Inspiring creativity, innovation and change in higher education

1. THE FIFTH
LIN CONFERENCE
11TH OCTOBER 2012
Inspiring creativity, innovation & change in Higher Education
book of
abstracts
Visit www.LIN.ie

2. conference sponsors
The organisers gratefully
acknowledge the support of the
sponsors for their significant
contribution to the conference.

3. contents
Table of Contents
Foreword 1
General Information 2
Conference Programme 3
Keynote Speaker: Ewan McIntosh 4
Keynote Speaker: Lord David Puttnam 5
Sub-theme 1: Creativity – oral presentations
Table of Authors 6
Abstracts 7
Sub-theme 2: Innovation – oral presentations
Table of Authors 13
Abstracts 14
Sub-theme 3: Change – oral presentations
Table of Authors 20
Abstracts 21
Poster abstracts
Sub-theme 1: Creativity 27
Sub-theme 2: Innovation 30
Sub-theme 3: Change 34
LIN funded projects - introduction 37
LIN funded project abstracts 38

5. foreword
DR marion palmer
Welcome to the Ashling Hotel for the 5th Annual Learning Innovation Network (LIN)
Conference. LIN is a major collaborative project between the thirteen Institutes of
Technology and Dublin Institute of Technology. LIN has established itself as the leading
teaching and learning initiative in the sector. The network aims to enhance the student
experience by providing opportunities for staff to complete accredited teaching and
learning professional development programmes.
LIN has had another extraordinarily productive year. Since the formal launch of the
postgraduate diploma in Teaching, Learning and Assessment at the last LIN conference
we have continued to develop flexible accredited programmes for staff in institutes in an
innovative way. In the last year LIN has again increased the rates of participation on LIN
programmes and this semester the first LIN post graduate diploma will be awarded in AIT.
A number of teaching and learning programmes run across the higher level sector have
now been mapped to the LIN framework, which allows greater choice and flexibility for
lecturers completing accredited professional development.
As a result of additional funds granted to the project by the HEA in 2011, LIN provided
funds for a number of collaborative, teaching and learning projects in the institutes. The
outputs from these projects are significant and are being presented at today’s conference.
They include; the development of two new LIN modules; one online/blended module on
researching educational practice and one focussing on teaching students with special
educational needs; the production of a number of case studies, teaching materials,
exemplars, webinars and reusable learning resources on criteria based assessment,
generic skills in higher education and academic professional development; presentations
from leading educational experts such as Stella Cottrell, Mick Healey and Jude Carroll
stimulated discussion around some of the challenges that face higher educational
practitioners today; and an evaluation and review of the LIN project.
I would like to acknowledge and thank the HEA for granting permission and funds for the
2012 conference. I am confident that it will be another stimulating and thought provoking
event and that you will leave here today with creative and innovative ideas to use in your
professional practice.
Dr. Marion Palmer
LIN Coordination Group Chair, IADT.
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6. general information
CONFERENCE THEME ABSTRACT REVIEWERS
Inspiring creativity, innovation & change in Higher Education We wish to thank the following abstract
reviewers who participated in the selection
process for the presentations at the Annual
SUB-THEMES Conference.
Margaret Keane Institute of Technology
01: Creativity
Tallaght, Dublin
02: Innovation
Paul Gormley National University of Ireland,
03: Change Galway
ABOUT THE CONFERENCE ORGANISERS Jen Harvey Dublin Institute of Technology
LIN - The Learning Innovation Network - was established in 2007 with the aim of ‘working Carina Ginty Galway-Mayo Institute of
collaboratively to enhance learning and teaching in Institutes of Technology’. LIN’s priority Technology
is the provision and support of Academic Professional Development (APD) opportunities
Frances Boylan Dublin Institute of
within the sector. The annual conference provides much opportunity for attendees to share Technology
experiences and discuss developments and innovations in the provision of a quality higher
education to an ever more diverse student body. It provides a forum for lecturers and Daniel McSweeney Institute of Technology,
support staff to meet and form new networks with colleagues from across the sector who Blanchardstown
face similar challenges.
John Wall Waterford Institute of Technology
LIN is run by the LIN Co-ordination Group and each institute has a LIN contact. The LIN
Marion Palmer Dun Laoghaire Institute of
contacts are listed in the table below. Art, Design and Technology
Contact Institute
Martin Fitzgerald Limerick Institute of
Nuala Harding Athlone Institute of Technology Technology
Daniel McSweeney Institute of Technology Blanchardstown
Anne Carpenter Institute of Technology Carlow CATERING
Stephen Cassidy Cork Institute of Technology
Lunch and refreshments will be provided
Jen Harvey Dublin Institute of Technology
throughout the day.
Brendan Ryder Dundalk Institute of Technology
Mary Anne O’Carroll Institute of Art, Design & Technology RECORDING
Carina Ginty Galway-Mayo Institute of Technology
Averil Meehan Letterkenny Institute of Technology The three plenary sessions will be
Martin Fitzgerald & Michael Ryan Limerick Institute of Technology recorded and will be available for viewing
Stephanie Donegan Institute of Technology Sligo on www.lin.ie.
Rose Cooper Institute of Technology Tallaght, Dublin
Brid McElligott Institute of Technology Tralee WI-FI ACCESS
John Wall Waterford Institute of Technology
Access for Ashling Hotel Wi-Fi: ashling155
Niamh Rushe LIN Co-ordinator – IOTI
Marion Palmer LIN Co-ordination Group Chair
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7. LIN conference programme
Inspiring creativity, innovation & change in Higher Education
8.30 – 9.15 Registration
9.15 – 9.30 Opening address: Dr Jim Murray, Director of Academic Affairs, Institutes of Technology Ireland.
Keynote address: 60-minute chef: The Ingredients of Creativity and Innovation.
9.30 – 10.30 Ewan McIntosh, NoTosh Limited.
Animated by Eva Kavanagh, 3rd year BA (Hons) in Animation in IADT
Sub-themes Creativity Innovation Change
An investigation of the influence of
Creative peer and teacher led
Lessons learned from the delivery classroom based social integration
strategies that promote active learning
of online courses at the Institute of and active teaching methods on the
and enhance the first year experience.
Technology Blanchardstown. intentions to persist of first year
Carina Ginty & Evelyn Moylan, GMIT.
Daniel McSweeney ITB, Page 14 students in higher education.
Page 7
Tomas Dwyer, IT Carlow. Page 21
What is ‘the best’ first year experience:
Development Education; A Creative principles for enhancement and From zero-hero: Creating an e-learning
10.30 – 11.30 Paradigm For The New Challenges innovation of policy and practice. champion.
15 minutes per speaker Facing Higher Education. Rebecca Roper, IADT, Michael Carr, DIT, Tony Murphy, Tom Farrelly, Sarah
including questions Martin Fitzgerald, LIT. Page 8 Yseult Freeney, DCU, Tara Cusack, UCD, O’Toole, IT Tralee. Page 22
Mary Gilmartin, NUIM. Page 15
Engaging staff to inspire change and
Undergraduate student collaboration innovation?
in international social care research Jen Harvey, DIT, Mary Anne O’Carroll,
Blank screen creativity.
projects: An innovative approach. IADT, Stephen Cassidy, CIT, Rose
Bernard Goldbach, LIT. Page 9
Hugh McBride & Mark Garavan GMIT. Cooper, ITTD, Stephanie Donegan, IT
Page 16 Sligo, Martin Fitzgerald, LIT, Daniel
McSweeney, ITB. Page 23
11.30 – 12.00 Tea/coffee and poster session
Keynote address: Development of Higher Education in the Digital Age.
12.00 – 13.00
Lord David Puttnam
13.00 – 14.00 Lunch
Reflecting on the introduction of
Exploration of reflection results in The Learning Innovation Network:
a reflective journal in a first year
‘valuing learning’ site. A groundbreaking framework for
computer science module.
Phil O’Leary & Siobhan O’Sullivan, CIT. academic professional development.
Aidan Mooney & Susan Bergin, NUIM.
Page 10 Niamh Rushe, IOTI. Page 17
Page 24
An activity-based approach to the
Expecting the unexpected: A Using a social media tool to improve
learning and teaching of research
conceptual and practical framework application of academic theory to the
14.00 – 15.00 methods - measuring student
for creativity in higher education. Pharmaceutical Industry by science
15 minutes per speaker engagement and learning.
Orison Carlile, Anne Jordon. WIT. students.
including questions Eimear Fallon, Terry Prendergast
Page 11 Maeve Scott, ITTD. Page 25
& Stephen Walsh, DIT. Page 18
Can we do it better? A discussion
Transparent, playful and easy –
Using role-play as a teaching and paper on how reflection within a
identifying creative ways to facilitate
assessment strategy in a changing programme team supports changes
and stimulate dialogue between
economic environment. and innovations to practice.
industry and education.
Marie Finnegan, GMIT. Page 19 Breda McTaggart & Orla Walsh, IT Sligo.
Joe Coll, LKIT. Page 12
Page 26
15.00 – 15.30 Tea/coffee and poster session
15.30 – 16.00 LIN review: Professor Sarah Moore, Associate Vice President Academic, University of Limerick
16.00 – 16.15 Closing address: Muiris O’Connor, Head of Policy and Planning, HEA
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8. keynote speaker
Ewan McIntosh
Ewan McIntosh is the founder of NoTosh Limited, a startup that develops products and
services with creative companies on the one hand, and then takes the processes, attitudes
and research gained there to the world of education. His company works with hundreds of
schools and districts, providing ideas, inspiration and research on how to better engage kids.
Ewan was a French and German High School teacher, before moving from the classroom
into technology research and leadership as Scotland’s first National Advisor on Learning and
Technology Futures. He later helped set up one of the most ambitious investment funds from
a public service broadcaster in the UK, the $100m 4iP Fund from Channel 4 Television.
As well as heading up NoTosh’s work globally with creative corporations, Governments and
ewan@notosh.com
school districts, Ewan is a “Digital Angel” advisor on the digital agenda to the Vice President
http://www.notosh.com
of the European Commission, Mrs Neelie Kroes. He is a also a Trustee of the RSA’s
http://edu.blogs.com.
Opening Minds Curriculum and sits on the Board of Interactive Ontario’s INplay conference,
showcasing where play, video games and learning meet. Ewan and his team are all about
engaging people, whether they’re voters, customers or kids in a classroom.
His latest creative projects include helping to redesign the 40th anniversary summit of
the ITU, the United Nations agency responsible for telecommunications technologies, and
co-directing the digital side of the Scottish National Party’s 2011 re-election campaign,
resulting in a historic landslide majority win that technically “wasn’t possible”. Education
projects are varied, working with schools on design thinking and developing leadership,
helping create the world’s first TEDx event by and for eight year olds, and turning the
textbook on its head through our interactive developments.
McIntosh launched the world’s first iPad Investment Fund in 2010, has been at the centre of
$5m of creative media investments since January 2010, including $2.5 of nonprofit projects
with the MacArthur Foundation to improve the learning of students from North America
to India. Companies in which he has invested have won a Media Guardian Award for the
Best App of 2010 and another developed one of Apple’s Top 30 All-Time Best Selling Apps,
appearing in the Guardian’s Tech Invest 100, 2010.
60-minute chef: The Ingredients of Creativity and Innovation
Creativity and innovation are inextricably linked. Deep learning is inherent in the processes
used by the world’s most creative, and successful, organisations. So what steps can
learning institutions take to borrow these processes and apply them in learning? And
what does our knowledge about great learning lend to the creative process itself? In this
talk, Ewan McIntosh brings lessons from his firm’s work with leading creative companies
together with its research into learning, learning spaces and creativity, to help educators
understand how to best use the ingredients of creativity in learning.
Ewan’s talk will be animated live by Eva Kavanagh, a third year student of DL 041 BA (Hons)
in Animation in the Institute of Art, Design and Technology Dun Laoghaire. Eva is being
supported by two colleagues. This will present Ewan’s talk in another light.
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9. keynote speaker
LORD PUTTNAM OF QUEENSGATE, C.B.E.
David Puttnam spent thirty years as an independent producer of award-winning films
including The Mission, The Killing Fields, Local Hero, Chariots of Fire, Midnight Express,
Bugsy Malone and Memphis Belle. His films have won ten Oscars, 25 Baftas and the Palme
D’Or at Cannes. From 1994 to 2004 he was Vice President and Chair of Trustees at the British
Academy of Film & Television Arts (BAFTA) and was awarded a BAFTA Fellowship in 2006.
He retired from film production in 1998 to focus on his work in public policy as it relates
to education, the environment, and the ‘creative and communications’ industries. In 1998
he founded the National Teaching Awards, which he chaired until 2008, also serving as the
first Chair of the General Teaching Council from 2000 to 2002. From July 2002 to July 2009
he was president of UNICEF UK, playing a key role in promoting UNICEF’s key advocacy and
awareness objectives.
David is the present Chancellor of the Open University, following ten years as Chancellor
of The University of Sunderland. He is President of the Film Distributors’ Association,
Chairman of North Music Trust (The Sage Gateshead), Deputy Chairman of Profero and
a trustee of the Eden Project.
He was Deputy Chairman of Channel 4 Television from 2006 until January 2012. He was
founding Chair of the National Endowment for Science, Technology and the Arts (NESTA)
and for ten years chaired the National Museum of Photography, Film and Television. He
has also served as a trustee of the Tate Gallery, the Science Museum and many other
organsiations.
In 2007 he served as Chairman of the Joint Parliamentary Committee on the Draft
Climate Change Bill, having performed the same role on the 2002 Communications Bill.
He has also been Chairman of two Hansard Society Commission Reports on the
relationship between Parliament and the Public; he serves as Senior Non-Executive
Director on two public companies.
David was awarded a CBE in 1982, a knighthood in 1995 and was appointed to the House of
Lords in 1997. In France he was made a Chevalier of the Order of Arts and Letters in 1985,
becoming an Officer in 1992, and a Commander in 2006. He has been the recipient of more
than 40 honorary degrees from Universities in the UK and overseas.
In his speech Lord Puttnam will consider the ways in which higher education can be best
be developed in a digital age. He will look at the impact of digital technologies on learning
and their capacity to contribute to a more informed, fulfilled and prosperous society.
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10. Sub-theme 1: Creativity – Table of Authors
Presenters title
Creative peer and teacher led strategies that promote active learning and enhance the first
Carina Ginty & Evelyn Moylan, GMIT.
year experience.
Development Education; A Creative Paradigm For The New Challenges Facing Higher
Martin Fitzgerald, LIT
Education.
Bernard Goldbach, LIT. Blank screen creativity.
Phil O’Leary & Siobhan O’Sullivan, CIT. Exploration of reflection results in ‘valuing learning’ site.
Expecting the unexpected: A conceptual and practical framework for creativity in higher
Orison Carlile & Anne Jordon, WIT
education.
Transparent, playful and easy – identifying creative ways to facilitate and stimulate
Joe Coll, LKIT.
dialogue between industry and education.
6

11. Sub-theme 1: creativity – Abstracts
Creative peer and teacher led strategies that promote active learning and enhance the first year experience.
Carina Ginty & Evelyn Moylan.
Galway-Mayo Institute of Technology
carina.ginty@gmit.ie | evelyn.moylan@gmit.ie
Most studies of the student experience are driven by the need to improve student
learning in the face of declining levels of student involvement in third level education
(McInnis 2004). One technique used in teaching practice to tackle this issue is active
learning practice, which focuses on a variety of tools used to cognitively engage learners
with exploring ideas and accumulating knowledge. This practice has several proven
advantages, including increased personal motivation, improving deep understanding,
development of critical thinking and development of reflexive abilities that support life-
long learning. These have become part of the articulated outcomes for higher education
worldwide (MacVaugh & Norton 2011).
Since 2009, a new first year learning experience package has been deployed in an
institute of technology in Ireland, across a range of disciplines. The learning package
consists of two strands: a Peer Assisted Learning (PAL) programme led by students from
2nd, 3rd or 4th year; and a new module titled ‘Learning to Learn’ (L2L) led by lecturers.
This paper will explore a number of active learning strategies which assist the
development of attributes such as creative thinking, problem solving, team-work and
a commitment to continuous learning. It will present effective group communication
strategies used by peer assisted learning student leaders, in addition to learning and
assessment strategies used by academic staff and designed for first years to support their
transition to higher education. This paper will be underpinned by the relevant literature
relating to peer assisted learning, active learning and supporting the first year experience.
Keywords: First Year Experience, Active Learning, Peer Assisted Learning.
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12. Sub-theme 1: creativity – Abstracts
Development education; A creative paradigm for the new challenges facing higher education.
Martin Fitzgerald.
LIT Tipperary
martin.fitzgerald@lit.ie
“Not everything that counts is countable and not everything that is countable counts”
(Einstein)
Knowledge economies, according to Hargreaves (2003) are driven by creativity and
ingenuity but parodoxically the relentless pursuit of profit also generates creative
destruction of many of the sources of that profit. The teaching profession also finds itself
currently in a paradox; on the one hand teachers are expected to build, create and innovate
while at the same time counteract excess, encourage moral responsibility and meet all of
societies needs every day. Hargreaves suggests that the knowledge society be renamed
the learning society as this would create a shift in perspective removing assumptions and
expectations and replacing them with a sense of inquiry and creative curiosity.
Creative inquiry in the English context has historically had many iterations (Banaji and Burn
2006) ranging from cognitive based creativity to creative play to creativity as a social good
and creativity as an economic imperative. Currently Jackson (2007) suggests that while
creativity exists in Higher Education, it is implicit, random and often seen as a distraction
from real learning with the exception of very specific and artistically driven disciplines.
Now more than ever there is a need for a model of higher education that is creative, wise
and offers an alternative and explicit way of exploring teaching and learning. Higher
education is currently in need of a new creative paradigm that will allow learners to
address the huge global crisis that faces us in a variety of contexts. Development
Education (DE) may provide such a paradigm and address Hargreave’s concerns as it
incorporates an approach to learning that is sustainable, creative, transformative and
empowering. In this paper I hope to outline how the Development Education model might
achieve this outcome.
Keywords: Creative, empowering, wise, transformative.
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13. Sub-theme 1: creativity – Abstracts
Blank screen creativity.
Bernard Goldbach.
Limerick Institute of Technology
bgoldbach@gmail.com
Because nothing creates more blank stares of disbelief in third level classrooms than
taskings that start with blank screens, this presentation shows techniques that inspire
creative multimedia students to create--not copy and paste--or remix. Based on ten years
of practise gained as a third level lecturer, the presentation defines creative oases, eureka
moments and the development of the e-crit.
The techniques used and the technologies highlighted have resulted in third level
graduates taking up employment in job positions that were not defined at the time of their
CAO applications. The presentation postulates that “blank screen creativity” can empower
creative graduates with the portfolio skills needed to actually change their employment
prospects and sit at the head table of the smart economy.
Relatively new technologies, frozen in screenshots and distilled as short 30-second
video clips, will show students engaged in flexible learning using Google Hangouts, long
form content viewed as iBooks, and responding to a family of online content delivered to
handsets or Kindles as supplementary reading material. “Blank Screen Creativity” has
reference points on classroom desktop, student laptops and on mobile phone screens. It
encapsulates key facets of learning and technology that can truly empower Irish university
students as change agents.
Keywords: Google Circles, byod, epublishing, creativity.
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14. Sub-theme 1: creativity – Abstracts
Exploration of reflection results in ‘valuing learning’ site.
Phil O’Leary & Siobhan O’Sullivan.
Cork Institute of Technology
phil.oleary@cit.ie | siobhan.osullivan@cit.ie
Recognition of Prior Learning (RPL) requires the learner to be able to critically reflect
on their previous learning from past experiences in order to document their case for
assessment for credits on the National framework. This reflective mode where the learner
can identify key learning events which contributed significantly to his/her learning; coupled
to the task of identifying how to document this learning; is not always easy to get into. The
learner often needs help with developing their reflective ability. Focus groups exploring
reflection were held in September 2011. Aspects covered included getting into the
reflective mode; difficulties with reflection and the benefits of reflection were discussed
with twenty-five students. Resulting themes were analysed and are being used to inform
staff who are now better able to support students to develop an effective approach to
reflection.
One of the themes emerging; ‘document as you go’ was significant in that it mirrored one of
the six messages of the European Commission Memorandum on Lifelong Learning in 2000;
that of Valuing Learning. This resulted in the creation of a ‘Valuing Learning’ space on the
Institute RPL website. This is available at www.cit.ie/rpl/valuinglearning/ where a learner
is encouraged to document their competencies over time. Staff from a range of disciplines
included examples of experiential learning which might be relevant to their particular
discipline. This space compliments the Institute website on Recognition of Prior Learning
further supporting the learner to value all aspects of what they know.
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15. Sub-theme 1: creativity – Abstracts
Expecting the unexpected: a conceptual and practical framework for creativity in higher education.
Orison Carlile & Anne Jordan.
Waterford Institute of Technology
ocarlile@wit.ie
Numerous policy documents on higher education promote creativity as a national and
international goal. However, ‘creativity is a messy and slippery subject, embarrassing and
hard to pin down’ (Pope 2005 xviii).
The first theoretical part of this paper provides an analysis of some popular constructs of
creativity, before making the distinction between teaching creatively, teaching for creativity
and teaching of creativity. Failure to make these distinctions leads to many conceptual and
pedagogical problems.
Teaching for creativity involves strategies for creative teaching and creative learning in
the contexts of higher education, the disciplines, and the epistemological stages of learner
development. The values, roles and characteristics of the creative teacher are considered,
together with the constraints and opportunities for creative teaching in HE. The conditions
conducive to creativity are discussed and some appropriate strategies considered.
The second practical part of the paper treats creativity as a generic, transferable skill
which can be applied across a range of contexts and disciplinary settings. This is based on
a twentieth century rational view that creativity is a form of generic thinking skill, resulting
from a sequence of generative and exploratory processes such as:
1) Identification of existing assumption and attitudes
2) Conceptualization of the issue being considered
3) Production of multiple ideas
4) Unconstrained exploration of ideas
5) Evaluation and selection of the optimal outcome
A range of problems-solving tools and strategies are presented, together with suggestions
for their practical use in the higher education classroom.
The contribution of this paper to the discourse is twofold. From a theoretical point of view,
it aims to de-mystify the rhetoric of creativity and present a clear theoretical conceptual
framework for addressing creativity. From a practical point of view, the paper aims to offer
a set of practical pedagogical tools for supporting creative teaching and learning.
Keywords: creativity, theory, pedagogy, tools.
11

16. Sub-theme 1: creativity – Abstracts
Transparent, playful and easy – identifying creative ways to facilitate and stimulate dialogue between industry
and education
Joe Coll.
Letterkenny Institute of Technology
joe.coll@lyit.ie
My research aims to identify and create opportunities to inspire, inform and challenge
design students through engagement with practicing designers. The evolving outcome of my
research is Propeller (http://joecoll.com/testing/propeller-inspires) – an online space that
provides students with opportunities to learn from and create connections with industry.
In developing the underlying content structure of Propeller, stimulating participation from
all stakeholders was of primary concern. As a result, aspects of play, reward and ease of
participation have been central to the project. I believe this research is relevant to the wider
educational community as it identifies creative ways to have a sustainable and ongoing
dialogue with industry. It does this in several ways:
Firstly, a key factor that determines the content structure of Propeller is time. I feel it is
important to acknowledge the time constraints that people face. Therefore, I developed
several ways to contribute that require varying levels of time commitment. From the minimal
“Industry Tweet” where professional designers using Twitter are asked to tweet content they
feel would be relevant to students, to greater (but still quite minimal) levels of commitment,
where practitioners give one hour of their time to provide insights into their design practices
and offer advice to students.
Secondly, through research into online communities, I developed a sense of play and reward.
Although the initiatives and content are informative and relevant, they are seen as playful,
rather than academic. Students are offered a reward of work experience if they win a micro
“Industry Challenge”.
Thirdly, transparency and clarity of communication are key factors to securing engagement
from industry.
My research demonstrates that industry practitioners appreciate the need and benefit to
engaging in higher education and are willing to do so, provided we communicate clearly what
is being asked of them, we acknowledge time constraints and make their engagement easy
and enjoyable.
Note: This research began when I undertook an MA (Research through Practice) in Visual
Communication at the National College of Art & Design (NCAD). Completed June 2012
Keywords: Industry, Creativity, Design, Participation
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17. Sub-theme 2: Innovation – table of authors
Presenters title
Lessons learned from the delivery of online courses at the Institute of Technology
Daniel McSweeney, ITB Blanchardstown.
Rebecca Roper, IADT
Michael Carr, DIT
What is ‘the best’ first year experience: principles for enhancement and innovation of
Yseult Freeney, DCU
policy and practice.
Tara Cusack, UCD
Mary Gilmartin, NUIM.
Undergraduate student collaboration in international social care research projects: An
Hugh McBride & Mark Garavan, GMIT. innovative approach.
The Learning Innovation Network:
Niamh Rushe, IOTI.
A groundbreaking framework for academic professional development.
An activity-based approach to the learning and teaching of research methods - measuring
Eimear Fallon, Terry Prendergast &
student engagement and learning.
Stephen Walsh, DIT.
Using role-play as a teaching and assessment strategy in a changing economic
Marie Finnegan, GMIT. environment.
13

18. Sub-theme 2: innovation – Abstracts
Lessons learned from the delivery of online courses at the Institute of Technology Blanchardstown.
Daniel McSweeney.
Institute of Technology Blanchardstown
Daniel.McSweeney@itb.ie
In October 2007, the Institutes of Technology and DIT submitted their proposal on flexible
learning to the higher education authority. The proposal aimed to increase flexible and
open learning offerings across the participating institutions. As part of the initiative, the
Institute of Technology Blanchardstown developed new flexible online offerings in a range
of business, engineering, computing and horticultural programmes. The introduction of
flexible offerings presented a significant cultural and operational challenge across the
institute. Alignment of academic and administrative process, changes in marketing,
establishment of new student support services and changes to admissions were just some
of the key changes that took place as a result of participation in the sector wide initiative.
Like many other institutions in the Irish HE sector, online classroom technologies played
a key role in the delivery of many of these new flexible offerings. Academic staff that
had previously only worked in fixed face-to-face classroom environments were asked
to engage with students through flexible online platforms. Academics were required to
engage in new pedagogies, work with a range of new technologies and facilitate student
learning in synchronous and asynchronous learning environments. In the course of the
past five years, the academic staff at the institute have developed and delivered fifty-seven
new modules using online classroom technologies. In that period they have amassed a
wealth of practical experience in the development and delivery of flexible online offerings.
This session aims to present a range of lessons learned and best practice including
methods of student induction, facilitating online engagement, learner feedback, delivery
of effective online classroom sessions, methods of communication and much more. The
presenter will outline what has worked for ITB and aim to facilitate discussion on what is
considered best practice elsewhere in the sector.
Keywords: flexible learning, online classrooms, best practice.
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19. Sub-theme 2: innovation – Abstracts
What is ‘the best’ first year experience: principles for enhancement and innovation of policy and practice.
Michael Carr1, Tara Cusack2, Yseult Freeney3, Mary Gilmartin4, Rebecca Roper5
1
DIT, michael.carr@dit.ie 2UCD, t.cusack@ucd.ie 3DCU, yseult.freeney@dcu.ie
4
NUIM, mary.gilmartin@nuim.ie 5IADT, rebecca.roper@iadt.ie
DRHEA Fellows drheafellowships@ucd.ie
Higher education systems, in Ireland and internationally, have recently increased their
focus on the first year experience (Krause, Hartley, James & Mcinnis, 2005: Klift, 2009).
A new urgency is needed in addressing the challenges facing students and institutions
in the modern landscape of Higher education. This study, commissioned by the DRHEA
(Dublin Regional Higher Education Alliance) over a six-month period in 2012, is an inter-
institutional reflection and research project focusing on the First Year Experience over
the 8 DRHEA institutions.
The project explores three key areas: social, practical and academic interventions and
outcomes within the First Year Experience. Our findings have generated a number of tools
for practitioners and policy makers: a compilation of contemporary international literature
on good practice in First Year; an audit of practice in relation to first year across the 8 Dublin
higher education institutions, and the creation of resources will be made available online and
in hard copy to further enhance and inform policy and practice around the First Year.
Our findings offer design principles and innovative resources for the enhancement
of First Year learning across a range of disciplines and institutions.
Keywords: First Year, Education, Third Level, College.
15

20. Sub-theme 2: innovation – Abstracts
Undergraduate student collaboration in international social care research projects: An innovative approach.
Hugh Mc Bride & Mark Garavan.
Galway-Mayo Institute of Technology (GMIT)
hugh.mcbride@gmit.ie | mark.garavan@gmit.ie
Considerable attention in recent years has focused on developing imaginative and
innovative approaches to international collaboration by undergraduate students utilizing
the capability of ICT. The purpose of this paper is to present and examine the evidence
from a collaborative initiative arising from an academic partnership in applied social
studies between Leeuwarden University of Applied Sciences in the Netherlands (NHL) and
the Galway-Mayo Institute of Technology (GMIT). The paper analyses and discusses the
design and implementation of a student-driven, research-based project in comparative
international social care. It involved mixed teams of Dutch and Irish students, who had
never met, working together, enabled by the use of ICT including social media. Each
team produced a written report and a film to illustrate their research findings, which
they presented simultaneously in the Netherlands and Ireland using video-conferencing
facilities. The work was assessed jointly by the Dutch and Irish academics. The process
has proved to be a significant and enriching learning experience for both the students and
academics involved. It has yielded valuable insight towards understanding critical factors
underpinning the success of undergraduate international collaboration. In particular, it
highlighted the importance of sensitivity to cultural difference, imagination, and the role
of technology as an enabling mechanism and a critical ‘hygiene’ factor rather than a
determinant of success.
Keywords: innovative, international, collaborative
16

21. Sub-theme 2: innovation – Abstracts
The Learning Innovation Network: A groundbreaking framework for academic professional development.
Niamh Rushe
On behalf of the LIN Coordination Group, Institutes of Technology Ireland
lin@ioti.ie
The Learning Innovation Network (LIN) commenced in 2007 as a joint strategic innovation
fund (SIF 1) project including the thirteen Institutes of Technology and Dublin Institute
of Technology. A key objective of the project was ‘to scope the parameters of an agreed
academic development programme.’1 LIN exceeded that objective as it realised the
validation and piloting of a number of level nine modules across the LIN institutes.
LIN received the highest ranking in the 2010 HEA commissioned SIF review. LIN was
acknowledged by Dr Gordon Davies, as ‘a well-regarded project which has been important
in stimulating collaboration among IoTs.2 The project was continued under the auspices of
the IOTI and in August 2010 a LIN Co-ordinator was appointed to IOTI to assist in building
on the achievements of the first phase of the project, with particular focus on academic
professional development (APD).
Since this appointment LIN’s achievements include:
• Validation of the LIN Postgraduate Diploma in Learning, Teaching and Assessment
• Mapping other APD programmes to the LIN framework
• Issuing of a funding call to support teaching and learning projects
• Responding to national policy documents
• Organising annual conferences
• Further enhancing collaboration between institutes
The network’s stated position3 on the National Strategy for Higher Education 20304 is that
LIN is already implementing a number of the recommendations contained in the report
across our network in areas relating to professional development, flexible learning and
enhancing teaching and learning.
This presentation will provide a summary of the co-ordinator’s experience and learning
since August 2010 and will provide some views on how best the results from that period
could be utilised in the future taking the current constraints on the system and the National
Strategy into account.
Keywords: Academic Professional Development, Teaching and Learning.
1
LIN [last accessed on http://lin.ie 12th June 2012]
2
Report of SIF Evaluation, Dr Gordon K Davies, 2010
3
http://www.linireland.com/images/lin_position_paper_on_hunt.pdf [last accessed 12th June 2012]
4
National Strategy for Higher Education 2030, pgs 18 and 62
17

22. Sub-theme 2: innovation – Abstracts
An activity-based approach to the learning and teaching of research methods - measuring student engagement
and learning.
Eimear Fallon, Terry Prendergast, Stephen Walsh.
Dublin Institute of Technology
eimear.fallon@dit.ie | terry.prendergast@dit.ie | stephen.walsh@dit.ie
The project had three separate, linked objectives, (a) the development of a module in
Research Methods which embraced an activity-based approach to learning in a group
environment, (b) to improve student participation and (c) to devise more rigorous and
equitable assessment methods.
This module was previously taught through a traditional lecture-based format. It was
felt that student engagement was poor and learning was limited. It was believed that
successful completion of this module would equip students with a deeply-learned battery
of research skills to take into their further academic and professional careers.
The project involved designing activities/tasks, designing and undertaking an
engagement survey and finally addressing the issue of assessing students in a group-
based environment.
To encourage student engagement, a wide variety of activities were used including
workshops, brainstorming, presentations, written submissions, peer critiquing, lecture/
seminar, ‘speed dating’ with more senior students and self-reflection. Engagement was
measured through a survey based on the National Survey of Student Engagement, US,
(2000).
Student learning was achieved through completion of a series of tasks based on different
research methods.
In terms of the objectives set, two of these were met. The module was successfully
developed and delivered and there was a significant level of student engagement in the
module. The objective of devising equitable assessment methods was not satisfactorily
addressed within the time available.
The project team also concluded that (a) using an activity-based learning approach within a
module, makes learning and teaching more enjoyable, (b) there is a need for flexibility both
in the manner in which teaching staff interact with learners, and in the challenge posed
by each activity due to varying abilities, different level of motivation and the social and
educational dynamic among different student groups, and (c) activity-based learning works
best with small groups of three to four students.
Keywords: Activity-Based, Research Methods, Engagement
18

23. Sub-theme 2: innovation – Abstracts
Using role-play as a teaching and assessment strategy in a changing economic environment
Marie Finnegan
Galway Mayo Institute of Technology
marie.finnegan@gmit.ie
Central Banks are operating in an ever changing environment as they reshape policy to
respond to the evolving economic crisis that began in August 2007 (Jordan 2012). The
Department of Management in GMIT introduced a new module called ‘International Money
and Central Banking’ in 2009. The learning outcomes associated with this module dictated
that the assessment strategy promote problem solving, teamwork and communication, as
well as the ability to integrate contemporary central banking issues into the curriculum.
Therefore, the assessment strategy needed to promote active learning while also
responding to the changing role of monetary policy and central banks. It was decided to
pilot role-play in the assessment of this module: Students role-play a Federal Reserve
Open Market Committee (FOMC) meeting.
This paper illustrates the effectiveness of integrating a role-play based assessment into
this central banking module.
The research approach is informed by reflective practice and research. Students enrolled
in the class provided a written record of a group discussion which reflected on their
group’s role-play and a wider class discussion. Students also undertook an individual
reflection of their experience.
Thirty-eight students were surveyed. A number of findings support the use of role-play
as an effective assessment in this module. For example, over 95% of the students agreed
that the assessment had met the module’s learning outcomes effectively. 75% agreed that
the role play provided them with a real insight into current central banking issues. Many
students reacted very positively to the active learning and innovative approach of this
assessment.
This paper posits an innovative teaching and assessment method that can be incorporated
into economics modules in the IoT sector in Ireland. It outlines the learning outcomes, the
method, the criteria, the marking scheme, the knowledge and skills developed, and details
student engagement with the role-play approach.
Keywords: Role-play, teaching and assessing economics, economic crisis
Coates, G. (2000) ‘Innovative approaches to learning and teaching in economics and business higher education’, in P.
Davies, S. Hodkinson and P. Reynolds (eds), Innovative Approaches to Learning and Teaching in Economics and Business
Higher Education, Staffordshire University Press, Stoke on Trent.
Jordan, Thomas (2012) ‘Some Lessons for Monetary Policy from the Recent Financial Crisis’, International Journal of
Central Banking, Vol. 8, No. S1, p. 289-292.
19

24. Sub-theme 3: CHange – table of authors
Presenters title
An investigation of the influence of classroom based social integration and active teaching
Tomas Dwyer, IT Carlow.
methods on the intentions to persist of first year students in higher education.
Tony Murphy, Tom Farrelly, Sarah O’Toole,
From zero-hero: Creating an e-learning champion.
IT Tralee.
Jen Harvey, DIT
Mary Anne O’Carroll, IADT
Stephen Cassidy, CIT
Rose Cooper, ITTD Engaging staff to inspire change and innovation?
Stephanie Donegan, IT Sligo
Martin Fitzgerald, LIT
Daniel McSweeney, ITB.
Reflecting on the introduction of a reflective journal in a first year computer science
Aidan Mooney & Susan Bergin, NUIM.
module.
Using a social media tool to improve application of academic theory to the Pharmaceutical
Maeve Scott, ITTD.
Industry by science students.
Can we do it better? A discussion paper on how reflection within a programme team
Breda McTaggart & Orla Walsh, IT Sligo.
supports changes and innovations to practice.
20

25. Sub-theme 3: CHange – Abstracts
An investigation of the influence of classroom based social integration and active teaching methods on the
intentions to persist of first year students in higher education.
Tomas Dwyer
Institute of Technology Carlow
tomas.dwyer@itcarlow.ie
Student persistence has been the object of empirical enquiry for over seventy years
(Braxton et al., 2000) however the research in an Irish context needs development. This
paper presents a mixed-methods case study of the intentions’ to persist of the first year
students in the Wexford Campus of the Institute of Technology Carlow. First year students
are the focus as they are the cohort most likely to discontinue their studies (Mooney et al.,
2010).
The theoretical framework of the study is the adaptation of the social integration approach
of Tinto (1993, 1975) to a classroom context as well as synthesising it with the organisation
adaptation approach (Berger, 2000). The core research question of the study is ‘Will
classroom based social integration and active teaching methods influence the intention to
persist of first year students in Higher Education?’. Qualitative and quantitative data from
five focus groups, twenty-eight interviews and two questionnaires (n=126, n=84) provided
evidence that classroom based social integration and active teaching methods do influence
the intentions of first year students to persist.
The research supports an amendment of Tinto’s (1993, 1975) model to include the
classroom context as an influence on persistence. Furthermore, student-centered learning
approaches, including active learning, offer a way to integrate and educate students. This
linking of the classroom based integration and adaptation perspectives as a means to
influencing students’ intentions to persist is not a persistence panacea. However this study
does offer support for the role of the classroom and the individual teacher in influencing
students’ intentions to persist. For students the classroom context is crucial; the one
experience students share is the classroom.
Keywords: active teaching, persistence, social integration, higher education.
21

26. Sub-theme 3: CHange – Abstracts
From Zero-Hero: Creating an e-learning champion.
Tom Farrelly, Sarah O’Toole & Tony Murphy
Institute of Technology, Tralee
antony.murphy@staff.ittralee.ie
How do you go from having no experience of e-learning to constructing and successfully
delivering an eight-week module completely online, with only weeks to prepare?
At an institutional and individual level, lecturers are increasingly being called upon to be
more creative and responsive and to incorporate greater use of online resources into their
delivery. While a number of early adapters have developed very useful online resources,
they are relatively few in number and the development and use of online resources still
appears to be in its infancy. Those early adapters are reporting that the process took a lot
longer and was far more arduous than they envisaged.
The principal difficulty reported is the lack of time to learn new software packages, to
find content or create content and, finally, to draw all the elements together and construct
an online module or even an individual reusable learning object. It would appear that the
provision of an instructional designer alone is insufficient to encourage more lecturers to
develop online resources and modules.
This presentation will tell the story of how one lecturer availed of an innovative integrated
approach that targets these three difficulties by bringing together an e-learning lecturer,
who can guide the subject lecturer on e-learning activities; an instructional designer,
who can work with the lecturer to convert material into an interactive online format and
a blended librarian, who is adding expertise in locating e-books, online journal articles,
photographs, videos and podcasts.
While addressing the problems overcome, mistakes made and lessons learned during
rapid change, this presentation will also outline a practical support framework that enables
lecturers to take the leap into e-learning. It also celebrates the value of a multi-skilled
team response to curriculum development in higher education.
Keywords: e-learning, support
22

27. Sub-theme 3: CHange – Abstracts
Engaging staff to inspire change and innovation?
Mary Anne O’Carroll1, Stephen Cassidy2, Rosemary Cooper3, Stephanie Donegan4,
Martin Fitzgerald5, Jen Harvey6, Daniel McSweeney7
1
Dun Laoghaire Institute of Art, Design and Technology, 2 Cork Institute of Technology,
3
Institute of Technology, Tallaght, 4 Institute of Technology, Sligo, 5 Limerick Institute of
Technology, 6 Dublin Institute of Technology, 7 Institute of Technology, Blanchardstown
In response to the significant changes in Higher Education (HE) over the last decade,
most Irish HE Institutions have now established Centres or assigned individuals
the responsibility to develop, support and facilitate effective teaching, learning and
assessment practices and to build capacity around scholarship in teaching and learning
including the use of new technologies. The role and responsibilities of these Centres, in
turn, being closely aligned to institutional Learning, Teaching and Assessment strategies.
Hunt (2011) recommends that all HE staff involved in teaching are ‘both qualified
and competent in teaching and learning and that institutions should support ongoing
development and improvement of their skills’. Excellence in Teaching and Learning is
mentioned in the HEA Strategic plan 2012-16 as a Key Performance Indicator. For many
institutions, a key factor in determining excellence is also the level of engagement between
Learning and Teaching Centres and all staff involved in teaching.
Staff from 7 IoT Learning and Teaching Centres have reviewed various strategies they have
employed to engage academic staff. This paper reflects upon the effectiveness of some of
these strategies in both building capacity and initiating change and innovation in academic
practice. While the level of success of the different strategies has been variable, key
themes emerging have identified the importance of the timing and perceived usefulness of
interventions by staff, the readiness and openness of staff to consider change and the level
of support from senior management.
This session aims to facilitate an exchange between both presenters and participants of
ideas and strategies that work and to consider what effective ‘engagement’ of academic
staff as a catalyst for change really means.
Keywords: staff engagement, change, academic development, innovation
23

28. Sub-theme 3: CHange – Abstracts
Reflecting on the introduction of a reflective journal in a first year computer science module
Aidan Mooney & Susan Bergin
National University of Ireland Maynooth
amooney@cs.nuim.ie
“We do not learn from experience. We learn from reflecting on experience” [Dewey, 1933].
The process of reflective learning is very valuable for teachers allowing them collect data
about their teaching, examine their attitudes, beliefs, assumptions and practices, and use
the information obtained as a basis for appraisal [Lockhart 1994].
As a teacher keeping a reflective log helps to shape and enhance future approaches to
teaching. They can reflect on the material presented and determine if it was appropriately
delivered and how it was received by the class. Recording the successes and failures of the
material in the class can allow the teacher to tailor the class in future deliveries. The analysis
of the teacher’s own performance is also important to take into account any factors that may
have hindered or enhanced their performance. These may include issues like the location or
time of a class, the participation of the students and the topic being covered.
This presentation provides a reflection on the use of a reflective journal by a first year
computer science teacher. This journal was introduced by the teacher to determine the
effectiveness of keeping one of these journals and this presentation will highlight the
challenges associated with embracing such an approach along with highlighting and
discussing the benefits and the drawbacks. Recommendations for the effective use of
reflective journal by other practitioners are also provided.
Keywords: Reflection, Improvement.
24

29. Sub-theme 3: CHange – Abstracts
Using a social media tool to improve application of academic theory to industry by science students.
Maeve Scott
Institute of Technology Tallaght
Maeve.Scott@ittdublin.ie
Science undergraduate students frequently struggle to apply academic theory between
different modules and to industry. Science syllabi contain a diverse range of topics
often appear to be studied in isolation and not related to practical tasks or industry.
The application of information and concepts should be achieved throughout third level
but in particular at level 7 and 8 in accordance with European Qualification Framework
requirements. This paper summarises an attempt to improve the connectivity and
relevance of modules by third year science students by using a blog while on work
placement.
The student group in this study complete a placement during semester six of their honours
degree in pharmaceutical science. A number of deliverables must be completed to pass
the placement module including posting to a blog. Each student had to explain in the blog
which modules were most relevant to their placement role and how each new task relate
to their theoretical knowledge. The students must also post questions to their classmates
thereby ensuring other posts are read and create a collaborative learning environment. The
blogging requirement replaced oral presentations by students during previous years. This
study evaluates blog posts and student surveys to assess the ability of students to relate
theory to the pharmaceutical industry and if a blog can help to enhance learning from the
individual and collaborative experiences.
The blog posts submitted to the students were invariably open, thoughtful and involved
critical evaluation in comparison with previous year oral presentations and placement
reports. The comments and questions posed by classmates suggest an increased
appreciation of the diverse opportunities open to science graduates and how modules
relate to these roles. Suggestions are made for future questions to be answered by
students in the placement blog to improve critical reflection of learning.
Keywords: Blogging, collaborative, science, placement
25

30. Sub-theme 3: CHange – Abstracts
Can we do it better? A discussion paper on how reflection within a programme team supports changes and
innovations to practice
Breda Mc Taggart, Orla Walsh
It Sligo
McTaggart.Breda@itsligo.ie | Walsh.Orla@itsligo.ie
The adult learner has to combat a number of specific barriers to participate in lifelong
learning opportunities such as time constraints, monetary issues, geographical
inconvenience and timetable difficulties (McTaggart, 2012; McCulloch and Stokes, 2008;
Lieb, 1991). None more so than the female adult learner, who encounters many additional
barriers to learning inclusive of psychological demands associated with multiple role
responsibilities of parent, carer and employee (Patterson and Dowd, 2010; Aontas, 2002;
Howell, 2002; Department of Education and Science 2000; Sperling, 1991). Frequently,
delivery modes of adult learning programmes do not take these varying demands into
consideration and as result do not respond to the needs of its learners. However, when they
do positive results ensue.
This paper discusses these issues, highlighting how innovations and changes to delivery
methodologies and methods of a part-time Early Childhood Care and Education Degree
programme at an Institute of Technology impacted positively on both recruitment and
retention of a viable student cohort. Specifically, this paper outlines how complexity of
delivery can impact on market share. However, with an increasing awareness of supply
and demand from a consumer perspective, positive innovations in practice in a public
sector higher education organisation can and do occur.
This paper contributes to the limited body of knowledge on barriers to higher education
progression for the adult female learner in the Irish context.
Keywords: learning, barriers, women in education.
26

31. Sub-theme 1: creativity – Poster abstracts
Functional fixedness and the development of adult creativity in creative art.
Denise Mac Giolla Ri .
Athlone Institute of Technology
dburke@ait.ie
According to Karl Duncker (1945) functional fixedness is the ‘mental block against using
an object in a new way that is required to solve a problem’ (Duncker 1945:i). Developing
creativity in adults often involves challenging the ‘functional fixedness’ of objects and
allowing the freedom to play, experiment and discover (LLC Books 2010).
Children naturally play and engage with the world, and it is though this interaction that
children come to know the function of objects and create meaning. Children are generally
uninhibited in their play and not functionally fixed.
Children ‘test’ the objects they encounter. A child will play with an empty milk carton
and see what it can do; Does it bounce? What happens if I step on it? What does it taste
like? This process of discovery helps the child to build up complex knowledge about the
meaning and function of objects in their everyday world. As children grow older, the testing
of objects becomes less necessary, as they have begun to operate from their constructed
knowledge base (Vygotsky 1978).
It is my belief, to develop an adult’s creativity a process of challenging the function of
objects that has become fixed, must be undertaken. Students undertaking the creative art
in social care module in AIT are offered opportunities to challenge their thinking in relation
to objects and their function. This has proven successful in developing the student’s
capacity to think creatively, imaginatively and develop unusual solutions to problems.
Keywords: Functionally Fixedness, Creativity, Creative art, Meaning Making, Problem
Solving.
27

32. Sub-theme 1: creativity – Poster abstracts
Using pre-recorded lessons to free up class time for activity based learning through lateral thinking.
Robert Hickey.
Institute of Technology Blanchardstown
robert.hickey@itb.ie
This paper outlines a method used for delivering a module in Sustainable Technology
which utilised pre-recorded PowerPoint lessons converted to (WMV) windows media videos
and uploaded onto YouTube for viewing as a replacement for lectures. The idea was for
students to view the videos at home before coming into class. The class time would then
be used for discussion, pairing and sharing and lateral thinking activities to help broaden
their understanding of the topics covered in each video making their learning more student
centered. Activities carried out in each weekly three hour class included; a worksheet
which was filled out individually and then collectively by the students. A (PMI) sheet,
Pluses, Minuses and Important points (adapted from Edward de Bono’s (1992) work on
lateral and creative thinking) filled out individually and shared between students to develop
into a group poster and presented in the class by each group of students. Following on
from the poster presentation, each student created a mind map (Buzan 1970) based on
specific essay questions aligned to the topics in each video presentation. Questionnaires
were used to ascertain the student’s perceived effectiveness of the group work and the
videos for learning, also the appeal and preference for both the in-class group work and
the online pre-recorded video lessons. The study showed that all students viewed the
video lessons at home and found them effective for learning. Over 50% viewed the videos
more than twice and said being able to pause and rewind the lessons was very helpful. All
students enjoyed the in-class group work and said the activities helped to reinforce what
they had learned from the video lessons. Most importantly, the study showed that through
the class activities the students learned from one another and were able to correct any
misunderstandings they had about the topics and expand their knowledge base.
Keywords: PMI, Mind Map, Video Lesson, YouTube.
28

33. Sub-theme 1: creativity – Poster abstracts
Valuable action research approach to improving recognition of prior learning website.
Phil O’Leary & Siobhan O’Sullivan.
Cork Institute of Technology
phil.oleary@cit.ie | siobhan.osullivan@cit.ie
An action research approach was used to improve the website for Recognition of Prior
Learning (RPL) a well established aspect of CIT provision. Recognition of Prior Learning
allows learners present learning gained in formal, non formal or informal settings for
credits on a programme or for non standard or advanced entry onto a programme in
Higher Education. Preparation of material for RPL can be a daunting task for the student
who will benefit from support when preparing their case. Putting innovative supports in
place can help ensure that the student has a good experience while preparing.
Following an initial questionnaire with thirty students from a range of backgrounds
to see how RPL case preparation was in 2011 it was decided to upgrade the website to
support the many queries arising. Previously the Institute’s RPL site had basic information
outlining policy and procedures. This site was overhauled to provide information about
RPL in easy to understand language including images; graphics; testimonials and the
necessary paperwork in downloadable format. Initial requests were for real examples and
to see in practice the standards to which students must work in order to be successful with
an RPL application.
In March 2012 the site was evaluated. This was initiated by contacting ninety three
students who had previously prepared experiential learning cases; from a range of
disciplines; to see if the new site was useful and if they could suggest any changes.
The resulting data has yielded valuable insight which will impact the future direction
of the site. The new RPL site can be viewed at www.cit.ie/rpl.
29

34. Sub-theme 2: INNOVATION – Poster abstracts
Kindles in the library: An innovative solution to student reading lists.
Louise Saults.
NUI Maynooth
ouise.saults@nuim.ie
This poster explores the development of mobile technologies in the Library at NUI
Maynooth. This initiative is a creative solution to the challenge of providing core readings
to students via one mobile device.
In autumn 2011, NUI Maynooth Library purchased 5 Kindles with a view to piloting a
mobile ebook lending scheme. In conjunction with two academic departments titles from
course were purchased, uploaded to the Kindles and records made available through
the online catalogue. A focused marketing campaign was initiated through the library’s
usual channels and with the support and advocacy of the relevant academics. Almost
immediately demand began to outstrip supply and the number of devices available had to
be doubled. By the end of the first semester the Kindles had been on loan at near constant
levels and a feedback survey registered almost exclusively high levels of satisfaction. The
programme has continued into 2012 and the Library looks forward to expanding it as time
goes on. Its benefits have been wide ranging including not just our users, but also our
academic colleagues and indeed our own staff.
(Creator), L. B. (2010). Memory Biases: Functional Fixedness, LLC Books.
Duncker, K. (1945). “On problem solving.” Psychological Monographs 58(5).
Vygotsky, L. (1978). The Role of play in Development. Mind in Society, Harvard University Press: 92-104.
30

35. Sub-theme 2: INNOVATION – Poster abstracts
Using robotics to improve first year learning experience.
Susan Bergin & Aidan Mooney.
NUI Maynooth
susan.bergin@nuim.ie
Student retention and engagement on third level Computers Science and Information
Technology courses is a significant problem. In particular, students find first year computer
programming difficult and struggle to master the core concepts. Over the last ten years the
authors have been involved in numerous successful initiatives to improve performance.
This paper details a recent study to improve student perception and engagement.
In an effort to help teach abstract programming concepts and also to improve
collaboration, engagement, and enjoyment, the use of Lego Mindstorms Robotics was
piloted on our introductory programming module. Although the primary goal was
to provide scaffolding for learners as they move through ever increasing levels of
abstraction, of considerable importance also, was the desire to create a fun and motivating
environment where students are prepared to take risks, experiment and explore without
the pressure that can sometimes come with formal teaching and learning environments.
In this paper a two-year study on the effectiveness of using Robotics to improve enjoyment
and performance on the module is discussed. A review of how successful the initiative
was in its first year is provided and the changes made based on the lessons learnt are
discussed. Various instruments and methods, both qualitative and quantitative were used
to gather evidence with many of the key stakeholders. Recommendations for further
improvement and future considerations are provided.
Keywords: First Year, Engagement, Motivation, Fun.
31