1. Headlines
LIN funding allocations
5th Annual LIN Conference
LIN module update—PDP 5 credit module underway in DIT
and Mentoring in AIT is open for applications.
Feature article on teaching and learning in ITTD In this issue:
LIN Funding Allocations
Headlines 1
In December 2011 LIN tutional and system ing professional devel-
was granted funding to levels in Irish higher opment of higher edu-
continue our activities education cation professionals in LIN funding 1
in advance of the estab- To facilitate the iden- academic practice.
lishment of the Na- tification and sharing To inform national and
tional Academy. As a of effective policy and institutional quality LIN 2012 Confer- 2
result of this we were in practice assurance initiatives ence
a position to announce To provide and facili- regarding teaching
the availability of fund- tate a two-way digital and learning LIN modules up- 2
ing for teaching and “teaching and learn- We were overwhelmed date
learning projects in the ing” gateway between with the number of ex-
institutes of technology the Irish and global cellent project propos-
Eye on ITTD 3
under the auspices of higher education com- als we received. In total
the LIN project. munities, thereby ex- we are funding nine
panding the range and projects. The funded
The funds were made quality of learning re- projects include activi- Events 11
available to support sources available on- ties such as running LIN
projects that reflect the line across the globe APD modules, develop-
LIN goals and val- To work with higher ing APD modules and
ues. LIN has identified education institutions online materials, staff
five goals in common and other relevant development events,
with the National Acad- parties to establish supporting teaching,
emy on Teaching & and manage a profes- learning and assess-
Learning: sional standards ment within institutes
To inform policy and framework, which will and the production of a
practice in teaching formally record and number of LIN publica-
and learning at insti- recognise the continu- tions.

2. LIN Conference 2012
We are delighted to announce staff to meet and form new announced in the coming weeks
that the 5th Annual LIN Confer- networks with colleagues from and you will be able to access
ence will take place in October across the sector and to share these details through the LIN
2012. experiences and discuss devel- website (www.lin.ie), by contact-
opments and innovations in the ing your LIN Institute contact or
The LIN conference is now a provision of a quality higher by mailing lin@ioti.ie.
well established teaching and education to an ever more di-
learning conference on the aca- verse student body. A list of institute LIN contacts is
demic calendar. It provides an available on www.lin.ie.
opportunity for educational The details of the event will be
LIN Module Update
There are a number of modules running in institutes in this semester. These are summarised in table 1.
The most recent modules to be added to the 2012 list are the mentoring module and the PDP—Personal
Development Planning module. These modules bring the total number of modules being run this semes-
ter to 8 modules in 5 different institutes.
Uptake of LIN modules across institutes is continually increasing. Notice of availability of places on mod-
ules in various institutes will be circulated through the usual channels as they become available.
If there are any queries on modules please contact lin@ioti.ie.
INSTITUTE MODULE
AIT Mentoring—Closing date for applications is
March 23rd see www.lin.ie for details
DIT PDP1 Personal Development Planning
AIT Learning & Teaching
Technology Enhanced Learning
Assessment & Evaluation
IADT Learning & Teaching
GMIT Technology Enhanced Learning
ITTD Learning & Teaching
Table 1 LIN modules running in this Semester
All of these modules are validated at level 9 and the credits achieved can be used on various progression
routes, including for the completion of the LIN Postgraduate Diploma in Learning, Teaching and Assess-
ment. For further information contact lin@ioti.ie.
Page 2 March 2012

3. on
‘ITT Dublin at 20’- 20 Years of Bringing Knowledge and Know-How to Life
This year the Institute of Technology Tallaght Dub- tive adopters of technology for teaching and
lin (ITT Dublin) is celebrating 20 years. ITT Dublin student support. Through funding from the
opened in 1992 as a European Demonstration Col- Strategic Innovation Fund (SIF) we have also
lege for Technological Education. Since then it has been able to develop the teaching and learn-
expanded from an initial cohort of seven hundred ing environment within the Institute and now
students to a current cohort, full and part-time, of play a lead role in improving teaching and
approximately four and a half thousand under- learning.
graduates and approximately 65 postgraduates
studying a broad range of courses offered by the
Schools of Business and Humanities, Science, and
ITT Dublin’s Educational Philosophy
Engineering.
Learning should inspire and empower the
The Institute continues to be a leader in research individual through the creation of inde-
in the sector. We have always prided ourselves on pendent and reflective thinking driven by
engaging with the community and we have estab- a healthy capacity for critical analysis, the
lished a network of supports for the schools in our development of knowledge, know-how,
region. We have a truly multicultural campus with skill, competence and literacy for lifelong
approximately 82 nationalities represented on learning, in a vibrant and inquiring learn-
campus this year. ing environment.
ITT Dublin Learning, Teaching, and As-
The past 20 years have been an exciting period in sessment Strategy 2011
which we have seen how ICT developments have
impacted education to make institutions innova-
Centre for Learning and Teaching (CeLT)
The Centre for Learning and Teach- CeLT now provides support
ing (CeLT) at ITT Dublin evolved and training in all areas of
from the Engineering Learning Sup- learning and teaching and is a
port Unit (ELSU) which was formed central resource for both stu-
in 2003. The ELSU was created to dents and staff at ITT Dublin.
support first year Engineering stu- Supports provided by CeLT are
dents in their transition from second designed to be flexible and stu-
to third level education and was dent driven and have particu-
based on work by Dr. Vincent Tinto, lar emphasis on supporting
the STAR Project in the University of first year students in their tran-
Ulster (http://www.ulster.ac.uk/star/), and the sition from second to third level education.
Learning Development in Higher Education Net-
work (LDHEN).
Volume 2 Issue 3 Page 3

4. Centre for Learning and Teaching (CeLT) (continued)
The approach to support and online portfolios and assistive Provision of assistive technology
training is based on core values technologies. Study skills support & workshops
of the unit that put learning at Writing skills workshops
The following are some of the Mature student summer schools
the centre of all activities. CeLT areas of support and training Enhancement of learning projects
offers a range of staff and stu- offered by CeLT: Learning & teaching research pro-
dent supports and training. It
LIN Learning & Teaching Module jects
also links in to a variety of inter-
for academic staff
nal and external learning and In addition to the ongoing support
Student induction workshops
teaching projects and research Introduction to IT Workshops and training provided by CeLT, this
activities. Recent developments Drop-in Maths Supports year we are also coordinating the
in the Centre include the intro- Drop-in Academic English Sup- upgrade of the Institute’s Moodle
duction of the Learning Innova- ports virtual learning environment (VLE)
tion Network (LIN) Certificate in Supplemental support upon re- to version 2. We are also looking
Learning and Teaching, currently quest forward to continuing our work in
being attended by 16 staff mem- Moodle support and training learning and teaching projects and
Learning & teaching communica- innovations.
bers, involvement in the devel-
opment of a proposed Learning tions for staff
Learning and teaching collabora- For further information please con-
to Learn module for first year tact Margaret Phelan
tive projects
students, a full upgrade of (margaret.phelan@ittdublin.ie).
Moodle site administration
Moodle, and involvement in en- Provision of online and printed
hancement of learning projects resources
relating to academic integrity,
ITT Dublin Introduces the LIN Certificate in Learning and Teaching
The Centre for Learning and their help with validation and strategies, diversity in the class-
Teaching in ITT Dublin coordi- setup of the module. The LIN room, eLearning in Higher Edu-
nated the planning and delivery module is funded by the SIF 2 cation, resources for learning
of a new part time Level 9 mod- Flexible Learning Project and is and teaching, supporting group-
ule with 15 credits in learning being delivered by Orla Hanratty work, managing tutorials, and
and teaching. The module was who has delivered the Post- assessment approaches. We are
developed by the Learning Inno- graduate Diploma in Learning very excited about this new ven-
vation Network (LIN) and is one and Teaching in NUI Maynooth. ture which is coinciding with our
component in the suite of mod- There are 16 participants cur- 20 year celebrations. We would
ules designed collaboratively by rently undertaking the LIN mod- like to acknowledge the LIN
partners in the Learning Innova- ule. Topics on the module in- Postgraduate Sub-Group for the
tion Network (LIN). CeLT is clude reflective practice, learn- significant advice and support
thankful to the Department of ing theories, microteaching skills they provided to help us intro-
Humanities in ITT Dublin for and practice, active learning duce the Certificate to ITT Dub-
lin.
Page 4 March 2012

5. Introducing Learning to Learn Skills in to the First Year Programme
One of the components of ITT Dub- a key resource in the module. It is institutes involved in implementing
lin’s Learning, Teaching, and Assess- hoped that this online resource will learning skills modules. Planned
ment Strategy is the development be integrated with Moodle, the In- outputs from the staff development
and delivery of a new ‘Learning to stitute’s virtual learning environ- events include learning skills mod-
Learn Module’ commencing in Sep- ment (VLE). A comprehensive staff ule implementation guidelines,
tember 2012. The aim of the mod- development programme, which teaching, learning and assessment
ule is to ease students’ transition to will be funded by the Learning Inno- resources, and podcasts and video
higher education and enhance their vation Network (LIN), will be recordings of the seminars. These
learning skills. The module content launched in May 2012 in prepara- outputs will be shared through the
will be closely aligned with Stella tion for the implementation of this Education and Academic Support
Cottrell’s text Skills for Success and module. The staff development Community of Practice on the Na-
Palgrave’s online resource programme has been designed to tional Digital Learning Resources
Skills4StudyCampus will be used as facilitate collaboration between (NDLR) service.
Stepping Stones to IT Tallaght– Preparing Mature Students for the
Transition to Third Level Rosemary Cooper/Margaret Keane
In August 2011, ITT Dublin ran a
three-day intensive summer school
for mature students re-entering
education and for members of the
community. The programme ran
from 10 am to 5pm each day and
offered students the opportunity to
assess and develop their learning
and academic skills and to learn
about college IT systems. The and academic needs and to build Back to Education
‘Stepping Stones to IT Tallaght’ confidence and motivation in adult Learning Styles
Summer School was originally de- learners. The approach involved Employability Skills
signed under the Higher Education using facilitators who would focus Library Skills
Authority SIF Cycle 2 Eastern Re- on the learning and skills and op- Study Skills
gional Alliance, Student Transitions portunities for students to engage Real World Mathematics
project and was further enhanced with each other, the facilitators and How to Work in Groups
and delivered under the DRHEA CeLT staff in a social and motiva- Overview of IT systems at IT Tal-
Widening Participation project. tional environment during activities laght
The aim of the project was to ease and breaks to enhance the motiva- Academic Writing Skills
the transition to higher education tion and support. Presentation Skills
for mature applicants who may The summer school incorporated a Photo: Participants of the Stepping
have been out of the education sys- series of skills developing work- Stones Summer School for Mature
tem for a number of years. It was shops that were interactive and fun students – ‘Working in Groups’ pro-
designed to address both personal and included the following topics: ject
Volume 2 Issue 3 Page 5

6. Removing Blocks to Writing and College through the ITT Dublin
Writers Course Rosemary Cooper/Margaret Keane
In August, 2011, the Centre for and author of How to Write: Tools presented at the DRHEA Widening
Learning and Teaching (CeLT), with of the Craft. It aimed to make writ- Participation Symposium in Decem-
funding from the Dublin Region ing relevant and fun and was devel- ber 2011 at UCD. An evaluation of
Higher Education Authority oped with intended tested supports the course showed that participants
(DRHEA), ran an eight week writers that gave participants the opportu- gained new skills in structuring sen-
course aimed at people in the com- nity to improve their writing skills, tences and paragraphs and a
munity under the Literature and discuss their learning in a social greater understanding of grammar.
Languages theme of the DRHEA’s context with their peers and CeLT It further demonstrated that par-
Widening Participation Strand and staff and to get a taste of college ticipants valued the additional sup-
incoming mature students. life. port and motivation through the
The course was facilitated by Dr. The programme and findings from social aspect of the course:
Robert Mohr, an expert in writing an evaluation of the course were
Comments from Participants on the ITT Dublin Writers Course
Developing Reusable Teaching and Learning Objects
Philip Russell
ITT Dublin has developed a number These tutorials were developed us- The tutorials have also fostered col-
of reusable teaching and learning ing Articulate Studio software, ad- laborative partnerships and have
objects (RLOs) which have been here to sound pedagogy and are been embedded into a number of
funded by the National Digital SCORM 1.2 (a standard for web- academic modules across various
Learning Resources (NDLR). Cover- based eLearning) compliant. They disciplines in ITT Dublin, with a
ing the areas of academic research, are hosted on the ITT Dublin library commitment to integrate them into
study skills, referencing and plagia- website and have been downloaded further modules. User feedback to
rism these online tools have proved as SCORM files to the Institute’s date has highlighted the value of
significant in terms of enhancing VLE, Moodle, where the embedded these resources for academic writ-
the student learning experience, quizzes facilitate grading and as- ing.
facilitating the student transition sessment. The tutorials have en- These reusable learning objects
from second to third level and in- riched the student learning experi- have impacted significantly on the
formation literacy development. ence at ITT Dublin by providing us- wider higher education community
The resources facilitate student ers with flexible, 24/7, self-paced in terms of flexible learning and
learning in an interactive and en- online support. Since September online support. These tools have
gaging manner as students are pro- 2010 when the first tool was promoted best practice in innova-
vided with opportunities to de- launched, the tutorials have tive delivery methods and added
velop, reflect and assess as they achieved nearly 3000 completions value to the academic community
acquire an independent approach with over 2162 students providing through their dissemination via the
to learning. online feedback. NDLR.
Page 6 March 2012

7. Supporting the Development of Second Level Students’
Mathematical Skills Through the Presidents Volunteer Programme
Gareth Ebbs/Ciaran O’Sullivan/Maggie Ryan
The President’s Volunteer Pro- dents Volunteer Programme. done by Aideen Reddy in the
gramme (PVP) is a mathematics The Institute sought and trained Centre for Learning and Teach-
initiative that helps students volunteer tutors from among its ing (CeLT).
from second level schools to de- student body to act as maths In 2011, thirteen ITT Dublin stu-
velop their mathematical skills. tutors to students from six local dents volunteered as tutors. Tu-
Arising from ongoing communi- disadvantaged schools. Building tors received training from
cation with local schools there on the pilot project with three Maths Lecturer Ciaran O’Sullivan
was a request to investigate if Tallaght schools in 2009-2010, and were Garda vetted. A total
ITT Dublin could provide some the programme was extended in of 36 second level students par-
extra support for students in 2010-2011 to include six schools ticipated. A Maths Lecturer is
fifth year with mathematics. In from Tallaght and Clondalkin in present to answer any additional
the context of a general atmos- the ITT Dublin ACE/CHEAP access queries from tutors. To complete
phere which is conducive to to college programmes co- the programme, Certificates
higher active engagement by the ordinated by the Access Officer were presented to the students
college and the students, it was Maggie Ryan. The PVP initiative and tutors by the Registrar, John
agreed to establish a version of is coordinated by Gareth Ebbs, Vickery, at an awards ceremony
the University of Limerick Presi- who is building on the work in the Institute.
This initiative offers many potential benefits to both the tutors and the second level students involved.
Benefits to Tutors Benefits to Second Level Students
Development of personal and professional skills - team work- Improved maths skills
ing, organisation, time management, listening, interpersonal
communication, facilitation, tutoring skills, problem solving and
presentation skills
Increased confidence Introduction to college life and atmosphere
Valuable experience to enhance their CV Chance to ask questions in a comfortable environment
Ability to consider what a teacher’s career might be like Opportunity to see maths from a new perspective
Opportunity to gain accreditation for their activities
In 2011-2012 the PVP has fur-
ther expanded to 10 sessions,
with 21 tutors signed up and 48
second level students participat-
ing.
General feedback (informal and
formal) has been excellent from
tutors, students and teachers.
The 21 ITT Dublin tutors are now
piloting a short reflection on
their experiences using Student prompts and a list of competen- For more information see
Diary Pro (a competency- cies assembled by lecturer Ci- www.ittdublin.ie/PVP
tracking tool in Moodle), with aran O’Sullivan to help them
guidance from lecturer Angela structure their reflection. Photo ITT Dublin PVP Awards
Feeney. The tutors use reflection
Volume 2 Issue 3 Page 7

8. ITT Dublin Goes Virtual Lorraine Carmody
The National Strategy for Higher download and install further appli-
Education recommends that institu- cations.
tions develop more blended learn- All presentations can be recorded
ing programmes to meet student and stored on the server for access
demand for more flexibility. Open by students who may not have at-
and distance learning (ODL) courses tended the live meeting.
are expected to become a much Following a very successful pilot
more significant element in the pro- test, ITT Dublin is rolling out the
gramme delivery of institutions in Adobe Connect application to the
the near future. various Departments in the Insti-
Following extensive investigation screen-sharing all the way to mis- tute over the next few weeks and is
into applications and products cur- sion-critical, real-time, collabora- providing training to both Lecturers
rently on the market and systems in tion. and students. Funding for this pro-
use in other educational establish- Adobe Connect can rapidly create, ject was provided by the SIF 2 Flexi-
ments, ITT Dublin implemented deliver, and track effective educa- ble Learning Project.
Adobe Connect 8, a web conferenc- tional experiences for both learners For more information contact
ing solution for web meetings, and trainers. Slides, whiteboards lorraine.carmody@ittdublin.ie.
eLearning, and webinars. It delivers and desktops can be shared with up
exceptionally rich interactions and to 100 students for any one virtual
Image Screenshot of the Adobe Con-
can be used for a full range of classroom. All presentations are in
nect Virtual Environment
online meeting needs from simple Flash so there is no need to
“Lights, Camera, EBL!” Gerry Gilvary
Lecturer Gerry Gilvary spoke with ety of services they provide for the
Margaret Phelan of the Centre for region. This year they are working
Learning and Teaching (CeLT) about with Tallaght Community Council to
his work in encouraging civic en- produce a suite of short promo-
gagement using Enquiry Based tional videos on the themes of tour-
Learning (EBL) approaches on the ism, history and culture, as well as
Creative Digital Media course. an exciting project with the Tallaght
“For the last four years, I have been Drugs Task Force.
using a ‘hybrid’ EBL model in a sec- The EBL model is well suited to this
ond year video production module, type of project as each team works face the ‘Threshold Con-
with six teams working with real-life closely with the client to create a cepts’ (Meyer and Lands 2003) and
clients based in the community and tangible product which features explicitly work through the
voluntary sector”. Initially Gerry considerable levels of higher order ‘Troublesome Knowledge’ that pre-
worked with the Volunteering Team learning in tandem with a range of sents itself during the course of the
in the Institute (Angela Feeney, Sr. transferable skills such as communi- project”.
Bernadette Purcell, and Marie cation skills, team working, negotia-
Kielty) to identify groups who could tion, time management and logis- Gerry concluded, “My big concern
not afford a short promotional tics. The organisation submits a now is the ‘mimicry’ of the tasks
video and could benefit from a proposal and the team evaluate it with little evidence of deep struc-
higher profile. Gerry said, “We are before meeting the client. Gerry ture learning and assimilation”.
also interested in working with well said “My role is largely a facilitator Gerry intends to undertake further
established groups who wish to try as the project is put at the centre of research in the links between EBL
out something new”. Last year the the semester and I often act as a and Threshold Concepts in a forth-
project created DVDs for scribe at pre-production meetings coming paper for the fourth Bien-
Cheeverstown House, Templeogue so I can witness the project’s devel- nial Threshold Concepts Confer-
and the Trustus Day Care Centre in opment. What I have witnessed is ence, in June 2012.
Tallaght, highlighting the wide vari- that students have no option but to Photo The Video Production Team at
Work
Volume 2 Issue 3 Page 8

9. “The Energy Game” – Supporting Active Learning and Learning in
Context Robbie O’Connor
Over the last two years, with the The game has four players. Each The sessions require that the stu-
active participation of my first year player is allocated a house type dents actively engage in the devel-
Energy and Environmental Engi- with a random set of eight condi- opment of the game by updating
neering students, we have devel- tions and constraints such as the and refining the “specific chance”
oped a board-based simulation type of windows, boiler type, fuel and the “global chance” scenario
game entitled “The Energy Game”. used, etc. Each of these constraints cards. The students can also recom-
The game simulates the type of sce- incurs an annual cost penalty. Each mend changes to the mechanics of
narios faced by home owners when student is also given a varying an- the game and how it is played.
dealing with their energy use. nual income. The Game starts and, The Feedback from students to
through cycles, it generates random date has been very positive. It en-
opportunities for the player to in- courages a very high level of inter-
The aim of the first year version of vest in their house for existing action among the students and has
the Game is to give the students a situations and possibly future-proof a particularly positive affect on the
context for the technical material it. The Game can also randomly relationships between the mature
that is covered at a later stage in generate a universal event that will and non-mature students.
the course. We have already change global circumstances for all
started to develop an advanced players; they will have to adapt /
version that will require the stu- change their strategies to suit the For more information contact
dents to use the technical knowl- change. The eventual winner is the
edge they have acquired to address robbie.oconnor@ittdublin.ie
one with the most amount of
specific energy issues. A pilot will money or best asset.
run this semester with second year
students.
The Energy Game
Page 9 March 2012

10. Livescribe Pens Stephen Howell
The LiveScribe smartpen is a development tool. 'pencast' as a PDF with embedded
strange, hybrid gadget. It bundles a By taking a particular problem in audio and a variety of other less
microphone, nib-camera and giga- any subject, a lecturer can use the common formats. It is important to
bytes of storage capacity into a pen to write (longhand!) a solution, note that you do not get a simple
slightly larger than usual pen. It also enumerating the steps and showing video file at the end of this process,
has a central processing unit (CPU) a full worked solution. This could of but an interactive page that can
with the ability to run smartpen course be done with normal pen respond to user selection.
apps. The pen uses special pat- and paper, but this is where the The apps on the pen can be used to
terned paper which is available smartpen's additional features translate foreign languages (e.g.
separately (although it can write on shine. If, when writing the worked select French and then write ‘hello';
any paper, the patterned paper is solution to the problem, you ver- the pen will audibly say 'bonjour').
necessary to record handwriting). bally describe and explain your rea- More languages can be purchased
These factors combined allow some soning, the student viewer gets the from the publishers. Other innova-
surprisingly versatile uses. The main benefit of hearing and seeing your tive software apps for the pen have
marketed feature is the ability for a thought processes. Should they not included calculators, pianos (draw a
student to record a lecture, as it can understand a point the first time, piano and play simply by moving
record both the handwriting and they can easily rewind to hear the pen over the keys) and even dys-
the spoken word in the room when point again. In effect, the smartpen lexia tutoring apps.
in use. The smartpen can later play allows you to create screencasts (or The smartpens have come down in
back the audio being spoken at any ‘pencasts’) of your writing pad, price significantly, and are well
time during the lecture simply by without the need for a desktop or worth the relatively modest invest-
placing the pen on written notes. laptop computer to be used during ment, especially if you already tend
Although this would undoubtedly the recording; you simply write and to write out solutions to problems
be of use to a student, a more inter- speak. for students. Having PDF pencasts
esting usage scenario is that of us- The accompanying desktop soft- of your work allows you to populate
ing the LiveScribe as an eLearning ware can export the finished a VLE without always having to re-
sort to the usual slides.
Aiming for Excellence in Student Literacy - A Process for Independ-
ent Learning Gerard Ryder, Gillian Kerins, Robert Mohr
Regardless of the subject you are vide students with a basic
teaching, at the end of a semester it toolkit and a reflection-
always comes down to a number of based process to get them
quite basic questions: can the stu- started. Funding for the
dent accurately and professionally development of the online
describe the work they have done? tutorials, developed using
Can they write? Can they format Articulate Studio software,
their reports correctly and do they was provided by the Na-
take the feedback provided and tional Digital Learning Re-
seek to improve their performance? sources (NDLR). The
Some students do, but other stu- online resource is called REINVENT
dents find this harder. and has a number of units: REIN- Image: Screenshot of REINVENT
In an attempt to focus students on VENT your Grammar Skills; REIN- Online Tutorial
the need for improving their under- VENT your Writing Process Skills;
lying language and study skills, the REINVENT your Reading Skills and prove their skills. The tutorial is cur-
School of Engineering and ITT Dub- REINVENT your Note-Taking skills. rently being piloted by the Depart-
lin Library joined forces to develop Each unit presents the voices, in- ment of Mechanical Engineering at
a series of online tutorials that help sights and experiences of successful ITT Dublin and will be submitted to
students to improve these essential students and recognised experts in the NDLR repository by June 2012.
skills and also provide them with a the field, including Dr. Robert
process to do so. The tutorials pro- Mohr, to help new students im-
Volume 2 Issue 3 Page 10

11. EVENTS
NDLR Research Symposium 2012
Evaluating the Impact of digital resources in higher
education
Call for Submissions
Closing Date: 16th March 2012
NDLR Symposium 2012
Since 2009 the NDLR annual call for funding under the Learning Innovation Community Supported (LInCS) pro-
jects initiative has enabled and supported the development of innovative high quality teaching and learning digi-
tal resources. Over the last 12 months the number of users and downloads of resources from the repository has
increased in line with the number of quality resources being deposited in the NDLR repository. However, more
research needs to be done on how these resources are being used and reused and the impact they are having in
the classroom.
The NDLR would like to invite the academic community in Ireland to submit papers and presentations on the fol-
lowing themes:
· Faculty evaluation of digital resources in the classroom
o Innovative uses of digital resources in the classroom
o Institutional support of digital resource use
o Reuse or repurposing of resources
· Student evaluation of digital resources
o Student attitudes and perceptions of digital resources
o Do digital resources enhance the learning experience?
If your proposal is accepted you must be available to present your paper at the NDLR Symposium which is taking
place on the 26th of September 2012, venue TBA. Proceedings from the Symposium will be published along with
papers presented. We also intend to select some of the best papers for publication with an English academic pub-
lisher.
Key Dates:
Abstract (200- 500 words) 16th March 2012
Full Paper (4,000-5,000 words) 31st May 2012
NDLR Symposium Presentation (15 mins) 19th Sept 2012
DEADLINE SUBMISSION for Edulearn: 29th March 2012
Visit http://iated.org/edulearn12/announcement for more
www.lin.ie
details
Page 11 March 2012