borrowing the Failure Mode and Effects Analysis Method to Elicit the Unintended Consequences of Implementing Elearning in the Higher Education Context

Effective project management, change management and risk management are key to the successful implementation of elearning. Connected to risk is the notion of unintended consequences, and it is with the issues and concerns surrounding the borrowing of the Failure Mode and Effects Analysis method for a research study to elicit the unintended consequences of the processes and policies put in place at one higher education institute in Ireland to facilitate the roll out of elearning there, that this paper is concerned. The Law of Unintended Consequences holds that any action undertaken can result in desirable and undesirable, as well as anticipated and unanticipated outcomes that fall beyond those originally intended. There is no research method readily available to the education researcher that is designed specifically to elicit this type of information, however, the Failure Mode and Effects Analysis (FMEA) method, native to the field of engineering, is a systematic and disciplined method designed to highlight the unintended or unanticipated consequences of all identifiable aspects of a system, design, process or service, thereby making it possible for procedures to be put in place to counteract, eliminate or plan ahead for the occurrence of any identified consequences, ultimately leading to increased success and quality. There is no set pattern to ‘borrowing’, and it is a common practice amongst researchers. However, it does bring with it many challenges as the researcher struggles to understand that which they wish to borrow in its traditional context in order to maintain its integrity as they adapt it and render it useful for an alternative context. This is not an impossible task, but one that requires a great deal of epistemological reflexivity on behalf of the researcher as they prepare for and execute the process. This paper will discuss issues surrounding ‘borrowing’ in general before going on to describe specifically the practical issues and concerns that arose when modifying the FMEA for use in the educational context

The 4C’s of PAL – an evidence-based model for implementing peer assisted learning for mature students

Peer Assisted Leaning (PAL) programmes have been shown to enhance learner confidence and have an overall positive effect on learner comprehension, particularly in subjects traditionally perceived as difficult. This research describes the findings of a three-cycle Action Research study into the perceived benefits of implementing such a programme for mature students enrolled on a computer science programming module on an Access Foundation Programme in an Irish University. The findings from this study suggest that peer learning programmes offer students a valued support structure that aids transition and acculturation into tertiary education whilst simultaneously improving their subject-matter comprehension and confidence. An evidence-based model of PAL implementation for mature students was subsequently developed, underpinned by the associated pedagogic theory and the findings of the study. Our model promotes a student-focused peer educational enhancement framework that is transferable into the wider higher education setting

What’s the Use of a VLE?

Virtual Learning Environments (VLEs) have become an integral part of the technological furniture of higher education over the past two decades. While some VLE adopters have argued that the enhancement of teaching and learning is a key driver underpinning their use, an increasing number have described typical VLE usage as a “notes-bank approach”. However, while it is widely accepted that they are used primarily as content repositories, the actual value that they add to the teaching and learning process, and ultimately to the student experience, has not been widely questioned. So, in an age of increasing budgetary constraints, combined with the prioritisation of investment in appropriate technologies for higher education, it seems appropriate to scrutinise how the VLE is used and what value it has added. In 2013, at the Dublin Institute of Technology (DIT), we initiated a study which sought to find out how our academic staff were using the VLE as part of their teaching practice. Additionally, given the proliferation of emerging eLearning tools outside of the VLE, we wanted to find out if academics were aware of such technologies and if, or how, they were using them. Finally in order to inform future practice and strategic planning, we wanted to gain an insight into factors inhibiting or preventing staff from engaging with eLearning technologies. The results are not altogether surprising, indicating high levels of VLE usage among academics, albeit with limited pedagogical innovation underpinning this usage. Findings also demonstrated high levels of interest in, and awareness of, other technologies for teaching and learning: however only a small minority had actually used many of these as part of their academic practice, with high levels of reservation about time and effort involved in utilising such technologies to the full. This paper presents and discusses the key findings of this research and indicates possible ways forward for higher education in the digital age

Evaluating a Peer Assisted Learning Programme for Mature Access Foundation Students Undertaking Computer Programming at an Irish University

Access Foundation Programmes are a widening-participation initiative designed to encourage engagement in higher education among under-represented groups. This includes socioeconomic and educational disadvantage. Mature students in particular enrolled on these programmes experience greater difficulties making the transition to tertiary education, especially when they opt to study disciplines traditionally considered difficult. Computer programming is perceived as a traditionally difficult subject with lower pass rates and progression rates typically than other subjects. This paper describes the first of a three-cycle action research study examining the perceived effects of a structured Peer Assisted Learning (PAL) Programme for mature students enrolled on a computer science programming module on an Access Foundation Program in an Irish University. The focus of this qualitative study was to evaluate the perceived effect a PAL program on learning and whether it offered a positive learning support structure. Findings from our study suggest that PAL programmes have an overall positive effect on subject comprehension as well as enhanced learner confidence for mature Access Foundation students. PAL sessions also offered students a support structure that helped with their transition and acculturation to tertiary education. This study also highlights the importance the role the PAL Leader has on the perceived effectiveness of the PAL sessions and the impact the student\u27s shared history has on the near-peer bond. The study concludes that the implementation of PAL programmes for Access Foundation Programmes has the potential to offer mature students a supportive learning environment and to improve their learning experience

Evaluating a Peer Assisted Learning Programme for Mature Access Foundation Students Undertaking Computer Programming at an Irish University

Access Foundation Programmes are a widening-participation initiative designed to encourage engagement in higher education among underrepresented groups, including those with socioeconomic and educational disadvantage. In particular, mature students enrolled in these programmes experience greater difficulties making the transition to tertiary education, especially when they opt to study disciplines traditionally considered difficult. Computer programming is perceived as a traditionally difficult subject with typically lower pass rates and progression rates than other subjects. This paper describes the first of a three-cycle action research study examining the perceived effects of a structured Peer Assisted Learning (PAL) Programme for mature students enrolled in a computer science programming module for an Access Foundation Programme in an Irish University. The focus of this qualitative study was to evaluate the perceived effect of a PAL programme on learning and whether it offered a positive learning support structure. Findings from our study suggest that PAL programmes have an overall positive effect on subject comprehension as well as enhanced learner confidence for mature Access Foundation students. Furthermore, PAL sessions offered students a support structure that helped with their transition and acculturation to tertiary education. This study also highlights the importance the PAL leader’s role has on the perceived effectiveness of the PAL sessions as well as the impact of the students’ shared history on the near-peer bond. The study concludes that the implementation of PAL programmes for Access Foundation Programmes has the potential to offer mature students a supportive learning environment and to improve their learning experience

Serious Gordon: Using Serious Games to Teach Food Safety in the Kitchen.

This paper will describe the development of Serious Gordon, an interactive digital game developed to tech the basics of kitchen food safety to workers in industries dealing with food. The motivations driving the development of the game will be described as will the development process itself. An initial evaluation of the game, from both a technical and pedagogical point of view, will be presented as will conclusions on the viability of using a commercial game engine for the purpose of developing educational games

Serious Gordon Using Serious Games To Teach Food Safety in the Kitchen

This paper will describe the development of Serious Gordon, an interactive digital game developed to tech the basics of kitchen food safety to workers in industries dealing with food. The motivations driving the development of the game will be described as will the development process itself. An initial evaluation of the game, from both a technical and pedagogical point of view, will be presented as will conclusions on the viability of using a commercial game engine for the purpose of developing educational games

Trialling HyFlex at TU Dublin – stakeholders’ voices and experiences

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\u27s 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