Investigating the Feasibility of Creating a Piece of Software for Practical Electrical Classes that Engages Learners of Different Learning Styles

This paper looks at feasibility of creating a piece of software for practical electrical classes that engages learners of different learning styles. Traditional practical electrical classes are usually delivered using text based resources, but due in part to the advances in technology it is possible to provide information in a variety of formats. The starting point of this research was to evaluate the preferred learning style of the typical apprentice learner by using a learning style questionnaire based on the Vark model. The Vark model represents four learning styles Visual, Auditory, Reading/Writing and Kinaesthetic. The results from the questionnaire then influenced the design of a workshop interface to suit the learner’s particular learning style. The final design was influenced by expert opinion in the area of learning styles as well as subject area experts. The interface was evaluated by 28 electrical apprentices and six lecturers who all agreed that the interface presented a new and innovative approach to delivering information within a practical workshop setting. The study concludes that it is possible to create a workshop interface that engages learners of different learning styles

UnGrading, Supporting our Students Through a Pedagogy of Care

The awarding of grades or marks to student work is traditionally considered a fundamental feature of assessment. Grades became more widely established in the twentieth century becoming ubiquitous across most educational institutions. There is increasing evidence to suggest that grades are not effective tools for promoting or measuring learning. One alternative approach for promoting and measuring learning is Ungrading, in which no letter grades or marks are given to students. Instead, they are replaced with formative feedback provided through strategies such as individual feedback, peer review and self-assessment. An Ungrading approach promises increased learner motivation, a reduction in stress, and enhanced learner independence. It also helps to develop an improved teacher/learner relationship and opens up new course design possibilities. This paper presents a background to traditional grading policies to set a context. It continues with an introduction to the topic of Ungrading with a brief explanation and rationale for its selection. We ask the question, can Ungrading support a new pedagogy of care for the future of online education? The paper concludes by suggesting strategies for the effective implementation of Ungrading in undergraduate classes to support diverse learner needs

Ungrading Uncovered: How Going Gradeless Can Support Learner Diversity in Higher Education

The awarding of grades or marks to student work is traditionally considered a fundamental feature of assessment. Traditional grades, the awarding of numeric values to student work, date back to the 1600s where Harvard used exit grades to measure and categorize students (Smallwood, 1935). Grades became more widely established in the education sector at the beginning of the twentieth century to deal with increased numbers of students and as a means of communication between educational institutions and third parties, a form of universal measurement. Although becoming ubiquitous across most educational spectrums in the second half of the twentieth century, there is mounting evidence to suggest that grades are not effective tools for measuring learning. A number of institutions and individual practitioners have moved away from grading in the hope of improving motivation, collaboration and lifelong learning for their students (Brilleslyper, et al., 2012) (White & Fantone, 2014) (Sackstein, 2015) (Beckie, 2019). With calls for a ‘Pedagogy of Care’ (Bali, 2020) and a decolonising of curriculum (Begum, & Saini, 2019) new approaches are being explored to replace traditional grading practices., One alternative approach is ungrading, , in which no letter grades or marks are given to students, has gained momentum. Recent literature (Blum, 2017) (Gibbs, 2019) suggests that ungrading increases motivation reduces stress, enhances independence, helps form new learning habits, makes room for creative work, promotes better communication, and opens up new course design possibilities. Strategies to go gradeless include providing plentiful formative feedback, facilitating peer and self-assessment, teaching students metacognitive skills through reflection, and (if the academic institution requires a final grade) allowing students to grade themselves (Stommel, 2018) (Sackstein, 2015) (Stommel, 2017). The involvement of students as partners in assessment has been shown to enhance motivation, self-critical learning, and performance (Logan, 2009) (Ndoye, 2017) (Panadero & Al-Qassab, 2019). This paper presents three case studies(action research) based on the delivery of undergraduate modules in an Irish Higher education setting using an ‘Ungrading’ approach The 3 case studies describe activities that took place during the 2020-2021 academic year, in the midst of the global Covid pandemic. Two of the modules are from the Creative Digital Media BA Programme, (Multimedia Development 1 & Web Development 2) and a module in IT & Professional Development as part of a BSc in Horticulture. Each case study will detail the rationale for choosing ungrading, mechanics for delivery and reflection based on qualitative feedback from the three practitioners and student cohorts. The paper concludes by suggesting strategies for the effective implementation of ungrading in undergraduate classes to support diverse learner needs

International Collaborations: Inspiring Active Learning in Higher Education

International collaborations can present various challenges; however, with strong leadership and support, as well as through leveraging a variety of online collaborative tools, the results can be great. In this paper, we discuss the process involved in the design, development, and utilization of an openly available active learning handbook that was created by colleagues at three institutions: one in Dublin, Ireland and two in Oshawa, Canada. We discuss the journey that inspired this collaborative project and address some of the unique issues around post-conference collaborations. To conclude, we highlight some applications of the handbook across our institutions and beyond

Active Learning Strategies for Higher Education: the Practical Handbook

The manual itself is based on a sound method that the Educator can easily deploy. This is made up of easy stages for each activity which they and their students can embrace. This student-centred pedagogical approach allows learners to build their understanding while also taking responsibility for their own learning where the educator acts in a facilitator or enabler role. This active, enquiry-based approach is at the heart of what Durham College, UOIT and TU Dublin endeavour to provide to students as it can be applied to diverse problems and contexts within their educational journey and across disciplines. It also provides learners with a framework to use when working on problems that they will encounter within the

QualiBuild Train the Trainer Lessons Learned from the Development of a Program for Training Trainers of Construction

In response to recent directives to promote quality energy efficient buildings throughout Europe, the EU funded Build UP Skills Ireland (BUSI) project launched a national skills gap analysis of the construction sector in 2011. Generally, the gap that was identified was one of knowledge rather than skills. However, this knowledge is fundamental for the successful implementation of low energy buildings. The BUSI analysis also found that the majority of trainers of construction related crafts lacked the experience and knowledge on the implementation of energy efficient buildings. Consequently, the follow on Build UP Skills QualiBuild project focussed on the development and delivery of a Train the Trainer programme which would address this. The QualiBuild Train the Trainer pilot was designed with a focus on active learning, incorporating a flipped learning model for the delivery of a blended learning programme. This was facilitated by the development of learner manuals for each of the programme modules which presented the course content to the learners ahead of face-to-face workshop events. Group learning activities were then employed as a means for achieving one of the key learning outcomes identified in the programme development, a need for attitudinal change. This paper will offer a rationale for the design, structure and delivery methods adopted for the programme. It will also present and discuss the successes and failures of the pilot along with recommendations for future offerings of similar type programmes

Using the Community of Practice model to shape approaches to Education for Sustainable Development across disciplines in a Technological University context: A Roundtable Podcast

This roundtable discussion podcast comprises eight colleagues engaged in reflective discussion of their shared experiences of being members of SDG Literacy.ie, a Community of Practice (CoP) first established in TU Dublin in 2020. This CoP focuses on and promotes the enhancement of Sustainability Literacy among student cohorts as one measure to be employed in strengthening Education for Sustainable Development (ESD) in line with the broader strategic aims of the university. Harvey et al. (2021) in a case-based paper which includes examination of the CoP discussed here conclude that teaching and learning innovation took place as a consequence of the resource-sharing, idea-generation and overall peer support that CoP members experience. The voices you will hear in this podcast discussion represent the inter-disciplinary SDG Literacy academic community who all share an interest in the sustainability domain and are acutely aware of SDG4.7 which focuses on ensuring all learners acquire the knowledge and skills for sustainable development by 2030. Discussion themes include (i) our shared understanding of ESD, (ii) how membership of SDGLiteracy.ie shaped our Teaching, Learning and Assessment (TLA) approaches in relation to ESD, Sustainability Literacy and Authentic Assessment, (iii) how membership of SDGLiteracy.ie shaped our broader personal and professional development (research, collaboration, output etc.) and (iv) our future plans in relation to ESD and the CoP model. The podcast transcript has been annotated through footnotes to direct the listener/reader to further reading on the various topics that emerge in the discussion

Opportunities and constraints provided by ICT supported practices in vocational education

This case study examines issues surrounding the use of Information and Communication Technology (ICT) supported practices in vocational education at an Irish third level institution. In particular it investigated the opportunities presented and the constraints to the use of ICT with in a vocational educational setting. It also investigated lecturers‘ perceptions and current use of ICT. The research consisted of interviewing six key informants in relation to the factors affecting the use of ICT supported practices for vocational education. These interviews informed the design of the questionnaire that was then given to 19 lecturers involved in vocational education at the selected Irish third level institution. Two focus groups of four lecturers concluded the investigation by discussing the findings from the questionnaires. The research revealed that staff felt that ICT has a positive role to play in education. They find it allows them to gather information, organise it and distribute it to their learners. They have also found the use of ICT is helping to reduce the amount of time required to complete their work. All lecturers highlighted the need for further training. And those with a previous qualification in education were particularly vocal in their need for training. Lecturers indicated a high use of e-mail and the internet. Educational software, Blogs, CD-ROM/DVDs, and Podcasts are rarely used by lecturers. The study concludes that appropriate training and time for preparation will improve the opportunities and reduce the constraints in the implementation of ICT supported practices within the selected Irish third level institution