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NAIRTL Report Style Sheet EMERGING ISSUES II The Changing Roles and Identities of Teachers and Learners in Higher Education Edited by Bettie Higgs and Marian McCarthy November 2008 PUBLICATION INFORMATION Emerging Issues II The Changing Roles and Identities of Teachers and Learners in Higher Education Edited by: Bettie Higgs and Marian McCarthy Designed by: Imogen Bertin Published and distributed by: NAIRTL Printed by: City Print Ltd Copy Editing: Catherine Pratt Cover picture: Aerial view, Inchydoney Island Lodge & Spa Hotel Copyright © NAIRTL 2008 The National Academy for Integration of Research & Teaching & Learning (NAIRTL) is a SIF funded collaborative initiative between University College Cork (lead partner), Cork Institute of Technology, National University of Ireland Galway, Trinity College Dublin and Waterford Institute of Technology. The National Academy proposes to support graduate students, researchers and academic staff to implement and advance effective research- informed teaching and learning practices for diverse audiences. For further information on other educational activities undertaken by NAIRTL email [email protected] or write to: NAIRTL Distillery House North Mall University College Cork Ireland http://www.nairtl.ie ISBN 978-1-906642-01-3 Original Works The separate and original works comprising this collection are subject to copyright by their individual authors. The aggregation of the works into the collection and all ancillary original works are copyright by the editors. All these original works are made available under the Creative Commons licence (http://creativecommons.org/) identified as Attribution-NonCommercial-ShareAlike 3.0 (http://creativecommons.org/licences/by-nc-sa/3.0/). Informally, this means that you are free: • to share – to copy, distribute and display the work, and • to remix – to make derivative works. under the following conditions: • Attribution. You must give the original author(s) credit. • Non-commercial. You may not use this work for commercial purposes. • Share Alike. If you alter, transform, or build upon this work, you may distribute the resulting work only under a license identical to this one. Note: • All other rights are reserved by the copyright holders. • For any reuse or distribution, you must make clear to others the license terms of the work(s). • Any of these conditions can be waived if you get permission from the copyright holder(s). • Your fair dealing and other rights are in no way affected by the above. • This is an informal, human-readable summary of the licence terms, which has no force in its own right. The legal terms of the licence are determined solely by the Legal Code (the full license http://creativecommons.org/licenses/by-nc-sa/3.0/legalcode). Third Party Copyright Works Unless otherwise indicated, all usage of third party copyright works in this collection, by way of quotation or otherwise, is done in good faith under the “fair dealing” and/or “incidental inclusion” provisions of the Irish Copyright And Related Rights Act, 2000 (http:/www.irishstatutebook.ie/ZZA28Y2000.html ), sections 51 and 52. Any specific query in relation to such usage should be referred to the individual authors. While every effort has been made to contact owners of copyright material, we apologise to any copyright holders whose rights we may have unwittingly infringed. TABLE OF CONTENTS Biographical notes........................................................................................................... i 1. The Changing Roles and Identities of Teachers and Learners in Higher Education in Ireland: Introduction ...............................................................1 Bettie Higgs and Marian McCarthy 2. Writing Identity through the Educational Developers in Ireland Network (EDIN).................................................................................................................11 Ciara O’Farrell 3. Mature Cynics and Fledgling Eclectics: Elaborating Instructional Design for the Net Generation ........................................23 David Jennings and Diane Cashman 4. Promoting Integrative Learning in First-year Science ............................................37 Bettie Higgs 5. The Journey to High Level Performance: Using Knowledge on the Novice-Expert Trajectory to Enhance Higher Education Teaching ......................................................................51 Sarah Moore, Geraldine O’Neill and Terry Barrett 6. Integrating Concepts of Integrative Learning.........................................................63 Bettie Higgs and Brendan Hall 7. Strategies for Implementing Group Work in Large Classes: Lessons from Enquiry-Based Learning ...................................................................75 Geraldine O’Neill and Ivan Moore 8. Supporting Graduate Teaching Assistants at Trinity College Dublin.........................89 Jacqueline Potter and Orla Hanratty 9. Teaching for Understanding for Lecturers: Towards a Scholarship of Teaching and Learning .................................................. 101 Marian McCarthy 10. Encouraging Student Creativity in Higher Education............................................. 115 Terry Barrett and Roisin Donnelly 11. Reflections on Conversations as a Catalyst for Change 2003-2007 ....................... 131 Marion Palmer and Conor Heagney 12. The Changing Role of the Academic Library in Learning and Teaching................... 141 Helen Fallon and Ellen Breen 13. The Role of a Virtual Learning Environment (VLE) in the Teaching of an Accredited Module in Information Literacy Skills .......................... 153 Claire McAvinia, Helen Fallon and Mairéad McQuaid BIOGRAPHICAL NOTES Terry Barrett is a Lecturer in Educational Development at the Centre for Teaching and Learning, University College Dublin. She has fourteen years experience of working as an education developer in a range of disciplines. She is joint coordinator of the Enquiry and Problem-based learning Project (Strategic Innovation Fund, Ireland) led by University College Dublin. Her doctorate thesis focused on what we can learn about problem-based learning from listening to how PBL students talked about PBL in tutorials. She has presented keynote PBL papers at conferences in Ireland, England and Finland. She has published in the areas of academic development, problem-based learning and peer observation of teaching. She is particularly interested in enhancing staff and student creativity through problem-based learning, collaborative academic writing, innovations in curriculum design and the use of visuals and poetry in facilitating learning. Diane Cashman is an Educational Technologist in the UCD Centre for Teaching and Learning and is the coordinator of the NDLR Veterinary & Bio-Environmental Sciences Community of Practice (CoP). Diane graduated from Cork Institute Technology with an Honours Degree in Multimedia. Recently she completed a Graduate Certificate in University Teaching and Learning in 2007 and is presently completing a MSc in eLearning in DIT. Diane has several years experience developing and designing eLearning materials in both the private sector and in Higher Education. Her previous role in Kingston University London as an Educational Developer involved designing and implementing innovative Blended Learning modules. Helen Fallon is Deputy Librarian at the National University of Ireland, Maynooth. She has designed and developed a wide-range of information literacy initiatives, including an accredited undergraduate information literacy module, as part of the NUI Maynooth BA in Local and Community Studies. As project manager of a Higher Education Authority Strategic Initiatives- funded report on postgraduate skills development, she developed a keen interest in this area and is now part of a team delivering an accredited generic skills module in Communication to postgraduates in Science & Engineering at NUI Maynooth. As part of the Academic and National Library Training Co-operative (ANLTC), she developed a writing for academic publication programme for staff in Irish university libraries. Brendan Hall is a Postgraduate Researcher at the Centre for Active Learning at the University of Gloucestershire. An Earth Science graduate from the University of Glasgow he is currently working on his PhD thesis investigating the teaching and learning of troublesome concepts, with a particular interest in climate change. Orla Hanratty is currently employed in the Teaching and Learning Centre in NUI Maynooth and is responsible for a variety of projects including the Postgraduate Diploma in Higher Education. As an academic developer she also designed and developed programmes for new and experienced teaching staff including a variety of supports for postgraduate tutors and demonstrators in department-specific workshops and cross-faculty programmes. Other current interests include reflective practice and civic engagement in Higher Education. She is currently pursuing a Doctorate in Education. EMERGING ISSUES II i Conor Heagney is a senior lecturer at the Dun Laoghaire Institute of Art, Design and Technology. He is also the programme co-ordinator of the Bachelor of Business in Enterprise. Conor has fifteen years teaching experience at third level in accountancy, finance and taxation. Prior to entering academia, he worked as a tax adviser for sixteen years in Sligo, Dublin, Hong Kong and Los Angeles with Gilroy, Gannon & Co, Ernst & Young and KPMG. Conor was a member of the Board of Business Studies of the National Council for Educational Awards (NCEA – now
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