Dual field alignment display and control for electron micropattern generator

Application of electron beam lithography to replace photolithography process in fabrication of integrated circuits is discussed. Procedure for using electron beam lithography equipment is described. Diagram of electron micropattern generator is provided

Academic Twitter and Professional Learning: Myths and Realities

Social networking sites provide opportunities for informal and social learning of academic practices in higher education, yet not all academics engage in these spaces. This qualitative study suggests that while Twitter offers informal opportunities for academi development, inhibiting factors prevent staff from establishing their social presence and participating in conversations on academic Twitter

Embedding Reflective Practice and Creativity To Link A Modularised Curriculum.

Providing space for students to reflect and integrate their learning is the theme of this chapter, where Muireann has researched ways of integrating ePortfolios into the curriculum to encourage students to develop and reflect on their learning through student-led communities of practice

What, So What, Now What? Covid-19 as a Critical Incident in Practice.

For many of us working in educational development in higher education, March 2021 marked one year since the emergency closure of our campuses due to the global Covid-19 pandemic. In this post, we suggest that the experience of this closure and the sudden changes to educational practice might be considered as a critical incident inspiring deep reflection. We suggest that tried and tested reflective frameworks for critical incident analysis are likely to be more useful than methodologies aligning with formally designed educational interventions

Quantifying The Phenomenology Of Ghostly Episodes: PART I – Need For A Standard Operationalisation

We review conceptualizations and measurements of base (or core) experiences commonly attributed to haunts and poltergeists (i.e., “ghostly episodes”). Case analyses, surveys, controlled experiments, and field studies have attempted to gauge anomalous experiences in this domain, albeit with methods that do not cumulatively build on earlier research. Although most approaches agree, to an extent, on the base experiences or events that witnesses report, the literature lacks a standard operationalization that can be used to test the factor structure of these occurrences or allow meaningful comparisons of findings across studies. Towards filling this gap, our review and deliberation identified 28 base experiences that include subjective (or psychological) experiences more typical of haunts, and objective (or physical) manifestations more common to poltergeist-like disturbances. This qualitatively-vetted list is proposed as the foundation for new measurement approaches, research designs, and analytical methods aimed to advance model-building and theory-formation

Action Research for Educators: Learning Innovation.

This special purpose award was designed as part of the LIN flexible pathway to a postgraduate diploma in learning teaching and assessment. The certificate was developed by the AIT Learning and Teaching Unit in conjunction with experts from the DIT Learning, Teaching and Technology Centre with the support of the Learning Innovation Network (LIN)

Care, community and curriculum: a case study of an academic professional development programme.

In March 2020, teaching and learning (T&L) in higher education pivoted online and in 2021 the disruption to traditional forms of teaching, learning and assessment continues. Like many other academic development programmes, our PG Cert programme pivoted online effectively and efficiently. Programme evaluation data (June 2020) reported that modelling of online teaching and learning within our programme helped lecturers teach online, facilitate peer interaction among their students and assisted informed change in assessment practices to suit the online context. At the heart of our programme’s ethos lies a commitment to community building among students. However, the art of gathering is more than bringing students into a virtual room. Design and careful planning is necessary to elevate a learning experience from modes of presence to participation and to foster a sense of belonging for students within that learning environment. Also given the Pandemic context, a period where the effects of isolation from other people and society were felt acutely, the programme team felt it vital that time was designated for check-ins with participants of the learning environment. Bali (2020) advocates a Pedagogy of care, an approach that demonstrates a genuine concern for students’ wellbeing and life experiences. This exploratory case study examines how the pivot to online teaching on our Postgraduate (PG) Certificate in University Learning and Teaching has impacted on teaching practices of academic staff across the disciplines undertaking the programme. We wish to investigate if and how community building and care was subsequently implemented in the learning environments of academic staff who undertook the PG Cert. Secondly, to inspect what T&L practices, with a focus on the pedagogy of care, that might remain in place in a post pandemic university. Thirdly, to investigate if fully online learning is suitable and viable for the PG Certificate which values community, professional relationships and shared practice. Lastly, this disruptive change to online teaching necessitates the investigation of the future teaching development needs for lecturers teaching in online and blended spaces. Also, in our context, as an emerging technological university, through our experiences and research we propose some recommendations for the university to consider at a strategic level in support of the development of teaching and learning practice in a post digital higher education environment

Care, Community and Curriculum: a Case Study of an Academic Professional Development Programme

In March 2020, teaching and learning (T&L) in higher education pivoted online and in 2021 the disruption to traditional formsofteaching, learning and assessment continues. Like many other academic development programmes, our PG Cert programme pivoted online effectively and efficiently. Programme evaluation data (June 2020)reported that modelling of online teaching and learning within our programme helped lecturers teach online, facilitate peer interaction among their students and assisted informed change in assessment practices to suit the online context.At the heart of our programme’s ethos lies a commitment to community building among students. However, the art of gathering is more than bringing students into a virtual room. Design and careful planning is necessary to elevate a learning experience from modes of presence to participation and to foster a sense of belonging for students within that learning environment. Also given the Pandemic context, a period where the effects of isolation from other people and society were felt acutely, the programme team felt it vital that time was designated for check-ins with participants of the learning environment. Bali (2020) advocates a Pedagogy of care, an approach that demonstrates a genuine concern for students’ wellbeing and life experiences

DigComp at Work: The EU's digital competence framework in action on the labour market: a selection of case studies

This report and its accompanying Implementation Guide (published separately) support stakeholders in the implementation of the European Digital Competence Frame work (DigComp) in contexts of employability and employment through the analysis and sharing of 9 existing inspiring practices and related resources of DigComp implementations. The list of examples provided in the Report´s Annex is not exhaustive and aims to illustrate the wide range of DigComp implementation practices.JRC.B.4-Human Capital and Employmen

EntreComp Playbook.: Entrepreneurial learning beyond the classroom

This playbook targets primarily learning facilitators who operate outside the formal education system. It aims to help them design and facilitate entrepreneurial learning activities in meaningful ways. The playbook can be applied in many setting: developing entrepreneurial competences in adults to increase their employability, up-skilli to face the changing needs of the labour market, career progression, support actors of change, as well as business start-ups within or outside existing ventures. The playbook can be used by the private, the public and the third sector alike. No two entrepreneurial learning activities will be alike, nor can an algorithm be scripted to produce the perfect intervention. Even when a format is defined, each learning group, each context bears its own circumstances and a facilitator will have to adapt and make the most of such circumstances. This playbook therefore is not a process guide: it rather provides readers with a selection of orientation tools for them to experiment and create their own map to entrepreneurial teaching and learning. The playbook sets out nine principles that any entrepreneurial learning facilitator should consider when designing entrepreneurial teaching and learning. It also describes three popular entrepreneurial methods and three pedagogical methods that can be adapted to foster entrepreneurial learning. The entrepreneurial methods give explicit guidance to practitioners to create value for others. They establish a logic that structures thought and action, by prescribing steps and offering tools to be used at each stage of the entrepreneurial process. The methods are based in both research and theory as well as in the practices of real-life entrepreneurs. The pedagogical methods, alike, aim to guide teachers and trainers cultivate EntreComp competences including perseverance, resilience, self-efficacy, creativity, teamwork and sensitivity to ethical and sustainability consequences of actions. They all aim at fostering learning through experiences, offering learners something to act upon, such as a problem or a challenge, they rely on questioning and inquiry and promote a growth mind-set. The list of methods is not exhaustive or comprehensive, but offers the readers a range of alternative approaches to explore, combine and experiment. Each of the methods can be adapted with the nine principles to help structure practical value creation experiences for learners to become more entrepreneurial. The final section of this playbook lists techinques, templates and tools to help learning facilitators design “situated” learning activities to help learners to become more entrepreneurial. The playbook is intended as learning exercise itself for those that have little or no experience in designing practical entrepreneurial experience. The playbook is built on the experiments, resilience, perseverance and lessons learned by users of EntreComp.JRC.B.4-Human Capital and Employmen