The following modules are being offered by the LTTC as stand alone Postgraduate short courses. Credits from these Modules can contribute towards our PostGraduate Programmes. For more information about the programmes see the left hand menu.
To register for LTTC courses contact Linda Boyd Ext 7875 (firstname.lastname@example.org)
In this module, participants will learn about and experience Problem Based Learning (PBL) both individually and as a group. We will discuss the theories and practices used in PBL and explore how these ideas and practices can be applied in our own work. Key elements such as writing problems and facilitating the tutorial process will be discussed. The aim is to empower participants to design, deliver, assess and evaluate PBL activities and curricula. Participants will learn about the use of PBL within a variety of disciplines and contexts.
A series of five workshops will be provided and participants will be required to complete group and individual tasks throughout the series and submit an associated assignment. On successful completion of this module, exemptions may be given to those participating in Masters programmes. It will commence on Tuesday, April 30th (2-5pm) and run every Tuesday afternoon until May 28th.
This module examines a number of theories that will provide useful insights into how people learn. It is a useful module for practitioners to examine critically how they and their learners approach their learning and what implicit / explicit theories are behind these processes. We will have the opportunity to reflect of the learning environment in Higher Education based on detailed empirical and theoretical research.
Tues 11 Sep - 9 Oct
There are ever increasing pressures on academics to undertake research and to publish both in their own disciplines and in higher education pedagogy/practice/policy. By providing key knowledge and support to those interested in publishing in teaching, learning or eLearning professional practice, this module will enable participants’ work to become the focus of a form of sustained inquiry, leading towards publication. Through exploration of a wide variety of practical academic writing tools, the intention is to progress well planned research work along the road to publication. Key to participant success will be honing written and oral communications skills through extensive writing practice and presentation in a selected area of their choice. Principles of academic writing will be investigated along with the necessary skills of information literacy; there are two practical and useful outputs from the module – each participant will write a paper for publication in a peer reviewed journal and make a conference presentation.
Starts Tues 16 Oct
This is a new research and practice based module run via a blend of face to face and eLearning which would suit anyone developing and refining their skills in undergraduate supervision. Undoubtedly, the quality of supervision is the most important element of the undergraduate dissertation process. This module will include strategies for development of supervisors at all levels of experience and aims to deepen and extend the study and exploration of good supervisory practices at undergraduate level.
This 4 week module is research-enlightened, and using information, discussion, and interactive activities, participants will be able to develop and share experience-informed good practice in effective undergraduate supervision.
Postponed until later date is confirmed
This module will provide an overview of policy issues within the sector. It will look critically at a number of contemporary developments that are impacting on Higher Education in Ireland such as the Bologna Process, the Hunt report, funding for Higher Education, Access to third level education as well as international perspectives and developments.
Tues 23 Oct - 19 Nov
The field of eLearning and the vast range of technologies that have the power to enhance learning, teaching and assessment practices both in the traditional face-to-face environment, as well as in the blended and online learning environments, is evolving now at a rapid pace. Current students do not see eLearning as a separate or special activity but rather expect it to be an integral part of their learning process (HEFCE 2007), therefore it is hugely important that practitioners in the higher education sector be receptive to such changes and advancements, and become reliably informed as to the potential these technologies hold for them and their students.
Through participating fully in the unique combination of workshops, guest presentations, reflective group discussions, practical hands-on sessions, and online tutorials and peer collaboration, available during the eLearning Winter School it is envisaged that participants will immerse themselves completely in both existing and emerging learning technologies. Participants will also have the opportunity to discuss meaningfully with like-minded peers how best these technologies could be utilised with their students so as to enhance and enrich their learning, teaching and assessment experiences at higher education level.
Participants must attend the eLearning Winter School then participate in online tutorials/webinars/discussions/consultations and self-directed study over the three months following the Winter School, before fulfilling the course assessment criteria.
Week begining Mon 14 Jan 2013
This module aims to enable participants to develop an analytical appreciation of the concepts and techniques essential to creative and critical thinking, problem resolution and idea generation which can then be implemented into teaching and learning strategies in their own practice. Participants will be introduced to creativity and critical thinking; characteristics of creative and critical thinkers and examples of creativity and critical thinking in the disciplines; A variety of strategies and tools will be explored for both creativity and critical thinking.
Tues 5 Feb - 5 March
The overall aim of this Certificate is to provide a teaching and learning qualification to enable design and delivery of lectures, tutorials and workshops to students in higher education. This course is aimed at professionals within organisations who currently teach or lecture, and research students who may have some teaching hours and are interested in teaching and learning in higher education. A series of 6 workshops will be provided and participants will also be required to participate in a microteaching session within a small group setting. The course is recognised by FAS as part of the ‘Train the Trainers’ scheme. On completion of this short course exemptions may be given to those wishing to advance to the Postgraduate Diploma in Third Level Learning and Teaching.
Our (CPD) Short Course in teaching, learning & assessment has been delivered to DIT staff and externally to lecturers, teachers and educational support staff in other educational institutions, including the Law Society. The course timetable and sessions can be made appropriate and individualised to the participants involved.
Running throughout the year, organised in association with Colleges.
This module is aimed at practitioners who are considering teaching in a Virtual world,
and aims to: Give participants an insight into the kinds of skills and tools they need to teach in a virtual world such as Secondlife,
Highlight the issues around teaching in Secondlife. Delivery will be via a blended approach of face to face workshops and discussions and in world classes.
In the module, participants will gain an insight into the potential or limitations of Virtual Worlds in learning and teaching (focusing on Secondlife).
Participants will explore Secondlife as a virtual environment, identify its strengths and weaknesses. They will then examine its applications in learning and teaching contexts.
Commencing May 2013.
DIT staff may be eligible to avail of funding or support to enrol on these courses through the staff development office. Please contact Gabrielle Deegan Ext 7871 (email@example.com) for details.