Teaching Fellowships 2016

College Teaching Fellowships were established in the DIT in 2009 under the auspices of the DRHEA SIF 2 project. A College Fellowship is awarded in support of their work developing and evaluating a specific project that supports the enhancement of learning and/or curriculum development at a programme, school or College level. Teaching Fellowships should be aligned with the college and/or the DIT Institutional LTA strategy

Themes for this year related to

 

Seven Teaching Fellowships were launched at our 1Feb Celebration event.

College of Arts and Tourism

Dr Clíona Doris,  Conservatory of Music and Drama

Team: Vanbrugh Quartet (Gregory Ellis, Keith Pascoe, Simon Aspell, Christopher Marwood)
“Scoring History” through the String Quartet:  Developing an Online Teaching Resource
DIT Conservatory of Music and Drama and the National Concert Hall are collaborating on a three-year residency for the internationally renowned Vanbrugh String Quartet.  Six series of themed concerts explore a wide range of music, including Scoring History curated by composer Ian Wilson, quartets by Haydn, Schubert and Beethoven, Ireland 1916-2016 and the full cycle of Shostakovich quartets.  The Teaching Fellowship provides the opportunity to develop an online education resource relating to and deriving from the residency, which interweaves archival concert recordings, profiles, interviews, social and cultural context, and analysis of the musical works.   The outcome will be a resource which will be utilised by a wide range of student cohorts and lecturers, as well as engaging with a wider national audience through The National Concert Hall.  There is further scope to utilise the resource to deliver online CPD and elective programmes in European cultural studies and music appreciation.

 

College of Business

Dr. Ruth Casey and Mark Gallagher, Accounting and Finance

An investigation of how the College of Business is meeting the communications competencies that are required of our graduates by technology companies
It is contended by Johnson, Adams Becker, Estrada and Freeman (2015) that the skills or competencies that are required of business graduates by society and technology companies, range from the ability to communicate complex information about global issues in ways that are accessible to and connect with the general public, to problem-solving and project-based interaction. This assumes a level of digital literacy in the first instance, but where the teaching emphasis is placed on bringing students from a point of understanding the debates and key issues in the use of these digital tools, to enabling students to leverage these technologies for data visualization of complex information, social entrepreneurship and innovative thinking. While there has been a shift in teaching practice from the classical model of lecturing to more innovative models in order to facilitate the development of problem-solving skills through a problem-based learning approach for example, Johnson et al. (2015) argue that teaching practice needs to go much further so that the university classroom will start to resemble ‘real-world work and social environments that facilitate organic interactions and cross disciplinary problem solving’. Undoubtedly this model of teaching is already in play across departments in the College of Business, where collaborative work and concepts such as the ‘flipped classroom’ are informing the drive towards constructing an ‘AGILE’ learning environment. The purpose of this research then, is to explore how staff involved in the delivery and development of communication modules in particular, across the College, are providing for these competencies through programme content, assessment and pedagogy. Following from the results of this survey, it is intended to hold a roundtable discussion with communications lecturers to examine what kind of teaching model and learning culture will develop these competencies more fully, and to explore the role of the communications lecturer in this process.

 

Rowena Hennigan
The Design of E-Learning Resources for part time Distance Education Students
The QQI Statutory Quality Assurance Guidelines for Flexible and Distributed Learning recommends “learner experience context” as the approach to design of E-Learning Resources. DIT advocates a student-centric approach to applied learning. Many DIT students are undertaking study at a distance and therefore the “flipped classroom” approach is recommended i.e. students can view lectures at home via pre-recorded video or audio files, with supporting materials and then use class-time to carry out hands-on exercises allowing individual support from their lecturer or teacher while in class. This project will work to “Improve the e-learning resources available for students on the Postgraduate Diploma in Global Business”, the educational component of the IBEC Global Graduates programme which is managed and delivered by DIT, College of Business. This programme, formerly known as the Export Orientation Programme (EOP) is Ireland’s longest running and most successful graduate programme and involves the placement of approximately 200 graduates into roles with leading organisations all across the globe. Specifically this project will involve:

  • Creating a recommend structure for all e-learning resources, which supports student learning from the perspective of the student
  • Building e-learning resources based on best practice guidelines for web design and development, including interactivity, variety of content used and testing of content
  • Working with individual lecturers to review the existing e-learning resources, making recommendations for improvement and supporting their implementation of these recommendations

There will be three key benefits accruing from the project. Firstly it will ensure an improved learning experience for students on the Postgraduate Diploma in Global Business. Secondly it will create structures and processes for e-learning, which can be utilised on other College of Business programmes, building an infrastructure for future distance learning or blended programmes. Thirdly it will provide lecturers within the College of Business, with the knowledge and skills required for effective e-learning usage across all of their modules.

College of Engineering and the Built Environment

Eric Bates, Construction Skills
Providing Digital Resources to Enhance Graduate Attributes
It has been shown through international research that graduate attributes are an essential part of a person’s career and self-development. It not only benefits the individual but also impacts positively on the individual’s role in society. It is the intention of this research to focus on these key graduate attributes and develop digital resources that can assist lecturers in higher education who deliver modules aimed at developing professional skills and graduate attributes. The benefits of this project will be threefold. Firstly, the student will gain skills in critical areas deemed to be essential for both the workplace and their personal development as individuals in society. Secondly, DIT will be at the forefront of student care and development from a holistic point of view where the lifelong learning skills of the student are firmly grounded in real world activities. Finally, employers will gain from having a more rounded employee who can contribute positively to workplace activities.

 

College of Science and Health

Luca Longo (School of Computing)
Informing instructional design by cognitive load assessment in the classroom
The main objective of this research activity is to explore the impact of a mobile/web-application on the enhancement of teaching and consequently learning. The software, which has already been developed, measures the cognitive load imposed on students by a certain teaching activity and teaching style. The rationale behind this research activity is that the quantification of cognitive load of students after any teaching activity can be used by lecturers for effective instructional design. In particular, if the distribution of cognitive load indexes of students highlights their cognitive overload, then this information can be used by the lecturer for considering design alternatives of the instructional material or the teaching style.

 

Maria McNeill (School of Physics)
The Planning and Development of an Education Framework for Practice Educators within Health and Social Care Professions
This project seeks to identify training needs for practice educators supporting students on clinical placements and develop a framework to meet those needs. The proposed framework will outline a staged, developmental approach to provide a continuum of learning for Practice Educators and will be transferrable to other degree programmes within DIT such as Biomedical Sciences, Human Nutrition and Dietetics, Optometry, Ophthalmic Dispensing and Social Care.

Steve Meaney (School of Biological Sciences)
Feedbackly – a tool for collecting real-time feedback on the student experience
This project will address a deficit in the ability to gather data on the student experience in real time. This is data that is not currently available for real-time analysis and for which there is a pressing need. The objective of this project is to pilot a real-time feedback collection system with a simple user experience and automated analytics. Students anonymously express their overall ‘satisfaction’ with their experience on a scale from ‘Great’ to ‘Terrible’. They can do this at any time during their studies and as many times as they like. Each timestamped response is then processed and aggregated to provide an overall experience score for a programme, school, college or institute as required.

 

More information about the Fellowships? Contact your College Head of Learning Development:

More information about past DIT Fellowships? See the LTTC website and access the Fellowship reports on Arrow