The Supporting Transition: Enhancing Feedback in First Year Using Digital Technologies (Y1Feedback) is funded by Ireland’s National Forum for the Enhancement of Teaching & Learning, which aims to enhance the quality of the learning experience for all students at third level, be they full-time, part-time or flexible learners.
The Digital Roadmap highlights the fact that a focus on assessment and feedback can provide an important route to linking digital capacity to new ways of teaching and learning. The Y1Feedback project specifically seeks to address challenges associated with feedback in the first year of Higher Education and to leverage the potential of digital technologies to support and enhance feedback approaches.
Full details on the Y1 Feedback project can be found here: http://y1feedback.ie/
The 3U peer observation pilot initiative ran from October 2016 to June 2017. Teaching staff in the three partner institutions (RCSI, DCU and Maynooth University) were allocated a peer observation partner, and each partner observed and provided feedback on their partner’s teaching practice. An evaluation of the peer observation process was initiated to explore and reflect on how a process of cross-disciplinary and inter-institutional peer observation supported reflection on teaching practice and enhancement of teaching practices.
An E.U. pilot study in Maynooth University to promote the key competency ‘Learn-to-Learn’ among a group of 40 participating students
INSTALL (Innovative Solutions to Acquire Learning to Learn) promotes acquisition of the key competence ‘Learning to Learn (L2L) in HE by developing and implementing an innovative group training process called Narrative Mediation Path (NMP), targeted at disadvantaged students. The NMP is based on the psychological concept of mentalisation (as the ability to understand oneself or someone else’s mental state) to develop and enhance L2L.
Mentalisation allows individuals to become aware of their, and others’, mental state (thoughts, beliefs, emotions, wishes, motivations) and recognise, elaborate and modulate emotions throughout the learning process. A ‘Reflective Competence’ is developed as students increase their ability to Mentalise.
The objective of this programme is to encourage learners to think about their own learning experiences in order to understand more about how they themselves learn and how they can improve their own learning in the future.
40 participating students from a mix of disciplines applied to attend a 6 week training programme designed to develop their Reflective Competence, using the NMP methodology. This NMP methodology comprises 4 modules:
The NMP methodology was tested and validated throughout the project by partners and associated partners (external).
EU funded, 30 month project, completed in March 2014. E.U. partners: University of Frederico II, Naples (lead partner), University of Seville, and the National School of Political Studies and Administration, Bucharest.
The students reported feeling more confident about their studies and indicated that they were likely to, or had already begun to use some of the strategies introduced in the NMP sessions in their own studies.
Many of the students also liked how the sessions provided an opportunity to meet other students who had also experienced academic challenges (e.g., preparing for exams), and that they could share their experiences and what they had learnt from these experiences, with each other.
A Reflective Functioning instrument developed by the lead partner (Italy) was administered at the beginning and end of this programme to measure ‘Reflective Competence’ among participating students as a result of attending this NMP training programme. Scoring is still with the lead partner, results are expected soon.
This project has been funded with support from the European Commission. This publication reflects the views of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Further Information about the INSTALL Project
In July 2014, the National University of Ireland, Maynooth, in consultation with a range of teaching and learning networks, including Maynooth University Early Childhood, the Further Education Support Service, the Reading Association of Ireland and the Irish Network for the Enhancement of Writing, will host a week long writing institute on campus. The institute draws from the US National Writing Project model and is designed to provide an opportunity for dedicated teachers, from all education levels, to meet, share good practice, and learn more about writing and supporting the development of writing and writers.
The institute will take place daily from 10.00 am to 3.30pm from Monday, July 28th until Friday, August 1st, inclusive, and will be facilitated by, amongst others, staff of the Maynooth University Writing Centre, Education Department, and Froebel Department, colleagues from University of Limerick, and invited colleagues from the Bay Area Writing Project, University of California, Berkeley.
All queries about the project should be directed to: email@example.com