Online Resources Platform for Mathematics Education

The aim of this project was to develop and explore the use of a Sharable Content Object Reference Model (SCORM) integrating a web-based platform for the study of mathematics as part of an active learning environment. The platform was designed to provide active support to engineering students especially those in their first year of study. Early use of the platform can identify possible areas of weakness and provide the self-learning environment required for students to become more proficient in areas where they are lacking key skills or are finding the concepts difficult to understand. The platform consists of a set of tests and applications for the study of engineering mathematics. The tests can adapt and change depending on the answers provided by the student, including video feedback for incorrect answers before the student progresses to the next question. Based on the idea that teaching a concept is the best way to learn that concept, the students become actively involved in the platform as they create the videos that provide feedback to the other users of the platform. This active learning, constructivist approach provides an environment of achievement and ownership that allows students of all levels to enjoy the learning experience

A Rubric Guide for New Academics

Early career academics entering Higher Education face many challenges. The demands of a new work environment – particularly a third-level institute – can lead to struggles for identity and purpose together with uncertainty of how to fit into a new role (Archer, 2008; Houston, Meyer, & Paewai, 2006). The importance of supporting new academics is identified by many authors including Adcroft and Taylor (2013) and Sadler (2012), and is a crucial issue where assessment of student performance is concerned. Assessment is a major driver of student learning, and scholars have extensively documented the importance of constructively aligning assessment types to learning outcomes (Biggs, 2003; Boud & Falchikov, 2006; Crisp, 2012). Good assessment practice should accomplish a number of key objectives (Boud, 1995) including the stimulation of student learning, objective measuring of student accomplishment and provision of marks that are both valid and reliable. Rubrics can support new academics aiming to fulfil these goals by clearly articulating expectations whilst also providing a framework for feedback (Ash & Clayton, 2004; Stiggins, 2002). Adopting such a student-centred approach is a well-recognised strategy to support teaching and learning (Plush & Kehrwald, 2014). This project therefore aims to further the understanding of how rubrics can be used to support the assessment process. Two artefacts – an infographic and a website – have been created as part of a suite of resources to support new academics and foster good assessment practice more broadly

Technology in the First Year Experience - A Study on the Resources Provided to and used by Students

The introduction of new technologies has increased the amount and type of information resources available to students. Today’s student encounters technology in all aspects of life, from social interactions to online purchases. Of particular note are the increased possibilities in the availability of resources to support their studies. This paper presents a study of the types of resources available to first year students, how they interact with each type and their preferences. Two surveys were carried out. The first survey was conducted amongst academics delivering first year modules. Its primary aim was to obtain information about the resources students were given, or directed to, by the lecturers. The second survey was conducted amongst first year students from different technical programmes, including full time and part time programmes and therefore a mix of mature and non-mature students. Students were questioned about their engagement with a range of different types of resource and their use of resources that were additional to those provided by their lecturers. This study presents the combined results of the surveys. These were used to evaluate the engagement with traditional resources and technological and digital resources in education both from the lecturer and student perspective. The results show a divide between the types of material provided by the lecturers and the materials and usage preferred and actually used by the students

Continuous Assessment: A Preliminary Study of Student Engagement in the Assessment Process

This paper provides an objective analysis of student engagement with continuous assessment over a three year period. The results of two groups of students from different stages of a modularised level seven engineering programme were examined. As both groups had taken modules where they studied numerical differentiation, this topic was selected and the corresponding assessment results and attendance of both groups were analysed. Two assessment methods were used to evaluate student engagement. The first method of assessment required the student to complete a laboratory assignment and submit it within a specified period of time. The second method of assessment involved an invigilated practical exam which was held in the laboratory on completion of the module. For both groups, students were required to attend a one hour lecture each week and a two hour computer laboratory on alternate weeks. Specific module content was introduced through the lecture and the computer laboratory enabled students to apply the material presented in the lectures and work on laboratory assignments relating to a specific topic. An online course management system was used which allowed students to download lecture materials, obtain model answers and view marks awarded for previously submitted assignments. The preliminary results and findings of this study are presented in this paper and may be used in part to answer the following questions: Is the student’s level of attendance, an indicator of how they will perform in their continuous assessment? Does the scheduling of weekly lectures and bi-weekly laboratory classes have an effect on the student’s performance? How does a student’s performance in a laboratory assignment compare with their performance in an invigilated laboratory exam

Online Resources Platform for Mathematics Education

The aim of this project was to develop and explore the use of a Sharable Content Object Reference Model (SCORM) integrating a web-based platform for the study of mathematics as part of an active learning environment. The platform was designed to provide active support to engineering students especially those in their first year of study. Early use of the platform can identify possible areas of weakness and provide the self-learning environment required for students to become more proficient in areas where they are lacking key skills or are finding the concepts difficult to understand. The platform consists of a set of tests and applications for the study of engineering mathematics. The tests can adapt and change depending on the answers provided by the student, including video feedback for incorrect answers before the student progresses to the next question. Based on the idea that teaching a concept is the best way to learn that concept, the students become actively involved in the platform as they create the videos that provide feedback to the other users of the platform. This active learning, constructivist approach provides an environment of achievement and ownership that allows students of all levels to enjoy the learning experience

CoCREATE: Collaborative Curriculum Reimagining and Enhancement Aiming to Transform Education

The establishment of TU Dublin in January 2019 provided a unique opportunity to create a bespoke curriculum framework for students, staff and stakeholders of TU Dublin, produced by the students, staff and stakeholders of TU Dublin. A curriculum framework is a set of guiding values that inform the design of teaching and learning activities within TU Dublin. A Teaching Fellowship Team, comprising eighteen teaching academics from across the three TU Dublin campuses and supported extensively by the Learning Teaching and Technology Centre (LTTC), was formed to collaboratively craft, in partnership with all stakeholders, a curriculum framework for TU Dublin. Working collaboratively under the project name CoCREATE (Collaborative Curriculum Reimagining and Enhancement Aiming to Transform Education) the Teaching Fellowship Team developed TU Dublin’s CoCREATED Curriculum Framework over eighteen months. The design and development of the CoCREATED Curriculum Framework was informed by consultation with all key stakeholders across all campuses, examination and synthesis of local, national and international best practice and policy, as well as relevant scholarly literature. The framework is underpinned by the core values and mission of TU Dublin, as well as local and national strategic plans. It provides a distinctive but tangible learning philosophy for all at TU Dublin. The framework is both considered, flexible and progressive so as to adapt to the diversity within TU Dublin, including accredited programmes, and is inclusive of all learners across the university. The four curriculum values of the TU Dublin CoCREATED Curriculum Framework are: Step forward and try new things Use all of our talents; everyone has something to learn and something to teach Make our learning experience active, useful and related to the world Create the space and time to do work that matters This new, dynamic and evolving TU Dublin CoCREATED Curriculum Framework characterises an innovative, responsive and caring learning environment for the diversity of our university’s student population across all programme levels. Simultaneously, it developed a synergy between staff, students, professional bodies, industry and community partners through a collaborative design process. It is as inspiring, distinctive and pioneering as Ireland’s first Technological University. The CoCREATED Curriculum Framework will support staff and students to develop a unique approach to teaching and learning, which will characterise a TU Dublin teaching and learning experience, and ultimately a TU Dublin graduate, in a competitive national and international higher education space. Going forward, the TU Dublin CoCREATED Curriculum Framework will empower the judicious creation of rich and diverse curricula across all disciplines and levels within TU Dublin, from apprenticeship, through undergraduate, to structured PhD

A História da Alimentação: balizas historiográficas

Os M. pretenderam traçar um quadro da História da Alimentação, não como um novo ramo epistemológico da disciplina, mas como um campo em desenvolvimento de práticas e atividades especializadas, incluindo pesquisa, formação, publicações, associações, encontros acadêmicos, etc. Um breve relato das condições em que tal campo se assentou faz-se preceder de um panorama dos estudos de alimentação e temas correia tos, em geral, segundo cinco abardagens Ia biológica, a econômica, a social, a cultural e a filosófica!, assim como da identificação das contribuições mais relevantes da Antropologia, Arqueologia, Sociologia e Geografia. A fim de comentar a multiforme e volumosa bibliografia histórica, foi ela organizada segundo critérios morfológicos. A seguir, alguns tópicos importantes mereceram tratamento à parte: a fome, o alimento e o domínio religioso, as descobertas européias e a difusão mundial de alimentos, gosto e gastronomia. O artigo se encerra com um rápido balanço crítico da historiografia brasileira sobre o tema

Online Resource Platform for Mathematics Education

The aim of this project was to develop and explore the use of a Sharable Content Object Reference Model (SCORM) integrating a web-based platform for the study of mathematics as part of an active learning environment. The platform was designed to provide active support to engineering students especially those in their first year of study. Early use of the platform can identify possible areas of weakness and provide the self-learning environment required for students to become more proficient in areas where they are lacking key skills or are finding the concepts difficult to understand. The platform consists of a set of tests and applications for the study of engineering mathematics. The tests can adapt and change depending on the answers provided by the student, including video feedback for incorrect answers before the student progresses to the next question. Based on the idea that teaching a concept is the best way to learn that concept, the students become actively involved in the platform as they create the videos that provide feedback to the other users of the platform. This active learning, constructivist approach provides an environment of achievement and ownership that allows students of all levels to enjoy the learning experience

Work in Progress: Online Resource Platform for Mathematics Education

Mathematics is intrinsic to engineering and as such plays an integral role in the education of engineers. New challenges are being faced in higher education particularly in the areas of student motivation, engagement and attainment. As a result mathematics is often the focus of engineering education research. Traditional methods of delivery such as lectures and tutorials need to evolve to counter these challenges with new pedagogical approaches explored including the use of new technologies. Today’s students are immersed in an increasingly technological world and are willing to adapt to new technological advances. This paper describes a study being undertaken in the College of Engineering and the Built Environment at the Dublin Institute of Technology to develop and explore the use of a Sharable Content Object Reference Model (SCORM) that integrates a web-based platform for the study of mathematics as part of an active learning constructivist setting. Students will utilise graphics tablets to create online content consisting of solutions to mathematical problems which will then be used by other students to reinforce core concepts. The platform will provide active support to engineering students especially those in their first year of study and mature students returning to education. It is expected that early use of the platform will help identify areas of weakness and provide the self-learning environment required for students to become more proficient in those areas. By challenging the student to demonstrate an active engagement in their learning and by encouraging the meaningful use of technology in the classroom, an improvement in the quality of learning that students experience should be realised