An investigation into the development and progressive adaptation of graduate attributes in tourism programmes

As higher education institutes are embracing the notion of graduate attributes, it has become highly desirable to embed these attributes within programmes. This study proposes to investigate students’ views of recently identified graduate attributes in the Dublin Institute of Technology (Ireland), and how they perceive their development and application in their tourism programme. The study supports the idea of the importance of placement in the progressive adaptation of learning and in translating the conception of attributes. While students strongly believe that graduate attributes are developed through the placement experience, it is equally important to embed and strengthen the visibility of the graduate attributes building blocks throughout the programme

Technological University Dublin Peer Assisted Learning Initiative

Poster presentation, summary of work on peer assisted learning initiative for international business and languages students

Peer Assisted Learning Project

This report provides a comprehensive outline of the context for the Peer Assisted Learning Project and the process of implementation in the BA (hons) International Business and Languages in the academic year 2009-2010. It also includes a set of recommendations arising from the project and it concludes with an outline for future work in the area

Peer Assisted Learning for International Business and Languages Students

This report provides a comprehensive outline of the context for the Peer Assisted Learning Project and the process of implementation in the BA (Hons) International Business and Languages in the academic year 2009-2010. It also includes a set of recommendations arising from the project and it concludes with an outline for future work in the are

Foundations and scaffolding: exploring literature and practice to build a new curriculum framework for TU Dublin

The IMPACT project at TU Dublin has been informed in part by the outcomes of the Co-CREATE project in 2019-20. Co-CREATE was a Team Teaching Fellowship project to support and underpin the building of a quality curriculum framework for the new technological university. A number of IMPACT projects (for example, NorthStar) have continued the work started within the Co-CREATE project to make it sustainable and embedded within the university. We present findings from one element of the Co-CREATE project which has informed a range of initiatives in IMPACT. This is the review of literature and practice undertaken to underpin the Co-CREATE project. The review addresses student voice and agency in curriculum design, enhancing sustainability in curriculum design, and identifies the importance of interdisciplinary approaches in the development of new programmes and provision. Curriculum in higher education has been discussed in educational literature as a fluid and contested concept. It relates to product, often described as content and syllabus, but also process, socially and politically embedded with the potential for change in positive or less positive directions. We present our findings and insights, and the recommendations we have made to stakeholders in our institution. We reflect on the purposes of higher education in the 21st century, and consider the UN Sustainable Development Goals and how they relate to TU Dublin’s mission and vision. We consider the place of graduate attributes, innovation, global citizenship and the impact of new technologies. We report on the development of curriculum frameworks and design at other technological universities, and how our experiences might be more diverse than those of traditional universities. We consider the impact of “connected” approaches to curriculum in research-intensive universities, and how these might be translated to the technological university context. We conclude with recommendations arising from the review of literature and practice which underpinned further work in Co-CREATE, and which may also be of value to others commencing this kind of work or reviewing curricula

Designing for Inclusiveness in EdTech Projects: the Case of the European University of Technology’s XR VR Team

This paper will present the case of the XR VR project team within the European University of Technology (EUt+). The team is tasked with developing an extended reality (XR) virtual reality (VR) approach to help students and staff overcome language and cultural barriers in international mobility. The aim of the project ultimately is to enhance the experience of physical student mobility and to ensure international opportunities for students are more inclusive. As research on the problem is still in progress, the team found themselves constructing their own understanding of designing for inclusiveness in the project. This paper presents the case through a qualitative case study methodology involving reflective journals of project participants, a focus group discussion and documentary analysis connected to the project. The findings from the study show how the understanding of ‘inclusiveness’ is constructed through social interactions and consequently how designing for inclusiveness in digital projects in education is a journey influenced by evolving meanings. Our study makes important contributions to the students with disability literature and technology in education literature

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

From Speaking Skills to Virtual Mobilities: Challenges of VR Technologies in Communication from the European University of Technology

Within the vision of the European University of Technology (EUt+), a University Alliance of 8 European partners, augmenting a Mobility Friendly Plan through a virtual worlds approach, helps prepare students to overcome communication, language and cultural barriers. Such virtual environments can allow students to be immersed in the academic environments of the destination location, creating spaces for team building, collaboration, and creative activities. In the context of effective social interaction, communication and language learning become key pillars. Technological means that develop key competencies and abilities in such immersive environments, should be tackled. The current paper describes three uses cases of VR environments from the European University of Technology Alliance, implemented with the purpose of facilitating communication skills to overcome language and cultural barriers. The application of various technology levels, from prototype-based to customization of existing platforms is analyzed, under a TAM adoption assessment, to identify common challenges that may accompany the development of a shared VR campus, intended for effective communication, while providing the students a feeling of comfort, safety and confidence

Collaborative Digital Storytelling for Language Learning Prior to Erasmus Mobility

Students who avail of an Erasmus mobility gain invaluable experience in an international environment. The period abroad is a unique opportunity for personal, linguistic and cultural development. However, studying in a partner institution comes with its many challenges. As well as dealing with academic matters and day to day living, students need to make a new circle of friends. Preparation prior to departure undoubtedly contributes to the success of the study abroad period. Nevertheless, the language they learn in an academic setting only partly equips them to communicate with their peers in the foreign country. Slang expressions and colloquialism are widely used among young adults. A lack of familiarity with this register of language can hamper the development of new relationships. This project was developed with a group of students in the Dublin Institute of Technology, Ireland. The Erasmus mobility is a compulsory element of their programme of study. The project aims to support students prior to their departure by helping them to gain an insight into the colloquialisms used by their French counterparts. The approach is innovative on two accounts. Firstly, it harnesses the potential of peer learning by drawing on the cohort of French Erasmus students who are on an exchange with the Institute. These students are an invaluable resource for full-time students on the programme who often find it intimidating to approach and engage in conversation with their foreign peers. Secondly, the project is innovative in that it requires students to produce their own learning resources by creating a digital story. Digital storytelling is increasingly popular. Among other advantages, it has the power to engage students in their learning and it equips them with a valuable set of digital literacy skills. Digital storytelling in this project is also a vehicle to encourage students to meet their French peers, establish a dialogue with them, provide them with a topic of conversation and learn new terminology. The project is an exploration of how the integration of digital storytelling with peer learning can lead to language learning and contribute to student engagement

Peer Assissted Learning for Year 1 Students

Peer Assisted Learning is a pilot project funded under the Teaching Fellowship scheme. It is aimed at students in the BA International Business and Languages, a programme run by the School of Languages in DIT. The project was initiated in September 2009. Second year students are acting as mentors to first year students by providing them with a broad range of support, from academic content to very practical queries. The School’s objectives in setting up PAL is to facilitate students’ integration into DIT, help first years acquire third level study skills and improve pass rates and retention. It is hoped that PAL will become an embedded feature of the programme. As the year progresses, it has become evident that second years are showing greater commitment and enthusiasm than first years. In consultation with students, the project has evolved from the initial work-plan to include alternative ways to engage 1st years. This case study will present the implementation stages of the process, the means of communication used, the launching events organised, the result of a survey, some statistics and the students’ feedback. It will provide an insight into the challenges encountered and the lessons learned