TLU Resources

TLU Resources

#Feedback #Teaching #Practice #Learning #Model
UDL@MTU - Universal Design for Learning: From Zero to Superhero
UDL@MTU - Universal Design for Learning: From Zero to Superhero
In this seminar, we outlined the principles of UDL focusing on the why, how and what of learning. We shared with you our experiences of completing the National Forum for the Enhancement of Teaching and Learning in Higher Education’s (NFETLHE’s) UDL Digital Badge which we completed during the 2020-21 academic year. We provided an insight into what was involved and how it has impacted our thinking and practice in MTU.
·mtuireland.sharepoint.com·
UDL@MTU - Universal Design for Learning: From Zero to Superhero
Advance HE - Engagement through Partnership
Advance HE - Engagement through Partnership
"Engaging students and staff effectively as partners in learning and teaching is arguably one of the most important issues facing higher education in the 21st century. Students as partners is a concept which interweaves through many other debates, including assessment and feedback, employability, flexible pedagogies, internationalisation, linking teaching and research, and retention and success. Interest in the idea has proliferated in policy and practice in the UK and internationally, particularly in the last few years. Wider economic factors and recent policy changes are influencing a contemporary environment in which students are often positioned as passive consumers of, rather than active participants in, their own higher education. It is timely to take stock and distil the current context, underlying principles and directions for future work on students as partners in learning and teaching."
·s3.eu-west-2.amazonaws.com·
Advance HE - Engagement through Partnership
Learning Tools - The Missing Link
Learning Tools - The Missing Link
"In a typically busy academic semester, lecturers and students are naturally focused on delivering and consuming course material and content. Consequently, neither rarely have the time to stop and consider whether the necessary tools are being utilised to promote long term durable learning. Accessing these learning tools is easier than one might think and simple implementable strategies which are backed by decades of research can dramatically improve learning. This interactive session focused on a simple case study which showed how effective the introduction of simple practices can be in facilitating effective learning. Attendees learned how to apply these tools in their own courses and modules and will also got to see what students felt about adopting these new practices."
·mtuireland.sharepoint.com·
Learning Tools - The Missing Link
Learning Tools The Missing Link
Learning Tools The Missing Link
In a typically busy academic semester, lecturers and students are naturally focused on delivering and consuming course material and content. Consequently, neither rarely have the time to stop and consider whether the necessary tools are being utilised to promote long term durable learning. Accessing these learning tools is easier than one might think and simple implementable strategies which are backed by decades of research can dramatically improve learning. This interactive session focused on a simple case study which showed how effective the introduction of simple practices can be in facilitating effective learning. Attendees learned how to apply these tools in their own courses and modules and will also got to see what students felt about adopting these new practices.
·mtuireland.sharepoint.com·
Learning Tools The Missing Link
CIT Learning Communities – Show & Tell
CIT Learning Communities – Show & Tell
CIT’s Teaching & Learning Unit (TLU) launched an inaugural call in 2018 to develop and support a number of Learning Communities (LCs) across the institute and is currently working with 13 emerging LCs from across the institute as a direct result of this call. LCs facilitate the exchange of good teaching and learning ideas amongst its members and provide a platform for professional discussions and sharing of practices. This workshop enabled these emerging LCs to: Showcase their vision and ideas for both their short- and long-term ambitions Show how their activities are influencing teaching and learning in their respective disciplines. An open invitation was extended to all CIT staff to attend what turned out to be a lively and thought-provoking session where they heard more about our LCs and found out how to: Develop a new LC or Create partnerships with existing ones
·mtuireland.sharepoint.com·
CIT Learning Communities – Show & Tell
A Masterclass in Teaching & Learning
A Masterclass in Teaching & Learning
How can we inspire our students to learn? How can we engage them, and keep them engaged? How best can we use the tools available to us in this digital age to enthuse them? What are the processes which underpin successful learning now? How can we ourselves be inspired and enthused, so that we enjoy our work as teachers more than ever? These are some of the questions that were explored in this interactive workshop on learning and teaching in the 21st Century. By the end of this workshop, participants had: Explored some answers to the questions above, and thought of better ones; Shared ideas with each other and with Phil; Discussed the need to re-invent feedback and assessment for the 21st Century
·mtuireland.sharepoint.com·
A Masterclass in Teaching & Learning
Spotlight on Providing Instruction around the Literature Review
Spotlight on Providing Instruction around the Literature Review
The literature review is a core component of many, if not all, final year programmes at third level. Despite the importance of this, many undergraduate students are not given the instructional tools to complete the onerous tasks of organising and planning a literature review. This seminar presented results of a pilot study initiated by the Department of Biological Sciences with over 100 final year undergraduate life science students. These students attended a 1-hour weekly instructional lecture as part of the literature review module. The seminar was targeted at academic staff and focused on: What tools were made available to students How well students engaged with the tools What the learning experience was for both lecturers and students How this approach could be modified across different disciplines
·mtuireland.sharepoint.com·
Spotlight on Providing Instruction around the Literature Review
Why peer discussion improves student performance on in-class concept questions
Why peer discussion improves student performance on in-class concept questions
When students answer an in-class conceptual question individually using clickers, discuss it with their neighbors, and then revote on the same question, the percentage of correct answers typically increases. This outcome could result from gains in understanding during discussion, or simply from peer …
·pubmed.ncbi.nlm.nih.gov·
Why peer discussion improves student performance on in-class concept questions
Research-Based Teaching Strategies - Class Discussion
Research-Based Teaching Strategies - Class Discussion
"Designing and managing in-class discussions is more challenging than the pause procedure or minute paper, but there is convincing evidence that collaborative learning works. This session will model an in-class discussion and discuss some of the evidence that supports this strategy."
·mtuireland.sharepoint.com·
Research-Based Teaching Strategies - Class Discussion
Research-Based Teaching Strategies - Class Discussion
Research-Based Teaching Strategies - Class Discussion
"Designing and managing in-class discussions is more challenging than the pause procedure or minute paper, but there is convincing evidence that collaborative learning works. This session will model an in-class discussion and discuss some of the evidence that supports this strategy."
·mtuireland.sharepoint.com·
Research-Based Teaching Strategies - Class Discussion
Cooperative Learning: Improving university instruction by basing practice on validated theory
Cooperative Learning: Improving university instruction by basing practice on validated theory
Cooperative learning is an example of how theory validated by research may be applied to instructional practice. The major theoretical base for...
·researchgate.net·
Cooperative Learning: Improving university instruction by basing practice on validated theory
Distributed versus Massed Training: Efficiency of Training Psychomotor Skills
Distributed versus Massed Training: Efficiency of Training Psychomotor Skills
Virtual reality simulators have shown to be valid and useful tools for training psychomotor skills for endoscopic surgery. Discussion arises how to integrate these simulators into the surgical training curriculum. Distributed training is referred to as short training periods, with rest periods in between. Massed training is training in continuous and longer training blocks. This study investigates the difference between distributed and massed training on the initial development and retention of psychomotor skills on a virtual reality simulator. Four groups of eight medical students lacking any experience in endoscopic training were created. Two groups trained in a distributed fashion, one group trained in a massed fashion and the last group not at all (control group). All performed a post-test immediately after finishing their training schedule. Two months after this test a second post- test was performed. The one-way analysis of variance (ANOVA) with Post-Hoc test Tukey-Bonferoni was used to determine differences in mean scores between the four groups, whereas a p-value ≤ 0.05 was considered to be statistically significant. Distributed training resulted in higher scores and a better retention of relevant psychomotor skills. Distributed as well as massed training resulted in better scores and retention of skills than no training at all. Our study clearly shows that distributed training yields better results in psychomotor endoscopic skills. Therefore, in order to train as efficient as possible, training programs should be (re)-programmed accordingly.
·mdpi.com·
Distributed versus Massed Training: Efficiency of Training Psychomotor Skills
Research-Based Teaching Strategies - The Spacing Effect
Research-Based Teaching Strategies - The Spacing Effect
"The spacing effect refers to the process of spacing a topic that is to be learned over time, rather than teaching the topic in an intensive session. The implication for our modules is that rather than teaching all of LO1 in weeks 1 and 2 (for example) we should consider if it is possible to divide the topic and teach some in week 1 and then revisit (perhaps in greater depth) later on in the semester. The topic is then spaced out over the semester. The available evidence tells us that this is a more effective strategy. This session will explore this strategy in more detail and present some of the evidence that supports this strategy"
·mtuireland.sharepoint.com·
Research-Based Teaching Strategies - The Spacing Effect
A review of the characteristics of intermediate assessment and their relationship with student grades
A review of the characteristics of intermediate assessment and their relationship with student grades
In-course assessment, such as midterms, quizzes or presentations, is often an integral part of higher education courses. These so-called intermediate assessments influence students’ final grades. T...
·www-tandfonline-com.cit.idm.oclc.org·
A review of the characteristics of intermediate assessment and their relationship with student grades
The Effect of Testing Versus Restudy on Retention: A Meta-Analytic Review of the Testing Effect
The Effect of Testing Versus Restudy on Retention: A Meta-Analytic Review of the Testing Effect
PDF | Engaging in a test over previously studied information can serve as a potent learning event, a phenomenon referred to as the testing effect.... | Find, read and cite all the research you need on ResearchGate
Engaging in a test over previously studied information can serve as a potent learning event, a phenomenon referred to as the testing effect. Despite a surge of research in the past decade, existing theories have not yet provided a cohesive account of testing phenomena. The present study uses meta-analysis to examine the effects of testing versus restudy on retention. Key results indicate support for the role of effortful processing as a contributor to the testing effect, with initial recall tests yielding larger testing benefits than recognition tests. Limited support was found for existing theoretical accounts attributing the testing effect to enhanced semantic elaboration, indicating that consideration of alternative mechanisms is warranted in explaining testing effects. Future theoretical accounts of the testing effect may benefit from consideration of episodic and contextually derived contributions to retention resulting from memory retrieval. Additionally, the bifurcation model of the testing effect is considered as a viable framework from which to characterize the patterns of results present across the literature. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
·researchgate.net·
The Effect of Testing Versus Restudy on Retention: A Meta-Analytic Review of the Testing Effect
Research-Based Teaching Strategies - Using Tests to Improve Information Retrieval
Research-Based Teaching Strategies - Using Tests to Improve Information Retrieval
"Having students retrieve information from long-term memory on a regular basis, is known to have a positive impact on learning. This is especially true when learners need to put a bit of effort into that retrieval process. Hence providing opportunities for learners to take tests (e.g. computer based multiple choice tests) can be a very effective strategy. This session will examine some of the evidence in favour of testing and discuss options for using this strategy."
·mtuireland.sharepoint.com·
Research-Based Teaching Strategies - Using Tests to Improve Information Retrieval
Research-Based Teaching Strategies - Using Tests to Improve Information Retrieval
Research-Based Teaching Strategies - Using Tests to Improve Information Retrieval
"Having students retrieve information from long-term memory on a regular basis, is known to have a positive impact on learning. This is especially true when learners need to put a bit of effort into that retrieval process. Hence providing opportunities for learners to take tests (e.g. computer based multiple choice tests) can be a very effective strategy. This session will examine some of the evidence in favour of testing and discuss options for using this strategy."
·mtuireland.sharepoint.com·
Research-Based Teaching Strategies - Using Tests to Improve Information Retrieval
THE POWER OF USING PAUSE PROCEDURE DURING ACCOUNTING LECTURE: AN ACTION RESEARCH STUDY
THE POWER OF USING PAUSE PROCEDURE DURING ACCOUNTING LECTURE: AN ACTION RESEARCH STUDY
This study is a quantitative approach to unravel the effect of pause procedure on two dependent variables (student performance and student...
This study is a quantitative approach to unravel the effect of pause procedure on two dependent variables (student performance and student satisfaction). The purpose of this action research study is to explore two aspects: Do students in accounting class where the pause procedure is applied (experimental group) perform better compared to another accounting class (control group) where pause procedure is not employed? Do students in accounting class where instructor uses pause (experimental group), experience greater course and teaching satisfaction compared to the students of (control group) where pause was not utilized? The results of this study is quite staggering, as findings indicate that in accounting class where instructor gave two eight minute pauses during each ninety minute lecture, showed greater student performance and satisfaction compared to control group where pause procedure was not employed. Therefore, this study provides strong support for incorporating strategic pauses during accounting lectures to enhance student satisfaction and overall class performance.
·researchgate.net·
THE POWER OF USING PAUSE PROCEDURE DURING ACCOUNTING LECTURE: AN ACTION RESEARCH STUDY
Research-Based Teaching Strategies - The Pause Procedure & Minute Paper
Research-Based Teaching Strategies - The Pause Procedure & Minute Paper
The pause procedure and minute paper are two simple teaching strategies that can be introduced into any lecture. This session will provide examples of their use in action and point to some evidence of their effectiveness.
·mtuireland.sharepoint.com·
Research-Based Teaching Strategies - The Pause Procedure & Minute Paper
Research-Based Teaching Strategies - The Pause Procedure & Minute Paper
Research-Based Teaching Strategies - The Pause Procedure & Minute Paper
The pause procedure and minute paper are two simple teaching strategies that can be introduced into any lecture. This session will provide examples of their use in action and point to some evidence of their effectiveness.
·mtuireland.sharepoint.com·
Research-Based Teaching Strategies - The Pause Procedure & Minute Paper