Conference Speakers

Key-note Speaker: Professor Gareth Thomas

Gareth Thomas is Senior Pro-Vice-Chancellor at Coventry University, where his management responsibilities include the development of teaching and learning at undergraduate and postgraduate level, quality and standards, and staff development. He has a long-standing interest in releasing the creative potential of individuals to bring about change and has applied some of his ideas over a 5-year period in Coventry University, taking it to the forefront of on-line learning experimentation. He is the editor of Francothèque: A Resource for French Studies, the Open University's first incursion into distance-learning material for students of a foreign language, and joint author of the Multilingual Business Handbook. His main contribution to academic research lies in the field of Spanish politics and literature.

"Embedding Online Learning: Some Personal Observations on the Management of Change"
Abstract: Coventry University's Teaching and Learning Strategy has at its core WebCT-supported activity, and has moved rapidly from traditional delivery to online learning, enthusiastically supported by senior management as well as a Task Force of some forty individuals who accept collective responsibilty for driving forward the strategy and supporting each other and colleagues across the University. It is an experiment that has aroused international interest for the speed of change it has achieved. This keynote will address some of the lessons learned in this process, which others might apply.

Other Speakers.

Bell, Aiden
Boyle, Liam
Brady, Malcolm
Brown, Bob
Carroll, Valerie
Clarke, Eric D.
Collins, Paul
Conole, Gráinne
Cook, Jean
Corcoran, Grace
Doolittle, Peter E.
Doody, Pat
Duddy, Alan
Fawcett, S. Lyn
Fox, Seamus
Flanagan, Fergal
Garvey, Anne
Halm, Michael
Hill, Brian
Hoyle, Paul
Hunt, Máire
Kavanagh, Ita
Ladrido, Brian
Lillis, Deirdre
Mac Callum, Patricia
Mac Keogh, Kay
McCarthy, John
McClean, Brian
McCusker, Paul
McIntyre, Barry
McLaughlin, Bryan

Chris Martin
Molloy, David
Moriarty, Seaghan
Mulligan, Brian
Murnion, Phelim
O'Connell, Mike
O'Donnell, David
Passmore, David L.
Reid, Joe
Quinn, Sean E.
Sampey, Ciaran
Sue Sayce
Smith, Matt
Thomas, Gareth
Winterburn, Mike

Prof. Gráinne Conole (BSc, PhD, MRSC)

Gráinne Conole is Professor of Educational Innovation in Post-Compulsory Education at the University of Southampton, with research interests in the use, integration and evaluation of Information and Communication Technologies and e-learning and impact on organisational change. She was previously the Director of the Institute for Learning and Research Technology at the University of Bristol, a centre of excellence on the development and use of information and communication technology in education. She has extensive research, development and project management experience across the educational and technical domains; funding sources have included HEFCE, ESRC, EU and commercial sponsors). Before moving to Bristol in 1999, she held a senior position at the University of North London as head of technology-based learning, with institution-wide responsibility for recommending strategy and policy developments in the academic use of ICT. The post included the establishment and direction of a newly created Teaching and Learning Technology Centre, including ICT research and development activities.

"An overview of Virtual Learning Environments and implications for institutions"
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Máire Hunt

Máire Hunt In 1999 Hunt was appointed Chief Executive of Skillnets. Skillnets is a new body for enterprise-led training led by employers and trade unions and is funded by the Department of Enterprise, Trade and Employment. Skillnets launched an enterprise-led approach to work based training in 1999, with the piloting of the Training Networks Programme. To date 60 sectoral and regional training networks have been established involving 4000 companies throughout Ireland. She was also a member of the Government Lifelong Learning Task force sub group for workplace learning. Máire was previously National Director of the Plato Ireland Small Business Network. She has also held the position of Business Development Director of the South Dublin Chamber of Commerce, developing Irish and transnational strategic development initiatives for the small business sector. Máire has also been a consultant in performance benchmarking, business process re-engineering and human resource development. Máire holds a Masters in Business and is a qualified architect who has worked for several years in the construction industry in the USA.
"Learning Technologies and Current Irish Economic Challenges"
Abstract: Ireland is now facing new challenges in maintaining and improving competitiveness. New technologies can provide opportunities to attain our competitive up-skilling objectives but the challenges inherent in this need to be considered and understood. Almost full labour participation, new entrants to the workforce and the need to keep moving up the value chain of skills, gives rise to a totally new context for the Irish experience. This presentation will outline the short and medium term economic profile and labour market challenges emerging. It will illustrate how the key to increasing our 'effective' labour force rests on improving skills and introducing an ethos of lifelong learning throughout industry. A new partnership between education, training providers, certifiers and industry is vital. The need to speed up the cycle of innovation and adoption of new technology-enabled learning methodologies is essential. This will require a new awareness and new relationships between all stakeholders and collaborative models, which integrate a range of learning environments.
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Kay Mac Keogh, Seamus Fox
Kay Mac Keogh is a Senior Lecturer in Oscail - National Distance Education Centre, DCU with responsibility for the distance education BA programme. Her research interests include EU policies and open distance learning, eLearning pedagogy, tutor training and instructional design.
Seamus Fox is a Lecturer in Oscail - National Distance Education Centre, DCU with responsibility for Learning Technologies and Teaching. His research interests include the application of learning technologies to improve learning, assessment strategies, cost-effectiveness, and the relevance of learning theories in online teaching environments.
The Pedagogical and Cost Effective Development of Higher-Order Skills through eLearningAbstract: The aim of this paper is to present the outcome of research into the development of pedagogical and cost effective techniques for the teaching and learning of higher-order cognitive skills in an eLearning environment. Numerous claims have been made for the pedagogical benefits of eLearning including enhancing student-teacher interaction, promoting collaborative learning, facilitating reflection and developing higher-order skills. However, the pedagogical advantages of eLearning have rarely been subject to rigorous empirical evaluation. In addition, a number of researchers have indicated that eLearning is frequently more expensive to deliver than conventional teaching. In particular, attention has been drawn to the greater time input that is frequently required of teachers/tutors in eLearning environments. This seminar will report on a project which attempts to address a number of these issues. The focus of the research is on online pedagogical techniques, that is, the ways in which the online learning environment is used to deliver a particular learning experience. Two online pedagogical techniques which offer the potential of (a) enhancing student learning of higher-order cognitive skills and (b) minimising demands on tutor time were chosen for investigation. These techniques are peer tutoring and debate/resource based learning. The evaluation of the learning of higher-order skills was carried out by an analysis of the online contributions of students to identify evidence of higher-order learning. This evaluation suggests that, given the appropriate online pedagogical conditions, students will develop effective ways of conducting online discussions and display evidence of engaging in higher-order learning. The presentation will conclude with some reflections on this research and possible future directions.
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Seamus Fox
Seamus Fox is a Lecturer in Oscail - National Distance Education Centre, DCU with responsibility for Learning Technologies and Teaching. His research interests include the application of learning technologies to improve learning, assessment strategies, cost-effectiveness, and the relevance of learning theories in online teaching environments.
Arguments For and Against the Use of Learning Technologies: What do They Tell Us?Abstract: Many arguments have been made for and against the use of the new learning technologies in third-level education. This paper will take the form of a review of the six rationales put forward by Bates for using the new teaching and learning technologies in higher education. It will also review some of the arguments against using the new technologies - primarily those from Noble, Feenberg and the University of Illinois Faculty. These arguments will be placed in the context of the current pressures on the third-level sector. One of the main conclusions from the review of these arguments is that their implications are highly dependent on the context in which the learning technologies are implemented. The paper will end with an attempt to delineate some of more salient features of the educational context which indicate successful use of teaching and learning technologies.
The Pedagogical and Cost Effective Development of Higher-Order Skills through eLearningAbstract: The aim of this paper is to present the outcome of research into the development of pedagogical and cost effective techniques for the teaching and learning of higher-order cognitive skills in an eLearning environment. Numerous claims have been made for the pedagogical benefits of eLearning including enhancing student-teacher interaction, promoting collaborative learning, facilitating reflection and developing higher-order skills. However, the pedagogical advantages of eLearning have rarely been subject to rigorous empirical evaluation. In addition, a number of researchers have indicated that eLearning is frequently more expensive to deliver than conventional teaching. In particular, attention has been drawn to the greater time input that is frequently required of teachers/tutors in eLearning environments. This seminar will report on a project which attempts to address a number of these issues. The focus of the research is on online pedagogical techniques, that is, the ways in which the online learning environment is used to deliver a particular learning experience. Two online pedagogical techniques which offer the potential of (a) enhancing student learning of higher-order cognitive skills and (b) minimising demands on tutor time were chosen for investigation. These techniques are peer tutoring and debate/resource based learning. The evaluation of the learning of higher-order skills was carried out by an analysis of the online contributions of students to identify evidence of higher-order learning. This evaluation suggests that, given the appropriate online pedagogical conditions, students will develop effective ways of conducting online discussions and display evidence of engaging in higher-order learning. The presentation will conclude with some reflections on this research and possible future directions.
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David L. Passmore, Michael Halm
David L. Passmore Professor of Education, Mineral Engineering Management, & Operations Research Faculty Fellow, Center for Academic Computing Director, Multimedia Technology Group of Center for Educational Technology Services 122S Computer Building The Pennsylvania State University
 Michael Halm Senior Research Programmer and Manager of Special Projects Center for Education Technology Services 3F Thomas Building The Pennsylvania State University
The Reemergence of Peer-to-Peer Technologies To Support Innovative Educational Applications
Abstract: Peer-to-peer computing is the sharing of computer resources and services by direct exchange between systems (much as the early Internet was structured), rather than through client-server relationships. These resources and services include the exchange of information, processing cycles, cache storage, and disk storage for files. Peer-to-peer computing takes advantage of existing desktop computing power and networking connectivity, allowing economical clients to leverage their collective power to benefit the entire enterprise. Reviewed in this presentation is literature on concepts and applications of peer-to-peer computing which have potential for educational applications. A matrix of potential applications is provided. So far, the dominant uses of peer-to-peer technology include file sharing among desktop users, including such collaboration capabilities as instant messaging and chat. However, other possible uses include: (a) leverage of dormant PCs for running applications requiring heavy processing, such as video editing or mathematical computations, (b) movement of data closer to the point at which it is actually consumed, acting as a network caching mechanism, and (c) use of intelligent agents to act in the background on behalf of peer systems (e.g., identification of promising literature related to a research topic). Peer-to-peer technology's biggest return on investment for an organization probably is through better use of available computing resources and, in the case of collaboration, ease of use.

David L. Passmore, Brian Ladrido
David L. Passmore Professor of Education, Mineral Engineering Management, & Operations Research Faculty Fellow, Center for Academic Computing Director, Multimedia Technology Group of Center for Educational Technology Services 122S Computer Building The Pennsylvania State University
Brian Ladrido
Systems Engineer, Telecommunications & Networking Services, Penn State
 
VRVS videoconferencing system workshop
VRVS is a web oriented system for videoconferencing and collaborative work over IP networks. Using VRVS, people at different locations in the world can meet and participate in MBONE, H.323 or MPEG2 multipoint videoconferences. During the meetings, the participants can see/hear each other and make use of different collaborative tools (sharing their desktops, broadcast from any local application, participate in a chat, etc.). VRVS is a free service. Related URLs: http://www.vrvs.org http://www.uk.research.att.com/vnc/ ( VSVR uses VNC: Virtual Network Computing)
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Liam Boyle
NUI Galway.
An open learning MA using web-based technology
An overview of the approach adopted NUI, Galway's Open Learning Centre for the delivery of its open/distance learning MA in Adult Learning and Development. The Open Learning Centre has previous experience in the development and delivery of paper-based open learning programmes, but this is its first significant project using web-based delivery.
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Mike Winterburn, Ita Kavanagh
Limerick Institute of Technology
 Mike Winterburn has lectured at third level at the Limerick Instutute of Technology and the University of Limerick since 1996. He currently lectures in Multimedia and Computer Networks, but coming from a science background into IT he also has an interest in the physical sciences. His main area of research interest concerns the use of graphics and interactive animations in educational web based tutorials.
 Ita Kavanagh , Limerick Institute of Technology. Lecturer in programming and artificial intelligence at degree and postgraduate level. Ita has worked as an online tutor for the Open University. She has a particular interest in adult learners and works as an adult literacy tutor. Her other research interest is machine learning.
Interactivity in Physics Education Support
Abstract: In December 2000, the Irish government set up a task force to address concerns about the declining number of students opting to study the physical sciences in Irish schools and colleges. The Universities and Institutes of Technology in Ireland have suggested that the delivery of these courses is a factor in this crisis. Studies in America have shown that conventional instruction in Physics courses, at third level, is failing. A large survey of introductory Physics courses at third level found that courses that included elements of Interactive Engagement (IE) improved conceptual and problem-solving test results, well beyond traditional methods. It is clear that much software and e-learning initiatives have been technology-led rather that theory-led. Good examples of computer-based learning may be more to do with the imaginative flair of the developers than following good design guidelines and learning theory. This paper explores the effectiveness of including graphics and interactivity, to support student learning, compared to a pure text presentation, in an e-learning environment. A lesson based on the Simple pendulum, which might be part of an Introductory Physics course at third level, was developed. Interactivity was implemented by the use of Java applets or "Physlets". The Physlets were designed to give a simple interactive demonstration of one facet of a particular phenomenon related to the lesson. (A connected series of Physlets related to the lesson may allow the student to construct a more complete understanding of the overall process.) Qualitative analysis of the results supported the main hypothesis that adding graphics and interaction improves learning outcomes. Repetition of the tutorial produced higher scores in tests and students using the graphical version made significantly fewer errors in response to certain questions in tests than those using the text-based tutorial, indicating that graphics and interaction may help learning outcomes with certain concepts. This study took place with a limited sample group size. Future work will seek to re-examine the main hypothesis on a larger test set, and to classify the kinds of concepts that may be supported, by the addition of graphics and animation, in a lesson to improve learning outcomes.
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Mike O'Connell, Ita Kavanagh
Mike O'Connell , B.A., Higher Diploma in Ed., B.Sc(Hons), M.Sc. has worked as a tutor/lecturer in mathematics since 1987 and more recently computer applications and programming. He has always had an interest in mature students and especially helping them overcome difficulties they may have on entering third level education.
Ita Kavanagh , Limerick Institute of Technology. Lecturer in programming and artificial intelligence at degree and postgraduate level. Ita has worked as an online tutor for the Open University. She has a particular interest in adult learners and works as an adult literacy tutor. Her other research interest is machine learning.
The use of On-line Support in Mathematics for Adult Learners entering Third Level Education.
Abstract: A recent Economic and Social Research Institute (ESRI) report claims that third level colleges in Ireland will face a very significant decline in student numbers over the next fifteen years. The number of people aged between 15 and 24 will fall from 660,000 in 2001 to 530,000 in 2016. This drop of almost 20% in Ireland will pose a serious challenge to third level colleges to maintain student numbers and courses. Third level institutions will hope to replace falling school-leaver numbers with adult learners. Mathematics has for a long time been a subject that creates difficulty for adult learners entering third level education. This paper considers the learning difficulties faced by adult learners entering third level education in the area of mathematics. The work presented here addresses these difficulties and goes on to develop an on-line mathematics support application to assist the adult learner entering third level education. For adult learners accessing higher education, the problem of mathematics "underpreparedness" will be analysed and possible solutions identified. The responsibility is placed on educators to investigate the learning effectiveness of any new innovation in education, technological or otherwise. The author demonstrates how educators may avail of the Internet as a new learning and teaching environment.
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Dr. Anne Garvey
Dr. Anne Garvey is a lecturer in the area of applied psychology / behavioural science, and also supervises post-graduate students. Her experience also includes several years as an Associate lecturer with the Open University, tutoring in the area of 'Child Development' and 'Educational Research Methodology'
Now that we have the Learning Resource Centre how do students benefit from it?
This presentation will address two separate issues. Firstly it is intended to examine how to promote cognitive development and the implications of this in the use of educational technology. For this purpose reference will be made to the ideas of Piaget, Vygotsky, Bruner, Margaret Donaldson and others. It will be argued that cognitive development depends on the student having access to the support of a more competent 'mentor', whether this is provided in a face-to-face situation or at a distance. Secondly the findings of a survey of IT Carlow students on their use of the Learning Resource Centre (LRC) will be presented and discussed. The objective of the survey is to explore whether the educational technology currently available provides our students with the skills necessary to be 'independent learners'. Finally, given the current support systems within Institutes of Technology it is unlikely that the provision of adequate educational experiences through the use of 'technology' will be available in the immediate future.
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Dr Brian Hill
North East Institute of Further and Higher Education
Brian is Head of Centre of Excellence and Principal Lecturer in Manufacturing Engineering. His research interests include Computer Aided Design Development ,Wire Frame and Solid Modelling Techniques, Finite Element Analysis Development and Distance Learning Applications
Remote High-tech Distance Learning Vocational 'Porridge'
Abstract: Times have moved on since Ronnie Barker's portrayal of life behind bars, but many still say prisoners should be left to contemplate their actions whilst inside. This doesn't address the issue, however, of affording inmates a chance to retrain and then use those skills to earn a living once released. Without skills the crime cycle often starts again. Prisons recognise this and want to train inmates in new transferable skills but often find difficulty in employing teachers. One forward-thinking prison asked our Institute to provide vocational training in Computer Aided Draughting and Design using AutoCAD. There was one barrier - the prison was 70 miles away. Our CAD Team developed a high-tech solution - a virtual classroom allowing audio, video and data to be transferred via ISDN lines, ensuring a tutor is 'present' in the prison classroom. Each student has a CAD Workstation equipped with a Coursemaster module, audio headset and video camera. The tutor talks to individual students or the entire group, projects his face onto the student's screen, or sees any reaction from the student on his own monitor just like any classroom environment. Students ask/answer any questions and get instant help with any problem. The application-sharing system allows the lecturer to demonstrate key principles on one PC, whilst sharing this with all the class. By bringing the student's screen onto his monitor, he can annotate/correct their drawings, take over their keyboard and mouse or 'zap' their screens, blacking them out entirely allowing discipline to be maintained. Over the last three years twenty-one students have gained a nationally recognised vocational CAD qualification. We are currently training a fourth batch while also trying to develop and implement a new system. The programme has certainly afforded inmates an opportunity to learn a skill that will benefit them and hopefully keep them on the straight and narrow. Mr Mackay will be turning in his grave!
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Valerie Carroll
M.S. Computing and Education, Teachers College, Columbia University
Valerie is an instructional developer for the Centre for Learning Technology at Trinity College Dublin, a joint initiative involving College Academics, Staff Development Office and Information Systems Services (Computer Information Services). Rather than reporting to Computing Services or the Staff Development office, the Centre is directly answerable to the chief academic officer of the college. This structure ensures that the Centre is part of the mainstream teaching and learning structure of the university as well as being linked into Computing Services or a broader Staff Development initiative and College administration. The Centre is responsible for supporting academic staff instigating & developing innovations in teaching and learning with Information and Communication Technology. The Centre's objectives are to support e-learning across College by:
1. supporting numerous (six monthly) e-learning projects in all departments;
2. providing consultancy services for e-learning initiatives in TCD courses; and
3. hosting seminars, workshops and courses in e-learning pedagogy & technical skills.
Prior to coming to Trinity, Valerie worked for the Education Leadership Institute at Teachers College, Columbia University and served on an expert panel to develop national technology standards for school administrators.
The Centre for Learning Technology (CLT) at Trinity College
Abstract: Although the potential exists to transform higher education through the impact of technology founded on pedagogy, many attempts have met with mixed success because of the fundamental premise that academics have to be intimately involved with the selection and control of their course. The "control issue" argument that is being presented here is that the key to successful integration of digital technologies into the curriculum is through empowering the academics themselves rather than provide some turnkey development service. Research-led universities will need to begin developing strategies for the use of technology to enhance teaching and learning, and scholarly activities as they are poised to be at the forefront of this transformation (Boyer Commission, 1998). This paper describes the challenges faced in Trinity College Dublin, a research-led institution and highlights the experience over three years of target initiatives in a research led university.
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Bob Brown
Lecturer in Practice Development and Nursing / Nursing Practice Development Facilitator University of Ulster / Newry and Mourne HSST.
Developing nursing practice through work-based e-Learning
Abstract: In September 2000 a survey of nurses in the Newry and Mourne area indicated that few have the skills required to use a computer, access the internet, apply research findings into practice or base their decision making on sound evidence. To help overcome this a range of e-Learning opportunities were developed and implemented within the hospital and community area to enable nurses to access educational technologies within their place of work, or at home. The project has been so successful that a growing number of Trusts in Northern Ireland are now accessing the courses, as well as in Dublin. This paper will provide delegates with insight into this project, an overview of student feedback and progress and ways in which the technology is being used to improve nursing practice.
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Eric. D. Clarke
Department of Anatomy Royal College of Surgeons in Ireland
Compulsory ownership of laptop computers in a medical school, 8 years on.
Abstract: The Royal College of Surgeons in Ireland (RCSI) operates a compulsory laptop scheme for medical undergraduates, with over 1000 Macintosh computers distributed to date. The implementation and support of the scheme has raised many challenges both pedagogical and technical. The laptop scheme stimulated changes in attitudes to computers in education amongst academic staff and students alike. There were also technical issues to be addressed including hardware redundancy, network infrastructure and support services. Analysis of the laptop scheme has resulted in a restructuring of the computer skills course, refinement of the support services and redevelopment of the intranet site.
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Deirdre Lillis, Paul Collins
Deirdre Lillis Deirdre Lillis is currently MIS Project Manager in the Institute of Technology, Tralee, a pilot site for the implementation of the An Cheim Student system. She is currently on secondment from the IT Manager position, having previously spent four years as a lecturer in the Computing Department of IT Tralee.
Paul Collins Paul Collins is currently on secondment as the Web Development workstream leader in the MIS Project team in IT Tralee. Paul is a lecturer in the Computing Department of the Institute.
Meeting Strategic Objectives: Implications of An Cheim for the Teaching and Learning environments in the Irish Institutes of Technology.
Abstract:- An Cheim is the name of the management information system developed for the Institutes of Technology in Ireland. An Cheim, the Irish for Degree or Step stands for "Collaborative Higher Education Management" and encompasses the management of student, library, finance, payroll and personnel information. An Cheim also allows students and staff to access relevant information via the Web, in effect creating a self-service, one-stop-shop information portal. The An Cheim project is based on the principle that the "whole is greater than the sum of the parts" and is a example of how a combined approach to sharing knowledge, expertise and resources can result in an improved way of doing business for all concerned. This presentation covers the experiences of IT Tralee as a pilot site in implementing the An Cheim system, how An Cheim enables the Institute to meet its strategic objectives, and the implications of the system for the teaching and learning environment of the Institute.
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Mr S Lyn Fawcett
A graduate of Surrey and Ulster, Fellow of the Hotel Catering and Institutional Management Association, Senior Lecturer in Hospitality and Tourism Management at the University of Ulster in Northern Ireland. Early years working in the industry at a variety of levels before becoming a full time educator and part time consultant. Twenty years experience of teaching Hospitality and Tourism Management at UG and PG levels. Current research interests are Quality Assurance in the Agri Tourism Product and Enhancing the Student Learning Experience through innovation in the curriculum, which has been disseminated through international conference presentation, and over 75 refereed publications.
WHY CAN'T ACCOUNTS BE FUN? Making Learning Fun to Enhance The Development Of Hospitality Accountancy Skills Using Computer Simulation Gaming
Abstract: The presentation begins by examining the dissonance, which exists between the learning outcomes of hospitality education and the skills needs of the industry. Next the presentation considers the competence of managers in handling numerical data and the problems that many managers have with accounting. Following this introduction the paper describes a computer based management game and evaluates it as an approach for the development of practising managers and students with particular emphasis on developing data handling and accountancy skills within higher education and in-house management training.
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Barry McIntyre
Dun Laoghaire Institute of Art, Design and Technology( IADT-DL ). Barry McIntyre MBA, BComm, MMII (Grad.), Dip. Advtg. NC (Business Studies), is currently Acting Head of Department of Business and Enterprise at the Dun Laoghaoire Institute of Art, Design and Technology (IADT-DL) having previously been a lecturer in Marketing in the National College of Ireland. He worked in industry in senior management positions with CIE, RNAN and the Irish Press Group. He is an external examiner with HETAC and his research interests include e-course management and marketing communications in Ireland. He recently completed a case study on Telecom Eireann's IPO which will be published by The Marketing Institute of Ireland.
Keeping part-time time students motivated with a web based resource
Communication and course management tools, course information live, research sources, contact details, lecture handout, assignments, grading, discussions, chat room, group pages, storage of files, external links without the need for IT input or support
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Joe Reid
Belfast Institute
Enabling Technology - Creating a Level Playing Field
This presentation will take a Case Study approach to highlighting the role that enabling technology has to play in supporting students with a disability and/or learning difficulty progress through Mainstream Further Education Courses.
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Paul Hoyle and Patricia MacCallum
Belfast Institute
Paul Hoyle is a Lecturer in the Department of Creative and Health Studies and teaches vocational science to a range of courses including trichology, complimentary health and beauty therapy. He is seconded to the Department of Learning and Teaching Resources for half his timetable as I.C.T. and Curriculum Development Co-ordinator with the role of developing the integration of I.C.T. in the curriculum
Patricia MacCallum is a lecturer in the Department of Hospitality Leisure and Tourism teaching hospitality management to a range of voacational courses. She is also seconded for half her timetable as I.C.T. and Curriculum Development Co-ordinator
Blackboard as a Learning Tool
Paul Hoyle and Patricia MacCallum from the Department of Learning and Teaching Resources in the Belfast Institute of Further and Higher Education were responsible for the management of the S.M.I.L.E. (Successful Management of Independent Learning Environments) European project part funded by Leonardo. This project focused on supporting students in self-study environments such as resource centres and providing real life vocational activities through the application of appropriate information and communications technology. This presentation focuses on one particular activity we termed the 'Dutch Lunch', where a group of hospitality students in B.I.F.H.E. were linked to a similar group in Koning Willem 1 College in the Netherlands. The task was quite simple- the Dutch students had to instruct the Irish students on how to prepare and present a Dutch meal while the Irish students had to instruct their Dutch partners how to do the same with an Irish meal. The Blackboard managed learning environment was used to structure and monitor the project and as the basic communication tool. Video conferencing was also involved. The students in both colleges were heavily vocationally orientated and had resisted attending traditional classes in I.C.T. and communication skills. This project developed I.C.T. and communication skills through this innovative vocational activity. During the activity we identified the desirable qualities of an m.l.e. and evaluated Blackboard, comparing it with experiences of other m.l.e.s within the European partnership. B.I.F.H.E. has since bought Blackboard as our m.l.e. and is in the process of rolling it out across departments.
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Sean E. Quinn
Lecturer in Law, Letterkenny Institute of Technology. Author of: Statutes Revised on Commercial Law, and Criminal Law in Ireland, Plus three books on genealogy (Trace Your Irish Ancestors, An introduction to Irish Ancestry, and Surnames in Ireland). Websites include: www.Irish-Law.com, www.LyitLaw.com, www.IrelandEU.info, www.IrishAncestors.net, www.IrishSurnames.net, and www.QuinnSurname.com .
Lyit, Law, The Internet, and I.
Background to the development of my law sites, ongoing developments and a practical presentation of www.Irish-Law.com and www.LyitLaw.com.
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Malcolm Brady
Malcolm Brady is a lecturer in Dublin City University Business School and lectures in strategic management and business process innovation. He is currently director of the MSc in Electronic Commerce (Business stream) programme that is jointly delivered with the School of Computer Applications. Prior to taking up a lecturer position he worked as an information technology consultant in the financial services and utility industries. Malcolm began his career as a civil engineer and worked for many years on gas, water and sewerage systems design and implementation projects.
Corporate alliances in elearning: a program director's perspective
This talk will focus on the practicalities of corporate sponsorship of a programme where that sponsorship takes the form of provision of supplementary elearning materials for student use. The perspective taken is that of programme director rather than programme participant and as such the talk will deal moreso with managerial issues than with user issues. The talk is based on the presenter's practical experience of managing the programme and liaising with the corporate sponsor.'This talk will focus on the practicalities of corporate sponsorship of a programme where that sponsorship takes the form of provision of supplementary elearning materials for student use. The perspective taken is that of programme director rather than programme participant and as such the talk will deal moreso with managerial issues than with user issues. The talk is based on the presenter's practical experience of managing the programme and liaising with the corporate sponsor.
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Dr Matt Smith.
Lecturer in Computing, School of Informatics and Engineering, Institute of Technology, Blanchardstown, Ireland. Matt Smith has been involved in computer supported learning since his PhD work in computer-aided melody analysis and composition in the early 1990s. He is interested in the development of interactive, multimedia software systems to support learning and problem solving. Previous projects have included educational software evaluation contracts for the UK's Open University, authored computer supported learning software for sports psychology students at King Alfred's College, Winchester, UK. He is currently working with researchers at University College London and Middlesex University on software 'toolkits' to support teachers wishing to design learning programmes that involve elements of dialogue-based learning (such as courts of law simulations and Socratic dialogues).
Direct Manipulation and Multimedia Interfaces - examples of exploratory learning enviroments in the domains of (A) simple musical harmony and (B) the mathematical representation of computer graphical transformations
Abstract: "Hands-on" exploration of learning concepts in multimedia computer environments enables students to learn concepts through an interactive _process_ of exploration and problem solving. Two examples of such environments will be presented to demonstrate such environments for very different learning domains, both implemented in Java. (A) The first, "Pitch Spheres" is a novel computer tool for exploring simple harmony (intervals, scales, chord progressions) that is a reification of an novel mathematical representation of harmony publshed some years ago. (B) The second, "LEG01 - Learning Envirnoment for Graphics number 1" is an interactive tool written for second year university computer graphics students allowing them to send messages to a graphical object to transform the object (such as rotation, scaling, shearing etc.) - the messages can be sent through clicking buttons and providing parameters, or through manipulation of an on-screen 3x3 matrix, where parsed parameters (floating point numbers and trigonometric expressions) can be entered directly. Students can learn the matrices corresponding to the transformations since as well as applying transformations when the button/parameter interaction is used, the on screen matrix is updated to show the state of the matrix created by the button actions to transform the object.
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Grace Corcoran
Lecturer, Institute of Technology Sligo.
Grace is a lecturer in mathematics and computing in the School of Engineering in Institute of Technology Sligo. She has used Computer Assisted Assessment (CAA) software for many years and has recently carried out research into the integrated use of web pages, multimedia, courseware and CAA in teaching mathematics to engineering students.
Use of CALMAT mathematics courseware for first year engineering students.
The standard of mathematics has long been regarded as a problem for engineering students, particularly in technician courses. This presentation will describe work done to facilitate access to e-learning materials, including CALMAT courseware, for first year civil engineering technicians.
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Aiden Bell
Lecturer Computer Applications, Institute of Technology, Sligo
Maths Safari - Trekking through the Jungle of Internet Math Teaching Resources- Recounting the experience of one practicing Lecture using the Internet as a source of teaching material on a college level first course in mathematics
Abstract: This paper recounts the practical experience of one lecturer teaching Mathmatics to a group of adult learners participating on the Accelerated Techncian Training program in the Institute of Technology Sligo. Results of a student survey will be presented which details the respone of adult learners to the experience of using web based teaching resources. Examples of web based math resources will be presented and a critique of some sites given. A demonstration of the EXPLOREMATHS.COM learning environment as used on the Maths course for the National Certificate in Information Technology Support will be given.
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Phelim Murnion
Phelim Murnion is a lecturer in Information Systems at Galway-Mayo Institute of Technology. His main research interest is the application of knowledge-based theories, systems and tools in learning and teaching.
An Intelligent, Personalised Computer-Aided Assessment System
Abstract: Computer-Aided Assessment (CAA) is a relatively mature technology in the field of educational technology. However one of its main flaws is that the standard method of presenting and correcting objective tests provides feedback to learner and teacher at a very low cognitive level. Two developments in Information technology offer an opportunity for improvement. Intelligent Tutoring Systems (ITS) are designed around the premise that computer systems involved in a cognitively complex task such as student learning should incorporate Artificial intelligence (AI) techniques. Personalisation technologies are designed around the premise that computer systems (typically on the web) should be able to customise themselves to individual users. This paper presents a framework and a prototype, based on a traditional CAA platform, which incorporates both concepts into an adaptive assessment system. In addition to the standard CAA test item database, the framework incorporates a knowledge base of the subject and a profile of individual learners. An Intelligent Assistant, using standard AI techniques (incorporating Bayesian reasoning) generates individualised tests for learners based on their current knowledge and recommends interventions for further learning. (This paper is a change from the printed flyer)
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Ciaran Sampey IT Manager, UniqueLearning
Dr. Pat Doody Department of Mathematics and Computing, School of Science Institute of Technology Tralee
Paul McCusker Letterkenny Institute of Technology
David O'Donnell The Intellectual Capital Research Institute of Ireland
Synchronous/Asynchronous e-Learning Delivery
Abstract: This paper will outline the key points of an Enterprise Ireland sponsored Innovation Partnerships research project. This collaborative project between Tralee and Letterkenny Institutes of Technology, and UniqueLearning aims to deliver an e-learning delivery solution to both low bandwidth areas and institutions such as ITs. By linking two technologies, StreamMaker™ and Web4M™, to which UniqueLearning have exclusive European rights, the aim is to create an enhanced e-content delivery process within which many of the advantages of synchronous and asynchronous communications are maintained. These two specific technologies have not previously been combined, anywhere.
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David Molloy
Mr. David Molloy, B.Eng, MIEI graduated from the School of Electronic Engineering, Dublin City University in 1996. In September 1997, he was a founding member of the Innovative Teaching Group (ITG), which was established to advance the use of web facilities for the communication of course material. During 1999-2000 he worked as a Software Engineer for Twelve Horses, a prominant ePrinting Company. Since September 2000, he has once again worked in Dublin City University as an Analyst Programmer and director of the RACeE Programme. He is currently undertaking research in the area of web-based teaching and will be jointly establishing the "Virtual Communities Group" in early summer 2002.
RACeE: Remote Teaching Experiences
Abstract: The School of Electronic Engineering at DCU, has been offering a postgraduate programme entitled "Remote Access to Continuing Engineering Education (RACeE)" since 1997. This programme enables students to access career relevant high-level courses via the Internet. This presentation will share our experiences with this online programme, some of the difficulties encountered and our intentions for the future. Additionally, a short introduction will be given into the technologies which are being used both in maintaining and deploying the programmes.
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Bryan McLaughlin and Brian McClean.
Bryan McLaughlin is Head of Faculty of Science and Technology at Upper Bann Institute. He leads the Senior Management Team in developing the Institute's ILT strategy. He is involved with a number of groups in developing Further and Higher Education in Northern Ireland.
Brian McClean is ICT Manager at Upper Bann with responsibility for all the IT systems. He has helped develop and deploy a MLE/VLE in the Institute. Abstract: Upper Bann Institute is a medium sized college of Further and Higher education with campuses in Portadown, Banbridge and Lurgan, and a number of outreach centres in local communities.
ILT at Upper Bann Institute, strategy and practice.
This presentation looks at the ILT strategy of the Institute and the experiences of implementing and deploying a MLE/VLE. The strategy provides a framework and sets targets within which staff can develop systems and skills to provide a new environment for learning. In August 2001, the Institute formed a partnership with a local company ( ITCampus ) with the express aim of deploying an MLE/VLE. A pilot system was up and running in September. This system was reviewed and redesigned at Christmas with a new version rolled out for Easter 2002. The presentation will elaborate the pitfalls, recovery, strenghts and weaknesses of the system.
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Brian Mulligan
Brian Mulligan is a lecturer in Engineering Computing at Institute of Technology Sligo and has acted as Educational Technology Officer there from 1998 until 2001. He was the organiser of EdTech2000 and EdTech2001 and is Chairperson of the Irish Learning Technology Association. He is now working on making an add-on degree in IT Sligo available as an Internet supported distance learning course.
Technology Issues effecting the Deployment of e-Learning Materials
This presentation, aimed at educators just beginning to get involved in e-learning, will outline some of the issues involved in facilitating access to various types of e-learning materials including web pages, Word documents, PowerPoint presentations, multiple choice tests, CBT courseware and multi-media materials. It will deal with (i) methods of creating and making materials available. (ii) the difficulties of ensuring student access and (iii) the difficulties involved in collecting information about student activities.
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Creating simple interactive web pages for teaching using JavaScript
This presentation will show non-programmers how they can add some interactivity to web pages by learning some elementary programming tricks. (This is a backup presentation in case of cancellations)

Peter E. Doolittle
Peter E. Doolittle is an Assistant Professor of Educational Psychology in the Department of Teaching and Learning at Virginia Polytechnic Institute and State University in Blacksburg, Virginia. He is involved in teaching various graduate and undergraduate educational psychology courses both in the classroom and online. He is the recipient of the Phi Delta Kappa Innovative Teacher Award and Teacher-As-Researcher Award for his work in distance education as well as an Institute for Distance and Distributed Learning Fellow. Currently, his professional focus involves the synthesis of educational psychology and Internet technology for the delivery of pedagogically sound instruction at a distance.
Online Teaching and Learning Strategies
This workshop/presentation would focus on linking what is known about the teaching and learning processes with online instruction, focusing on the demonstration and use of specific online strategies. This workshop/presentation would involve (a) a series of experiments designed to elucidate the learning process, (b) the creation and explanation of sound general pedagogy based the learning process, and (c) a demonstration and delineation of specific online teaching strategies that are in alignment with the aforementioned learning processes and general pedagogy.
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Alan Duddy
Alan Duddy has worked for textHELP! Systems Ltd for two years as a marketing executive. He has experience in the teaching and training of assistive technology to colleges and universities throughout N. Ireland.
WordSmith: an assistive toolbar for use within Microsoft Word 97/2000/XP
Abstract : WordSmith v2.0. is an additional toolbar for MS Word 97/2000/XP. It combines the functionality of Word with the literacy support synonymous with textHELP! products. WordSmith incorporates scanning, speech, spelling, homophone support, word prediction, thesaurus, word wizard, pronunciation and BrowseAloud, an add-in for Internet Explorer allows web pages to be read with highlighting in-page. URL:www.texthelp.com
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Seaghan Moriarty, Fergal Flanagan
Seaghan Moriarty works as a developer and consultant for education-related communties. One example is his work is as web manager at INTO where he is responsible for the development of their online community. Part of this community development has been webcasting of all major conferences throughout each year since 1999.
Fergal Flanagan is Information Technology Manager at the Institute of Technology Carlow
Live and Archived Video Streaming using RealMedia
Abstract : This demonstration/tutorial will focus on the most commonly used and most basic implementation of streaming audio/video. The session will demonstrate how to take an audio and video signal from, for example, a camera, and broadcast the signal live via the internet thereby making it accessible for live viewing. This will also demonstrate how the video files can be archived for subsequent on-demand viewing.
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John McCarthy
Institute of Technology Blanchardstown
John McCarthy lectures in Spanish & Interactive Multimedia in the Institute of Technology Blanchardstown. He has also worked as modern language advisor in Institiuid Teangeolaiochta Eireann and with the National Council for Curriculum. He is a member of the Royal Irish Academy's Commission for the teaching of moden languages.
Designing for Independent Learning
This presentation/workshop describes the design, development and evaluation of a software teaching/learning program from both the pedagogical and technical perspectives. It will demonstrate how the types of tools independent learners need and a learning environment that supports hypotheses formation and testing can be built in Authorware. While authoring tools like Authorware etc. provide a range of functionality for interactive activities they nonetheless pose a challenge to the educational designer to produce a learning package consistent with learning theory. The presentation element will also describe how Authorware can be used for assessment purposes using database connectivity as well as how dynamic structures can be developed using efficient code practices. While the example used is based on a program for second language learners the content is relevant to other curriculum areas. Participants in the workshop will have an opportunity to use Authorware to develop small interactive programs.
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Jean Cook
Glasgow Caledonian University
Jean Cook is a senior lecturer in the Mathematics Department of Glasgow Caledonian University. She has wide experience of teaching in schools, colleges and universities. and has s been using technology to support teaching since the early eighties. .Since 1985 she has been the director of The CALMAT Project which produces interactive mathematics courseware.
Workshop: Different ways of using CALMAT to support Learning
The workshop will explore ways in which CALMAT software has been used with students. CALMAT is a very comprehensive system of courseware and includes content applicable to students from the age of about 14 upwards. It has been used very successfully as the only delivery tool in pre-registration summer schools and access courses and, to support and drive the learning in a variety of other courses. The workshop will be a hands-on investigation into what the software has to offer to lecturers and their students.
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Sue Sayce
WebCT Champion,Elearning and Education Consultant
Formerly a Senior Lecturer in Management, Marketing and IT, Sue has been working with Education Technology for the last 7 years in industry and education. Her role in industry was as Head of IT Education at P&O Cruises Ltd where she set up Technology Learning Centres at various Head Office sites and on board the cruise ships. She went freelance in October 1999 and has since been designing Elearning, delivering Elearning as an online tutor, and at the University of Portsmouth teaching academic staff the technology and pedagogy of using Elearning tools alongside managing the University's WebCT Elearning environment and is now currently a WebCT Champion in the UK. Sue also works closely with the Chartered Institute of Marketing in designing and delivering online assessment. Sue is an active member of the Chartered Institute of Marketing and Chartered Management Institute where she also carries out various moderating and verifying roles.
Getting Started with WebCT
This workshop will give an overview of the most common tools available within WebCT and will allow delegates to start designing their own WebCT course and populating this with the tools of their choice
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 Blackboard Workshop
Carl O’Keefe Blackboard Inc and Arthur Loughran, Senior Lecturer Centre for Learning and Teaching University of Paisley
Carl O’Keefe is the Regional Manager for Blackboard in Ireland and the UK and has been with Blackboard for 18 months – growing the customer base to 120 customers in Ireland and the UK. Prior to Blackboard Carl was a publisher for McGraw-Hill, and worked with Blackboard to deliver McGraw-Hill content into Blackboard via course cartridges. Before joining McGraw-Hill, Carl was a Politics lecturer at Liverpool University for 2 years.

Carl will give an insight into the current Product Positioning of the Blackboard E-Education Suite. This will be from both a user perspective and a technical perspective – covering issues such as Ease of Use, Blackboard eco-system in Ireland and the UK, integration to Student Information Systems (especially SCT) and single sign on authentication. Carl will also talk about the Blackboard Building Blocks programme , which is the ability to integrate third party applications into Blackboard – whether they be homegrown or commercial. Examples of this include Question Mark and Blackboard to Go – the ability to download your Bb courses onto an Ipac/Palm which will be demonstrated.
Arthur will then give a presentation of the Blackboard software and show how this is being used at the University of Paisley.
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Chris Martin
iT Campus
Management and integration of e-learning technology
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IT Carlow Staff
Technological Solutions supporting the Learning Resource Centre, IT Carlow
The workshop will demonstrate the deployment of the following technologies at IT Carlow's Learning Reource Centre.
1. Multi-media support for presentations/lectures.
2. Delivering broadband video services to the desktop.
3. Information dispersal with integrated messaging system.
4. The Smartcard solution to the problem of printing.
5. Accessing digitised resources via the MILLENNIUM Library System.
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