Learning Connections 2019: Spaces, People, Practice最新文献

{"title":"Collaborative learning, role play and case study: Pedagogical pathways to professionalism and ethics in school placement","authors":"Manuela Heinz, Mary Fleming, P. Logue, Josephine McNamara","doi":"10.33178/lc2019.26","DOIUrl":"https://doi.org/10.33178/lc2019.26","url":null,"abstract":"Teachers are moral agents. Acting professionally in loco parentis teachers have a legal and moral duty of care to students (DES, 2017). Moreover, they can be regarded as moral ‘role models’ (Bergen, 2006; Lumpkin, 2013). Professional codes of practice assist teachers in their moral agency (Alberta Teachers’ Association, 2004; CDET, 2017; DfE, 2011; Education Council, 2017; Teaching Council, 2012; 2016; World Class Teachers, 2017). In conjunction with official codes of conduct, TE ethics programmes contribute to the development of “a moral language” and raise awareness of moral agency in teaching (Shapira-Lishchinsky, 2010). In 2014 the National University of Ireland, Galway (NUIG) and the Galway-Mayo Institute of Technology (GMIT) jointly developed a cross-institutional training programme entitled ‘The Ethical Teacher Programme’, designed to facilitate student teachers to reflect upon professionalism and ethics during School Placement. The programme incorporated both a study of the Teaching Council Code of Professional Conduct for Teachers (Code) (2012) and explorations of selected ethical ‘case studies’ in teaching, using collaborative learning (CL) and role play strategies. The ‘ethical dilemma’ approach employed mirrored literature studies (Colenerud, 1997; Husu & Tiri, 2003; Klassen, 2002). Unique to the approach, however, was the method of application of selected classical and contemporary ethical philosophies to moral dilemmas in teaching. The programme was designed to include a one-hour introductory lecture on professionalism and ethics (from the perspectives of moral literacy and ethical theory) followed by a two-hour applied workshop. The workshop employed student-centred, active teaching and learning methods, specifically, collaborative learning, role play and case study analysis. Six ethical philosophical principles (or ‘lenses’) were integrated into programme delivery - teleology, deontology, virtue ethics, justice ethics, care ethics and relationality ethics. These lenses were applied to real-world teaching case studies. One cohort to which this training programme is offered annually is the student teachers on the Professional Master of Education (PME) programme in NUIG. The PME cohort (2015-2016) is the focus of the present study. The study sought a critical reflection on, and evaluation of, this training programme, from a student perspective. This study is phase one of a larger on-going study.","PeriodicalId":278383,"journal":{"name":"Learning Connections 2019: Spaces, People, Practice","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114757609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cross cultural experiences of Chinese students studying Food Science in Ireland","authors":"M. O’Sullivan, Briony Supple, Marian McCarthy","doi":"10.4236/CE.2018.913146","DOIUrl":"https://doi.org/10.4236/CE.2018.913146","url":null,"abstract":"Food science is the comprehensive study of food and beverages or more specifically the application of the scientific disciplines of the physical, biological, and chemical as well as engineering, microbiology and nutrition to the study of food and beverages to improve the sensory properties, safety, nutrition, functionality, sustainability and availability. UCC attracts diverse cross-cultural groups of students to degree programmes in Ireland annually including 3000 international students from over 100 countries (UCC, 2018). However, anecdotally, students were underperforming (grades lower than Irish students) for some of their formative assessments due to a lack of familiarity with the Irish teaching system. For this reason, it was decided to investigate, from first principals, the experiences of these Chinese students both from their Chinese and Irish experiential perspectives in order to determine areas that could be optimised to improve their integration and promote their holistic learning experiences. The action research findings of this present study will thus be used to optimise a new bespoke degree programme, specifically catered for Chinese students, that commenced in UCC in September 2017.","PeriodicalId":278383,"journal":{"name":"Learning Connections 2019: Spaces, People, Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130325807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Designing and delivering experiential learning opportunities: Environmental law in action","authors":"Áine Ryall","doi":"10.33178/lc2019.08","DOIUrl":"https://doi.org/10.33178/lc2019.08","url":null,"abstract":"This paper reports on the experience gained with an undergraduate Law module – LW3372 Environmental Law: Contemporary Issues in Governance, Regulation and Enforcement – in the academic year 2018/19. This module incorporates specific features designed to enable students to engage with environmental law ‘in action’ through experiential learning opportunities set in the context of a research-based approach to teaching and learning. In 2018/19, the module was restructured to map it on to the Connected Curriculum framework adopted by University College Cork (University College Cork, 2018). This involved, in particular, a stronger focus on the research component which forms part of the assessment for the module and more explicit linkages to law ‘in action’, specifically: how to engage Law to solve contemporary societal challenges. The module also sought to draw out and engage with implementation of the Sustainable Development Goals (SDGs) with a particular focus on Goal 13 Climate Action and Goal 16 Peace, Justice and Strong Institutions (UN General Assembly, 2015). The research objective underpinning this project was to explore and report on the experience of implementing selected elements of University College Cork’s Connected Curriculum framework in an undergraduate module. The project on which this paper is based drew on the detailed framework for curriculum design and renewal developed by Dilly Fung at University College London (UCL) (Fung, 2017). The core principle underpinning UCL’s Connected Curriculum initiative is that students learn through research and active enquiry. One particularly important dimension of the model developed by Fung involves connecting students with research and researchers. Early exposure to frontier research, together with the opportunity to connect directly with researchers and practitioners who are working to solve societal challenges, equips students with invaluable insights into their field of study. It also serves to demonstrate to students the fundamental role of research in society. Connecting effectively with research facilitates a further dimension of the Connected Curriculum framework – ‘outwardfacing student assessments’. In other words, the assessment element of a module or programme, as the case may be, is conceptualised and designed to be the ‘output’ of a student’s own research and enquiry. Depending on the particular model of assessment deployed, this ‘output’ may have an impact on local and wider audiences (e.g. policy briefs, research reports, blogs, podcasts, student-run events etc.). This outward-facing focus, and the emphasis on student-generated outputs, is a key element of delivering impactful experiential learning opportunities in the field of environmental law.","PeriodicalId":278383,"journal":{"name":"Learning Connections 2019: Spaces, People, Practice","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127697928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Creating a SANCTuary of learning spaces in universities teaching for diversity in use of spaces, both physical and virtual to ensure a best learning and inclusive experience for students","authors":"Katie Power","doi":"10.33178/lc.2019.11","DOIUrl":"https://doi.org/10.33178/lc.2019.11","url":null,"abstract":"The SANCT Model as per Vollmer (2016) suggests that certain elements are necessary for the support of learning in spaces, being – Self-esteem, Autonomy, Normality, Control and moTivation. The SANCT model can be applied to university spaces to ensure a SANCTuary of optimum spaces for users to enjoy. These spaces create a community for students and staff within safe boundaries and the desire is that these boundaries will be permeable to the general community through extended campus initiatives. The SANCT elements must be planned for and sustained in the design of university spaces, both physical and virtual to encourage the enjoyment of space by local users in the form of students, staff and outsider users in the form of community and professional visitors. The people are the most important part of every university and the spaces must meet the unique learning needs of the users who occupy them. The spaces must wrap around the people to keep them physically and emotionally safe with a sense of identity and belonging being encouraged by the distinct entity of university spaces.","PeriodicalId":278383,"journal":{"name":"Learning Connections 2019: Spaces, People, Practice","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126800991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Innovative approaches for research led education: UCC’s Green Campus Living Laboratory Programme","authors":"Maria J. Kirrane, J. O’Halloran, Mark Poland, S. Irwin, Pat Mehigan","doi":"10.33178/lc2019.33","DOIUrl":"https://doi.org/10.33178/lc2019.33","url":null,"abstract":"Ireland’s National Strategy on Education for Sustainable Development (2014-2020), highlights the need to equip students with “the relevant knowledge (the ‘what’), the key dispositions and skills (the ‘how’) and the values (the ‘why’)” to contribute to a more sustainable future (Department of Education and Skills, 2014). Delivering on this challenge requires embedding sustainability within both the formal and informal learning that occurs on campus (Hopkinson et al. 2008), while also integrating sustainability both within and across disciplines (Byrne et al., 2018). UCC is a global leader in sustainability in higher education, being the first University in the world to be awarded a Green Flag from the Foundation for Environmental Education (Reidy et al, 2015). Sustainability at UCC is “student-led, research-informed, and practice-focused” that is, the programme takes an integrated approach and aims to utilise the collective student agency and research capability to deliver real and lasting change on the ground (Pelenc et al. 2015). UCC’s Academic Strategy, with sustainability and interdisciplinarity as key components of the new “Connected Curriculum”, aims to “facilitate students to develop values, skills and aptitudes that promote civic participation, social inclusion, sustainability, digital fluency and impactful, global citizenship” (UCC, 2018). A key aim of delivering its Sustainability Strategy is that UCC would become a “Living Laboratory”, where students, academics and practitioners work together, using the campus itself as a testbed for solutions to today’s major societal challenges (UCC, 2016). A Living Laboratory project should aim to: • Solve a real-life problem • Be based on a partnership among key stakeholders, often crossing disciplinary and/or sectoral boundaries • Trial and test ideas in real life settings • Share data and findings generated openly (EAUC, 2017).","PeriodicalId":278383,"journal":{"name":"Learning Connections 2019: Spaces, People, Practice","volume":"236 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132220387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Becoming reflective practitioners through community based planning projects","authors":"J. Fitzsimons","doi":"10.33178/LC.2019.23","DOIUrl":"https://doi.org/10.33178/LC.2019.23","url":null,"abstract":"Inspired by the influential ‘reflective practitioner’ ideas of Donald Schön (1983), there is an established pedagogical tradition in the University College Cork, Centre for Planning Education & Research, in active learning, and using real projects with real clients as a teaching methodology. In semester two 2019, the first year Masters in Planning students engaged with the Glounthaune community to identify the community’s values and aspirations. Concurrently, the second year students prepared a masterplan for a new town centre, drawing on field work, research and findings from the aforementioned community engagement process. Personal reflection was formally embedded in both processes: students considered their professional and personal skills including working together, dealing with communities; active listening and thinking creatively. These reflections deepened the students’ learning through revisiting the experiences guided by a framework of prompted questions. In her discussion of the challenges in developing excellence in planners, Reeves (2009) insists that ‘Planners need to demonstrate their ability to transform understanding into practical and achievable outcomes… Employers want to see more than credentials; they want to see people demonstrating competence. One’s ability to do a job depends on knowledge, skills and qualities.’ Working on real projects with local communities while using reflection-on-action (Schön, 1983) to revisit the experience further develops their competencies.","PeriodicalId":278383,"journal":{"name":"Learning Connections 2019: Spaces, People, Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131084487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Supporting the development of students in the pharmacy profession through stakeholder engagement and technology innovation","authors":"Katie A. Ryan","doi":"10.33178/lc2019.37","DOIUrl":"https://doi.org/10.33178/lc2019.37","url":null,"abstract":"Pharmacists are experts in safe drug usage, and are uniquely placed to provide professional advice on a range of health related issues. It is crucial that pharmacy education embodies an emphasis on creating independent and responsible learners and prioritises life-long learning in the face of rapid change. Consequently, appropriate teaching and learning modalities are essential to prepare students. Changes in the way patient’s access information and education of pharmacists call for new ways of teaching to prepare pharmacists for a changing profession. The aim of this body of work was to support pharmacy students’ education as teachers and learners through their utilisation of technology to create short educational videos on a range of topics intended for different stakeholder groups including patients and allied healthcare professionals.","PeriodicalId":278383,"journal":{"name":"Learning Connections 2019: Spaces, People, Practice","volume":"137 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127435408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Linking academia and the ‘real world’ in International Relations","authors":"A. Cottey","doi":"10.33178/lc2019.31","DOIUrl":"https://doi.org/10.33178/lc2019.31","url":null,"abstract":"This talk will reflect on the challenges of linking academic programmes and teaching, on the one hand, with the policy-makers and practitioners, on the other, with particular reference to the discipline of international relations (which focuses on relations between states, international organisations and global political and socio-economic dynamics). The talk will draw on experience from University College Cork’s Department of Government and Politics, which has an extensive, market-leading work placement programme, and from UCC’s MSc International Public Policy and Diplomacy, which is a new model of international relations masters seeking to bridge academia and the world of policy. Our experience shows that it is possible to link academia and the world of policy and practitioners, but that it is not easy, even in an apparently very policy-oriented discipline, and that it involves significant challenges. The talk will highlight a number of challenges involved in linking the academic study of international relations with the ‘real world’ of international politics: bridging academia and policy/practitioners is not easy in the disciplines of political science and international relations – the two have different needs and, often, different languages; the development and maintenance of work placements and other elements of engagement with policymakers and practitioners involves very significant workload and needs to be properly supported in terms of staffing and infrastructure; and in politics and international relations, the skill sets which policy-makers and practitioners need often differ from those that universities normally provide. Finding the ‘right’ balance between academic disciplinary requirements/standards and the needs of employers is a difficult task.","PeriodicalId":278383,"journal":{"name":"Learning Connections 2019: Spaces, People, Practice","volume":"12 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114114682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning Connections 2019: Spaces, People, Practice","authors":"Briony Supple","doi":"10.33178/lc.2019","DOIUrl":"https://doi.org/10.33178/lc.2019","url":null,"abstract":"","PeriodicalId":278383,"journal":{"name":"Learning Connections 2019: Spaces, People, Practice","volume":"109 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133347162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Re-shaping Irish universities: The application of Self-Determination Theory to an entrepreneurial education policy","authors":"joshua o'driscoll","doi":"10.33178/lc2019.29","DOIUrl":"https://doi.org/10.33178/lc2019.29","url":null,"abstract":"“Entrepreneurs are heroes in our society. They fail for the rest of us….. Courage (risk taking) is the highest virtue. We need entrepreneurs.”Nassim Taleb (2018: p36 & p189) – Skin in the Game: Hidden Asymmetries in Daily Life. Drucker (1985) states that entrepreneurship is neither a science nor an art, but a practice. Therefore, this paper works with the assumption that entrepreneurship can be nurtured. The skills and competencies that a deeper learning around entrepreneurship can bring has the potential to make all students more creative individuals. Unfortunately, according to Eurostat (2019), Ireland is one of the worst countries in Europe for start-ups, lagging behind the E.U. average. Additionally, Entrepreneurship Education at School in Europe (2015) found that Ireland was the country with the lowest percentage of young people that have started their own business. Is our education system failing to equip our youth with skills and competences needed for entrepreneurship? If this is the case, Ireland needs to implement a policy that can change this, before Ireland becomes even more dependent on multinational/foreign companies for economic growth and employment. Other countries have shown that learning “for” and “about” entrepreneurship can bring many more benefits than just business formation ideas (Bager, 2011; EU Expert Group, 2008). Even if one does not value entrepreneurship, or has no interest in being an entrepreneur, the skills and competences learned will help every individual, regardless of their career choice. This paper argues that introducing an entrepreneurial education policy in Ireland could reap massive benefits moving forward. This paper aims to carry out three tasks: 1. To outline an entrepreneurial and enterprise education policy that increases students’ autonomy of their own learning experiences. 2. To present a convincing argument of why Ireland should implement this policy moving forward. 3. Recommend plausible and practical actions in order to implement such a policy in Ireland. This paper is structured as follows: the theory section outlines the Self-Determination Theory that serves as the theoretical backbone for this argument. Evidence of Good Practise presents evidence to back up the need for such a policy and possible solutions towards the improvement of entrepreneurship education. This will build on the theory presented in the Method Section. Conclusions summarises the argument presented and highlights future lines of research.","PeriodicalId":278383,"journal":{"name":"Learning Connections 2019: Spaces, People, Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114716595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}