Learning and Teaching Unit AIT
Copyright: All material deposited in the repository must be compliant with Irish copyright legislation. Please refer to: http://www.irishstatutebook.ie/2000/en/act/pub/0028/index.html For items where publisher agreements exist, publishers’ policies must be honoured. A list of publishers’ copyright and self-archiving policies can be found on the Sherpa-Romeo site http://www.sherpa.ac.uk/romeo/ . The author must contact the publisher directly if the publisher is not listed on that site or if written permission to deposit material in a repository is sought. The author must be clear on whether the publisher allows a pre-print, post -print or publisher final version to be added to the repository. Sherpa- Romeo defines pre-prints as being the version of the paper before peer review and post-prints as being the version of the paper after peer-review, with revisions having been made. http://www.irishstatutebook.ie
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A strategic and collaborative approach to internationalisation at Athlone Institute of Technology
(Athlone Institute of Technology, 2017)The intentional process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-secondary education, in order to enhance the quality of education and research for ... -
An evaluation of the Academic Writing Centre in Athlone Institute of Technology.
(Athlone Institute of Technology, 2016)The Academic Writing Centre (AWC) was established in Athlone Institute of Technology in November 2015. The aim of the study which formed the basis of this report was to evaluate this new initiative which sought to promote ... -
An overview of placement practices in Athlone Institute of Technology.
(Athlone Institute of Technology, 2017-06-06)There is strong evidence to suggest that placements and work experience are extremely valuable to students, both in terms of their academic performance and their employability skills. Research conducted with higher education ... -
One size does not fit all - a holistic approach to helping a diverse student population make the successful transition to academic life in an Irish Institute of Higher Education.
(2014)AIT Engage: Collaboration between the Student Resource Centre and the AIT Students’ Union clubs and societies. Aimed at promoting student engagement -
The benefits of using instructor-developed screencasts to support college students' learning of maths: insights from an Irish case study.
(EdTech, 2013-05)his article reports on a case study undertaken to explore college students’ views of the benefits of screencasts in enhancing their Maths learning experience at an Irish institute of technology. A total of 47 screencasts ... -
Shared ambitions support educators in practitioners action research
(SRHE, 2012-12)When teachers share ambitions for their practice, they are raising both their own awareness of their personal theory and articulating a shared conception of educational values. In contrast to traditional research methods ... -
Technology-enabled feedback in the first year: a synthesis of the literature
(2016)Improving student transition into Higher Education (HE) has been identified as a key priority for Irish Universities and Institutes of Technology (IoT) (DES 2011, Denny 2015, HEA 2015). Effective feedback can play a critical ... -
Feedback in first year: a landscape snapshot.
(2016)The Y1Feedback project is funded by the Irish National Forum for the Enhancement of Teaching and Learning under the Teaching and Learning Enhancement Fund 2014. At its core, the Y1Feedback project aims to enhance ... -
Introducing technology enhanced assessment methods (TEAM) to health and science practical settings; bringing digital skills to laboratory and clinical skill sessions.
(European Science Education Research Association (ESERA), 2017)In Science and Health practical sessions, the development of both technical and soft skills is essential in terms of both student learning and employability. The Irish Institute of Technology (IoT) sector places a major ... -
Embracing alternative formats, assessment strategies and digital technologies to revitalise practical sessions in science & health.
(2019-11-05)This report focuses on the practical learningenvironment in science and health curricula, anelement of learning which does not often receiveits deserved attention when it comes to thedesign and assessment strategies employed. ... -
Teachers as learners: exploring the impact of accredited professional development on learning and assessment in Irish higher education.
(All Ireland Society for Higher Education (AISHE), 2017)The works presented in this volume exemplify the practice of assessment explored through accredited professional development (APD) across Ireland and the impact this has had on individual lecturers, students, modules and ... -
Conversations on an emergent professional network: a personal reflection on the background, development and sustainability of the Educational Developers in Ireland Network (EDIN).
(EDIN, 2013)The purpose of this chapter is to capture an oral history of the Educational Developers in Ireland Network (EDIN), which was established in 2002, and to provide a snapshot of the Network as it is currently in 2012-13. ... -
An exploration of the effects on programme design and development effected by educational leadership in reaction to societal and economic factors in Ireland.
(AISHE, 2015)It has affected many countries around the world, and Irish higher education has not found itself immune from undergoing a period of significant change, powered by a number of factors: economic, political, and technological. ... -
Literature in an IT context: teaching literature on non-specialist language programmes.
(Irish Association for Applied Linguistics, 2003)The pedagogical value of literature in language learning within the Institutes of Technology has often been brought into question. Given that the IT structure has traditionally placed emphasis on an applied and practical ... -
YI Feedback - the story so far: progress and reflections from an Irish multi-institutional learning and teaching enhancement project.
(AISHE, 2016)The Y1Feedback Project is a multi-institutional learning and teaching enhancement project that aims to support the transition to Higher Education by using digital technologies to enhance feedback in the first year. The ... -
Towards a culturally responsive pedagogy in online teaching: an Irish perspective.
(AISHE, 2017)The aim of this qualitative interview study is to explore the extent to which faculty in one Irish higher education institution consider the cultural nature of what they include in the design and delivery of online ... -
How instructor-developed screencasts benefit college students' learning of maths: insights from an Irish case study.
(MOJET, 2013)This qualitative case study explored how students learning Maths at an Irish institute of higher education benefited from their instructor’s use of selfdeveloped screencasts. The screencasts (47 in total) were posted on ... -
Harnessing the power of digital badges to help create future ready graduates.
(Pixel International Conferences, 2019)Higher education has seen an upsurge in recent times in the use of digital badges for the recording of student achievement. According to Dowling-Hetherington & Glowtaz [1], many students in higher education today have grown ... -
Clickers in a Flipped Lab; feedback to enhance engagement in first year Science.
(Y1 Feedback, 2017-01-26)Anecdotal evidence from lecturers engaged in teaching practical’s is that there is very little if any interaction from the students with the pre-lab reading resources as posted on Moodle or in the laboratory manuals ... -
The first year experience of a peer assisted learning program in two institutes of technology in Ireland
(University of Wollongong Australia, 2014)This paper describes a collaborative action research study in which peer assisted learning was deployed simultaneously across a range of disciplines in two institutes of technology in Ireland. The aim of the research was ...
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