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NATIONAL UNIVERSITY OF IRELAND GALWAY

Country: Ireland

NATIONAL UNIVERSITY OF IRELAND GALWAY

46 Projects, page 1 of 10
  • Funder: European Commission Project Code: 2016-1-SE01-KA203-022102
    Funder Contribution: 193,412 EUR

    Context/background of the project;The project was informed by a previous pilot in 2012 between Lund University (LU) and University of Southampton (UoS). Here, students participated in a programme of education, practice and research based activities both face to face and virtually to develop professional knowledge, skills and identity as well as language and cultural competencies. Objectives of the project;-To bring the expertise of three universities together to explore innovation in meeting the educational needs of occupational therapy students.-To use the international community to strengthen and deepen students’ professional identity -To enable students to use occupationally focused approaches to make transformational change to small and isolated groups in society -To develop an interculturally skilled workforce to support increasingly diverse populations in all partner countries.-To develop a workforce with both confidence and skills to work in the European and global market.Number and profile of participating organisations;The three partner Universities – Lund University (LU), University of Southampton (UoS) and the National University of Ireland Galway (NUI Galway) were the primary participants. In addition, 76 community partner organisations across five countries and invited keynote speakers collaborated over the three years of the project. In the final year of the project three other Universities (University of Vic (UoV), Bournemouth University (BU) and Riga Stradins University (RSU) participated in the virtual learning activity.Description of undertaken main activities;Physical ExchangesThree five days physical exchanges took place: 2016 to LU; 2017 to UoS and 2018 to NUI Galway. In total 299 students participated during the three years. The theme for the first year at LU was occupational needs through models and frameworks in the second year was emerging areas of practice and in the third year was dissemination. In all exchanges, there were keynote speakers on the theme, students visited and spoke with community partners and presented their findings at a conference on the final day.Web ExchangesThree web exchanges also took place. In total 344 students participated over the three years. The students engaged in virtual discussions over some weeks exploring how an occupation-focused perspective might support vulnerable and excluded groups in all three countries. Students also met with vulnerable and excluded groups/communities. A variety of learning materials to support learning were developed and in 2017 and 2018 students presented findings at a web conference. In 2019, three additional partners – Bournemouth University (BU), University of Vic (UoV) and Riga Stradins University (RSU) participated. Students from pairs of universities collaborated as before and findings and the results of the discussions were presented in a virtual ePoster and discussion of findings facilitated by a lecturer.Intellectual Output 1The aim of this output was to evaluate the impact of the internationalisation programme on students’ professional identity. A tool to measure professional identity was developed and tested psychometrically and used to evaluate students’ level of professional identity. Results suggest that the tool is psychometrically sound and that the physical exchange predicted 34% of the variability in professional identity scores.Intellectual Output 2Offered a set of educational course material. A video outlining aspects of occupational and social justice was used at the beginning of each exchange (both physical and web based). The video was supplemented by multiple choice questions which students answered and discussed in small groups and a case study which was used to generate further understanding of human rights.Intellectual Output 3A detailed web based handbook which can be used by other institutions introducing similar blended initiatives has been developed. The handbook details the physical and web exchanges including information on preparation and organisation of both. The use of virtual and web based technology to support activities, and project management is described in the Handbook.Results and impact attained;In total 76 staff and 643 students participated in the various exchanges and over the three years worked in partnership with 76 community partner organisations. The impact was twofold – students gained experience in collaborative working, experienced how health and social care delivery differed in other countries and gained a higher level of professional identity. Community organisations gained a sustainable deliverable in each case.Longer-term benefits;-Identification of a platform for students to carry out international group work which can be used in future collaborations-Use of e-posters to communicate findings across six sites-Staff collaboration in development of learning resources which can be used both locally and in future collaborations.

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  • Funder: European Commission Project Code: 2017-1-LI01-KA203-000083
    Funder Contribution: 191,270 EUR

    Context / background of the project:'Text Mining for Curriculum Design for Multiple Information Systems Disciplines' is a cross-country strategic partnership focusing on the challenge of designing a data-driven curriculum in a European context. Curriculum design today heavily relies on manual efforts of experienced academics. While they are undoubtedly competent individuals in their field, this process is highly subjective and difficult to be objectively evaluated. Furthermore, since the design is typically primarily done by academics only, important perspective from industries might be neglected. This project contributes to improving the process of curriculum design by developing a data-driven methodology, using text mining, for curriculum design in order to incorporate information from other stakeholders such as industry and students. By combining the expertise from three partner institutions in Liechtenstein, Germany, and Ireland, a methodology for curriculum design using text mining is developed and evaluated. Furthermore, an open source software supporting the methodology is developed, tested, evaluated and made available to the public.Objectives:1)Developing a semi-automatic methodology for curriculum design based on text mining and a rich set of information;2)Designing a reference curriculum for data science extended to related, upcoming topics such as artificial intelligence and advanced machine learning based on the proposed methodology.Number and profile of participating organizations:•University Liechtenstein (Lead Partner): an internationally recognized top-rated university, with teaching and research being closely interlinked.•Westfälische Wilhelms-Universität Münster (WWU), hosts the Münster School of Business and Economics (MSBE), one of the largest and most prestigious business schools in Germany evidenced by the top ratings consistently achieved in all university rankings.•National University of Ireland Galway (NUI Galway), the leading university in West of Ireland and internationally top ranked university, offering a wide range of both under- and post- graduate courses across five colleges, 16 schools and over 60 academic disciplines.Description of undertaken main activities:The intellectual outputs of this project were:•01: Methodology for curriculuum design using text mining. A process description of the data driven curriculum design. Available as a webtool at https://mycdp.eu/.•02: Open source software supporting the methodology. A text mining tool to support the proposed curriculum design process. Available as an open source code repository at https://github.com/joshandali52/textis•03: Case studies: Curriculum design for Data Science and related, upcoming topics such as artificial ingelligence. Assesment of Data Science curricula of participating organizations (see Impact for details), which processes were resulted in research publications (see Description of the Project for details)•04: Final Report. Final report of the project, providing an overview of the project, including descriptions of IOs and follow-up plans.Project results and impact attained:Curriculum design is a key concern for universities across Europe as it decides what content to include in a curriculum and what competences to teach. A semi-automatic data driven curriculum design process is aimed to outputs curricula which: i) incorporate views from multiple stakeholders (eg. companies, students), ii) allow quantitative assessment, and iii) can be designed with reduced manual work. The proposed curriculum design process has been made publicly available, supported by an open source software, and evaluated through the development of data science curricula in participating universities.•A semi-automatic data driven curriculum design process, leveraging various data sources such as job advertisements and student feedback•An open source software as supporting tool, integrating text mining techniques to process and analyze the available data sources•Evaluation and implementation of proposed curriculum design process•Dissemination activities such as conference contributions, workshops and publicationsThe project has led to the development of curricula for the Data Science specialization in University of Liechtenstein and assessment of the Data Science curriculum at NUI, Galway. Both were parts of larger curriculum updates in both institutions. These updated curricula are expected to improve the relevenace of lecture contents, provide better service to the students, and thus preparing better graduates for the larger society. Exchanges on the project have also contributed to an Erasmus+ project coordinated by University of Liechtenstein on “Meeting Industrial Demand for Skills in Information Security Education”, continuing the effort of improving higher education curriculum, in this case within the discipline of Information Security.

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  • Funder: European Commission Project Code: 2020-1-DE01-KA226-HE-005814
    Funder Contribution: 282,654 EUR

    Geography and Environmental Sciences (G&ES) programmes have diverse skill and method requirements needing specialized training ranging from spatial methods such as computer cartography and GIS via field and laboratory methods to qualitative and quantitative data analysis. Methods training often involves time intensive practical elements which have been particularly impacted by the COVID-19 restrictions highlighting the need for digital materials to complement, supplement and where necessary replace face to face discipline specific methods. Responding to the COVID-19 crisis has led to unnecessary duplication of effort and shown the skills gap experienced by many higher education (HE) academics facing the need to increase use of digital materials. This is a Europe-wide challenge which is not restricted to the current context but relates to a broader need to improve skills and use of digital technologies in HE.The project aims to support the HE community in G&ES by enhancing capacity of HE teachers through training in digital and blended methods delivery as well as co-creation of high-quality, highly shareable open educational resources (OERs) for discipline-specific methods training, along with training resources on content creation and digital pedagogies, and disseminating these approaches through a participatory web platform. The platform will include a peer-reviewed participatory tool to support sharing of OERs beyond the partnership. Individual universities offer unique programmes in G&ES, built around local needs and staff expertise, therefore a key element of this project is to ensure that all materials produced are highly flexible, offering HE lecturers a toolkit of OERs and skills that they can use to build custom modules appropriate to local needs in less time, and allowing them to focus on relationship-building and individual student support rather than content creation. It is aimed at HE staff involved in teaching and programme development. The project will also largely benefit students in G&ES through enhanced methods training.The project involves three universities from Germany, the UK and Ireland as well as one national research institute from Luxembourg that will provide expertise in digitization and platform development. Established networks through discipline specific associations and university partnerships will be used for testing and validation of OERs to ensure their quality and transferability. Each partner has identified a core group of staff based on expertise who will train others, develop their own skills and take leading roles in the creation of OERs and the web platform. Key decision makers at partner institutions (e.g. quality control and programme development) will be targeted to embed the project more widely across the university partners. The project partners will untertake scoping studies of best practices, competencies and needs in G&ES methods training. They will create and build a range of OERs for G&ES methods teaching including self-learning manuals on how to create online resources, templates, sample material and packages of teaching units. They will also build a participative web platform for dissemination. All OERs and the web platform will be tested using internal and external audiences. A number of methods specific training events focused on digital technology will enhance digital capacities and build competencies across partner institutions.The project will employ a design-based methodology to provide solutions for online and blended methods teaching through design and development of OERs informed by expertise in pedagogy and research methods across partner institutions. Design, development, testing and implementation of outputs will be evaluated using standardized and semi-standardized approaches.With completion of the project, partners will have significantly enhanced the capacity of their staff regarding the creation and adoption of OERs for G&ES methods training beyond digital and blended learning as a constraint, diversifying experiences for added understanding, experience, perspectives and skills. Beyond the current health crisis, the planned resources and toolkits will hence contribute to better teaching quality and long-term enrichment of the field through more inclusive, active and authentic methods training for diverse student bodies. The project will result in tangible outputs: a participative web platform providing a range of created OERs which will be open to the larger G&ES community.The project aims to act as a catalyst for longer term benefits through: (1) the circulation of expertise and adoption of digital methods teaching tools across the HE partner institutions within G&ES as well as other disciplines and (2) the longer term viability of the web platform based on a peer-reviewed system supporting submission of OERs meeting established quality standards.

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  • Funder: European Commission Project Code: 2021-1-IE02-KA220-HED-000032025
    Funder Contribution: 291,887 EUR

    << Background >>According to a recent OECD report, the COVID pandemic has had “a severe impact on higher education as universities closed their premises” and although quick to replace face-to-face lectures with online learning, “to remain relevant, universities will need to reinvent their learning environments so that digitalisation expands and complements student-teacher and other relationships”. This adds to the challenges already affecting teaching and learning as outlined by the Irish Universities' Association Enhancing Digital Teaching and Learning project, namely that student numbers are increasing, while the staff/student ratio decreases. The student population is also becoming more diverse demanding more flexibility in when and how learning opportunities are provided. The extensive use of digital devices and applications enable this to happen. Therefore, to respond to the challenges of the transfer towards on-line learning, sped up by the impact of COVID, changes in student population and the increasingly pervasive digital environment, educators must develop their digital skills and adapt to more innovative teaching approaches. This is supported by the voice of the students.While it is important to support HE teachers to develop digital competences; this is not sufficient; they must change their perspective and way of teaching ensure that no student is left behind. Instructional Technology provides an answer to the challenges. It goes beyond digital tools and ensures a more applied systems approach that accommodates these successful learning technologies. In HIIT, Instructional Technology refers to the creation of engaging, effective learning experiences using available technological tools for pedagogical purposes and motivation. It concerns the design, development, use, management, and evaluation of the process of learning mediated by technology applications.We will do this by creating an ontology (to help map tools to requirements), a repository (comprising digital tools, good practice examples and cases) and a curriculum specifically targeted at the needs of HEI STEM teachers. STEM education has a strong practice and lab-based component in the pedagogical approach which creates more challengescompared to more theoretical subjects. Hence the main aim of HIIT is to equip HE STEM teachers with the self-efficacy, competencies and skills needed to understand the principles and constructs of Instructional Technology and rapidly leverage these to mitigate the impact of closure and safeguard the inclusive nature of learning opportunities.The target group is HE STEM teachers who do not know how to take maximum advantage of learning technologies and digital tools in subject-specific teaching and learning as well as their Institutions. The recent sudden shift to online and distance learning requires a different approach to instruction (especially when it comes to practice or lab-based courses). HE STEM teachers must change their perspective to ensure that learners are not left behind. HE teachers are predominantly research focused and specialists in their specific domain. They are currently ill equipped with the skills, competencies and capacity required to absorb the principles of good educational design needed to create bespoke materials in short time frames.HIIT therefore aims to equip HE STEM teachers with the ability to integrate instructional technology into their courses by teaching them how to design, develop, use, manage, and evaluate the process of learning mediated by technology applications. It will also show them how instructional technology can increase the inclusiveness of students with learning barriers.<< Objectives >>The quality of the expected impacts will be directly influenced by the initial inputs (knowledge, expertise, experience and network) we bring in; the project activities (the actions we plan to take) and the results (planned products and experiences). The KPIs we intend to use to measure these impacts are described in the Management section (KPIs to measure achievement during the project lifetime) and below (KPIs to measure impact during and after the project lifetime).The major impact on HE STEM TEACHERS is that they will develop the self-efficacy, competencies and skills needed to understand the principles and constructs of Instructional Technology and rapidly leverage these to mitigate the challenges related to on-line teaching. It will also help to increase the quality of online education and safeguard the inclusive nature of learning opportunities. Increased motivation and engagement in the learning process will have a longer-term positive effect on HEIs. During the project, they are motivated to exchange knowledge and learn from peers, this is expected to last in the long term, not only by increasing teacher´s knowledge base, but by increasing the resilience of the HEI they belong to. HE STUDENTS will benefit from engaging in effective on-line learning experiences in which HE teachers use technology that ensures the realisation of the pedagogical objectives, their motivation and skills attainment. Students that experience learning barriers will experience an increased attention for their context, with inclusive and equal learning opportunities in online settings.<< Implementation >>Our planned project activities are as follows: Conduct research; create educational initiatives; develop training; apply innovative approaches to teaching; provide teaching for staff; pilot test training; create an e-learning space based on instructional technology principles; disseminate and exploit the results; management activities; quality activities; team building activities. They will help us to achieve the project objectives, which will target HE teachers and Institutions as follows:- Conduct research: starting in the early stages of the project, this activity will help to identify the real needs of the teachers and ensure that we have validated our objectives and proposed solution.- Create educational initiatives: this activity will equip HE STEM teachers with the self-efficacy, competencies and skills needed to understand the principles and constructs of Instructional Technology to provide an answer to the challenges of on-line teaching and safeguard the inclusive nature of learning opportunities. - Develop training: this will help us to teach Instructional Technology concepts, methods and tools; provide a framework to allow teachers to integrate instructional technology into their courses and enable HE STEM teachers to rapidly pivot to teaching online.- Apply innovative approaches to teaching to identify and use existing education technology tools to ensure our students are supported to learn. - Provide teaching for staff towards the end of the project will help us to generate awareness of the methods, prepare the HE STEM teachers for using instructional technology, increase engagement of the teachers, help to embed the topic in targeted courses and contribute to changing the culture of the institution.- Pilot testing the training with the intended audience will help us to identify if the training is as successful as we hope and how it can be improved.- Creating an e-learning space will help us to provide quick and easy access to the learning content in a user-friendly way and show learners how digital online technology can be used to deliver subject-specific teaching, training and learning.<< Results >>The project will produce interim outcomes, results and formal project results (PRs). PR1 HIIT Instructional Technology Curriculum & Syllabus builds upon the analysis at proposal and preparation stages and based upon a solid methodological approach, will employ focus groups and surveys to refine the learning objectives, methodology, content and skills assessment method. Using PR1, PR2 HIIT Instructional Technology Learning Content & Assessment Method is developed. Based on Instructional Technology concepts, methods and tools, the underlying processes of educational innovation, and the application of the Instructional Technology principles in the design, realisation and evaluation of the taught subject on-line, considering the learning contexts and circumstances. PR1 and PR2 will be accessible through PR3 e-Learning Space, is also based on Instructional Technology principles, and extensively tested by HE STEM teachers in a comprehensive pilot study. The role of the wider HE community in the transfer and application of Instructional Technology is ensured through PR4 Recommendations showing HEI, HE STEM teachers and stakeholders how to use and uptake the PRs in a coherent way. For interim outcomes see “Project Results”.Through a collaboration between HEIs, HE (STEM) teachers, and Instructional Technology experts, HIIT embeds a knowledge sharing and mutual learning process, building synergies and ensuring the quality and adequateness of the proposed outcomes. This leads to an increased understanding of the day-to-day challenges faced by HE teachers and institutions as well as new knowledge arising in the field.

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  • Funder: European Commission Project Code: 2022-1-ES01-KA220-HED-000087650
    Funder Contribution: 400,000 EUR

    << Objectives >>To constitute units of action between universities and civil society organisations by developing the civic and social competences of all those involved. Universities and social organisations should mobilise the active participation of young people in order to create social support networks and strengthen civil society. Spaces for dialogue, debate and intercultural reflection among young people will be established around proposals for social action.<< Implementation >>It is about SL as a community development strategy. It is the young people (university students and migrants/refugees) who, with the help of the University (teachers) and the organisations, will work to: propose a SL(M) project that contributes to a better management of needs; get involved in the implementation of the project by working directly on the reality of migrants/refugees; and evaluate the project in order to propose it as a good practice of intercultural education in the EU.<< Results >>The main outputs of the project will be a SL and Migration/Refuge in Europe Training Course (MOOC), a Partnership Day, a Guide to Good Integration Practices in Europe, an International Conference and a Rapid Response Volunteering Group.The SL methodology will contribute to universities complementing their role as knowledge drivers with a strongly dedicated mission committed to the social transformation of European society.

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