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  • 1.
    Buckley, Jeffrey
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Canty, Donal
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Spatial working memory in mental rotations: A case for exploring neural efficiency and cognitive strategies2018Conference paper (Refereed)
  • 2.
    Buckley, Jeffrey
    et al.
    KTH, School of Industrial Engineering and Management (ITM). Athlone Institute of Technology.
    Canty, Donal
    University of Limerick.
    White, David
    University of Limerick.
    Seery, Niall
    Athlone Institute of Technology.
    Campbell, Mark
    University of Limerick.
    Spatial working memory and neural efficiency in mental rotations: An insight from pupillometry2018In: Engineering Design Graphics Journal, ISSN 1949-9167, Vol. 82, no 3, p. 20-32Article in journal (Refereed)
    Abstract [en]

    Spatial ability, particularly the cognitive capacity for mental rotations, is a critical component of human cognition. Proficiency with mental rotation tasks is linked with educational performance in various Sci¬ence, Technology, Engineering, and Mathematics (STEM) disciplines, and with more general tasks such as real world wayfinding. Spatial working memory (SWM) is posited as a fundamental psychological con¬struct associated with mental rotation ability. Through the adoption of pupillometry, this study aspired to investigate the potential role of SWM within mental rotation performance. The results of this study unex¬pectedly illustrated that mental effort decreased as item difficulty increased. It is posited that learning may have occurred during the initial easier tasks facilitating an increased efficiency in cognitive processing associated with SWM storage during the more difficult mental rotations tasks.

  • 3.
    Buckley, Jeffrey
    et al.
    KTH, School of Industrial Engineering and Management (ITM).
    O'Connor, Adrian
    University of Limerick.
    Seery, Niall
    KTH, School of Industrial Engineering and Management (ITM).
    Hyland, Tomás
    University of Limerick.
    Canty, Donal
    University of Limerick.
    Implicit theories of intelligence in STEM education: Perspectives through the lens of technology education students2019In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 29, no 1, p. 75-106Article in journal (Refereed)
    Abstract [en]

    The educational significance of eliciting students' implicit theories of intelligence is well established with the majority of this work focussing on theories regarding entity and incremental beliefs. However, a second paradigm exists in the prototypical nature of intelligence for which to view implicit theories. This study purports to instigate an investigation into students' beliefs concerning intellectual behaviours through the lens of prototypical definitions within STEM education. To achieve this, the methodology designed by Sternberg et al. (J Pers Soc Psychol 41(1):37-55, 1981) was adopted with surveys being administered to students of technology education requiring participants to describe characteristics of intelligent behaviour. A factor analytic approach including exploratory factor analysis, confirmatory factor analysis and structural equation modelling was taken in analysing the data to determine the underlying constructs which the participants viewed as critical in their definition of intelligence. The findings of this study illustrate that students of technology education perceive intelligence to be multifaceted, comprising of three factors including social, general and technological competences. Implications for educational practice are discussed relative to these findings. While initially this study focuses on the domain of technology education, a mandate for further work in other disciplines is discussed.

  • 4.
    Buckley, Jeffrey
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Phelan, Joseph
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Canty, Donal
    Assessing visual perception in virtual reality environments2016Conference paper (Refereed)
  • 5.
    Buckley, Jeffrey
    et al.
    KTH, School of Industrial Engineering and Management (ITM).
    Seery, Niall
    KTH, School of Industrial Engineering and Management (ITM). Athlone Institute of Technology, Athlone, Ireland.
    Canty, Donal
    University of Limerick.
    A heuristic framework of spatial ability: A review and synthesis of spatial factor literature to support its translation into STEM education2018In: Educational psychology review, ISSN 1040-726X, E-ISSN 1573-336X, Vol. 30, no 3, p. 947-972Article in journal (Refereed)
    Abstract [en]

    An abundance of empirical evidence exists identifying a significant correlation between spatial ability and educational performance particularly in science, technology, engineering and mathematics (STEM). Despite this evidence, a causal explanation has yet to be identified. Pertinent research illustrates that spatial ability can be developed and that doing so has positive educational effects. However, contention exists within the relevant literature concerning the explicit definition for spatial ability. There is therefore a need to define spatial ability relative to empirical evidence which in this circumstance relates to its factor structure. Substantial empirical evidence supports the existence of unique spatial factors not represented in modern frameworks. Further understanding such factors can support the development of educational interventions to increase their efficacy and related effects in STEM education. It may also lead to the identification of why spatial ability has such a significant impact on STEM educational achievement as examining more factors in practice can help in deducing which are most important. In light of this, a synthesis of the spatial factors offered within existing frameworks with those suggested within contemporary studies is presented to guide further investigation and the translation of spatial ability research to further enhance learning in STEM education.

  • 6.
    Buckley, Jeffrey
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Canty, Donal
    An exploratory analysis into the relationships between spatial factors, domain-free general capacities and general fluid intelligence2017Conference paper (Refereed)
  • 7.
    Buckley, Jeffrey
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Canty, Donal
    Examining the components of fluid intelligence: Implications for STEM education2018In: , 2018Conference paper (Refereed)
  • 8.
    Buckley, Jeffrey
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning. Athlone Institute of TechnologyCo. WestmeathIreland.
    Canty, Donal
    Heuristics and CAD modelling: An examination of student behaviour during problem solving episodes within CAD modelling activities2017In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Article in journal (Refereed)
    Abstract [en]

    Design activities typically involve and culminate in the creation of models representative of new ideas and conceptions. The format is often dictated by the specific discipline, with ideas in design and technology education regularly being externalised through the use of computer aided design (CAD). This paper focusses on the realisation stage of a design process, specifically when conceptual ideas are being externalised through CAD. Acknowledging students as novices or quasi-experts with regards to their levels of technical expertise and recognising the limitations in the cognitive capacities of humans suggests merit in investigating problem solving strategies through the lens of heuristics. A comparative study was employed between two distinct CAD systems to examine students modelling behaviour. Considering the situational context of the problems encountered and the bounded rationality which the students are operating within, a number of insights are generated from the findings which are of importance from a pedagogical perspective within design and technology education.

  • 9.
    Buckley, Jeffrey
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Canty, Donal
    Insights from eye-tracking and pupillometry in design education research2017Conference paper (Other academic)
  • 10.
    Buckley, Jeffrey
    et al.
    KTH, School of Industrial Engineering and Management (ITM).
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE). Athlone Institute of Technology, Westmeath, Ireland.
    Canty, Donal
    University of Limerick.
    Investigating the use of spatial reasoning strategies in geometric problem solving2018In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 29, no 2, p. 341-362Article in journal (Refereed)
    Abstract [en]

    A core aim of contemporary science, technology, engineering, and mathematics (STEM) education is the development of robust problem-solving skills. This can be achieved by fostering both discipline knowledge expertise and general cognitive abilities associated with problem solving. One of the most important cognitive abilities in STEM education is spatial ability however understandings of how students use this ability in practice are currently underdeveloped. Therefore, this study aimed to investigate how levels of spatial ability impacted both performance and approaches to problem solving. In the context of graphical education, selected due to its significant overlap with technological, mathematical and engineering knowledge, a repeated cross-sectional study design was implemented to gather longitudinal data of student approaches to problem solving. A battery of psychometric tests of spatial ability was administered to two cohorts and problem solving was examined through a variety of graphical problems. The findings illustrate a relationship between attaining higher levels of spatial ability and performance. Participants with lower levels of spatial ability evidenced the utilisation of models to a greater extend with a particular emphasis on models with the capacity to alleviate the need for spatial reasoning.

  • 11.
    Buckley, Jeffrey
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Canty, Donal
    Spatial cognition in engineering education: Developing a spatial ability framework to support the translation of theory into practice2017In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898Article in journal (Refereed)
    Abstract [en]

    A substantial degree of empirical evidence has illustrated the correlation between spatial skills and performance in engineering education. This evidence has been foundational in the construction of educational interventions which have resulted in both increased levels of spatial ability and increased educational performance and retention. However, the cognitive faculty of spatial cognition is widely recognised as multifactorial and a number of factors exist within this domain which have not been examined as potential influences on educational success. A number of factors have been identified within the pertinent literature which do not appear in any formal framework of spatial cognition. This paper presents a review and synthesis of this work with the amalgam presented as a model to support the further integration of spatial ability into engineering educational practices.

  • 12.
    Buckley, Jeffrey
    et al.
    KTH, School of Industrial Engineering and Management (ITM). Athlone Institute of Technology.
    Seery, Niall
    Athlone Institute of Technology.
    Canty, Donal
    University of Limerick.
    The importance and usefulness of comparative judgement for educational assessment2019Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    While comparative judgement has now been around for a number of years, it continues to be used in a variety of new ways and across multiple subjects. Jeffrey has specific experience using comparative judgement in design education which he will discuss as well as presenting other applications described in the literature. The intention of this presentation is to show both how comparative judgement works in practice for assessing students work, and also to demonstrate some of its other educational uses as well.

  • 13.
    Buckley, Jeffrey
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Canty, Donal
    The validity and reliability of online testing for the assessment of spatial ability2016In: ASEE Engineering Design Graphics Division 71st Mid-Year Conference, 2016Conference paper (Refereed)
  • 14.
    Buckley, Jeffrey
    et al.
    KTH, School of Industrial Engineering and Management (ITM). Athlone Institute of Technology.
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE). Athlone Institute of Technology.
    Canty, Donal
    University of Limerick.
    Gumaelius, Lena
    KTH, School of Industrial Engineering and Management (ITM).
    On intelligence in technology education: Towards redefining technological capability2018Conference paper (Refereed)
    Abstract [en]

    The Technology subject in general post-primary education is unique based on its conception and treatment of knowledge. The task specific utility of knowledge is emphasised and at the same time, in reflection of the breadth of technology in society, the variance in the context of learning tasks can be quite large. The subject is considered to have a fluid epistemology which directly affects how capability is contextually defined. The concept of technological capability has been ascribed multiple definitions however the more commonly aligned with model suggests it refers to a synthesis of knowledge, skills, values and problem solving in a technological context. However the combination of knowledge, skills, values and problem solving neglects to acknowledge intelligence in the form of domain general abilities which have been observed to have a significant effect on student performance. Therefore this paper argues for the integration of contextually relevant domain general abilities with current conceptions of technological capability.

  • 15.
    Buckley, Jeffrey
    et al.
    KTH, School of Industrial Engineering and Management (ITM).
    Seery, Niall
    KTH, School of Industrial Engineering and Management (ITM).
    Canty, Donal
    University of Limerick.
    Gumaelius, Lena
    KTH, School of Industrial Engineering and Management (ITM).
    Visualization, inductive reasoning, and memory span as components of fluid intelligence: Implications for technology education2018In: International Journal of Educational Research, ISSN 0883-0355, E-ISSN 1873-538X, Vol. 90, no 1, p. 64-77Article in journal (Refereed)
  • 16.
    Canty, Donal
    et al.
    University of Limerick.
    Buckley, Jeffrey
    KTH, School of Industrial Engineering and Management (ITM), Learning. Athlone Institute of Technology.
    Seery, Niall
    Athlone Institute of Technology.
    Research paper on features of skills development in technology education2019Report (Other academic)
  • 17. Canty, Donal
    et al.
    Buckley, Jeffrey
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    O'Connor, Adrian
    Kelly, Matt
    The validity of digital badges as a currency for soft skill attainment2015Conference paper (Refereed)
  • 18.
    Canty, Donal
    et al.
    University of Limerick.
    Seery, Niall
    Athlone Institute of Technology.
    Buckley, Jeffrey
    KTH, School of Industrial Engineering and Management (ITM). Athlone Institute of Technology.
    Inducting ITE students in assessment practices through the use of comparative judgement2019Conference paper (Refereed)
  • 19.
    Canty, Donal
    et al.
    University of Limerick, Limerick, Ireland.
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning. Athlone Institute of Technology, Athlone, Ireland.
    Hartell, Eva
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Doyle, Andrew
    University of Limerick, Limerick, Ireland.
    Integrating Peer Assessment in Technology Education through Adaptive Comparative Judgment2017In: PATT34: Technology & Engineering Education – Fostering the Creativity of Youth Around The Globe, Philadelphia, Pennsylvania, USA, 2017Conference paper (Refereed)
    Abstract [en]

    Advocates of assessment ‘for’ learning argue for its use as a diagnostic tool to support direct and meaningful feedback in a way that is a pedagogical feed-forward.  Implementations and interpretations of assessment for learning have begun to push the boundaries of educational transactions to actively include the learner in the process of assessment (Black & Wiliam, 1998; Orsmond, Merry, & Reiling, 2000; Sadler, 2009; Yorke, 2003).  Critically, assessment ‘as’ learning encourages self and peer appraisal as a self-regulatory act.

    With design and technology education requiring a disposition of enquiry and critique it is critically important that appraisal as a self-regulatory act is developed as a central element of practice. Recognising the impact assessment has on shaping the learning experience (Orsmond et al., 2000), the role and position of the student in assessment activities becomes increasingly important when the outcomes of learning are value laden. The goal is to lead students away from uncritical indoctrination in the technology education discipline to a space where they can conceive and imagine the subject for what it should be. This study looks at how assessment practise can be augmented to support ITTE (Initial Technology Teacher Education) students in developing a disposition appropriate to the goals of technology education.

    This study utilised the Adaptive Comparative Judgment (ACJ) method of assessment (Kimbell, 2008) as the medium for the integration of peer assessment in a Technology based ITTE programme. Students (n= 136) presented their own conception of capability through an e-portfolio and holistically assessed the work of their peers using non-explicit assessment criteria.

    This paper presents the findings from a study that implemented a student-centred approach to assessment in design and technology education. Both qualitative and quantitative methods were employed to evaluate the impact of the initiative on student behaviour, values and capability. Results present student reactions to holistic peer assessment and examine the impact that the integration of the assessment method had on student learning.

  • 20.
    Doyle, Andrew
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning. University of Limerick, Limerick, Ireland..
    Seery, Niall
    KTH, School of Industrial Engineering and Management (ITM). University of Limerick, Limerick, Ireland..
    Canty, Donal
    University of Limerick, Limerick, Ireland..
    Exploring the relationship between technology teachers orientations towards teaching and their associated professional life phases2016In: PATT-32 Proceedings: Technology Education for 21st Century Skills / [ed] de Vries, Marc J; Bekker-Holtland, Arien; and van Dijk, Gerald, Utrecht, the Netherlands, 2016, p. 141-149Conference paper (Refereed)
    Abstract [en]

    It is widely agreed that developed pedagogical content knowledge (PCK) is a knowledge base unique to teachers. Therefore, the successful development of a teacher can be evaluated in terms of an evolved PCK. However, research has shown that teachers in later professional life phases (PLP’s) are at a greater risk of being less effective (Day & Gu, 2007). Given that the rational and grade point-orientated nature of the Irish education system hinders the development of an integrated pedagogy (Commission on the Points System, 1999; Hennessy, Hinchion, & Mcnamara, 2011), this paper explores the relationship between technology teachers’ PLP and their orientations towards teaching as a critical construct of PCK.The study cohort consisted of practicing technology teachers (n=9) ranging in experience from 4 to 31 years of classroom practice. An interpretive research methodology was employed whereby participants were involved in semi-structured interviews focused on eliciting an understanding of participants’ knowledge and beliefs around the purposes and goals of teaching technology. The findings suggest that technology teachers’ orientation towards teaching varies as teachers’ progress through their teaching career. It emerged that participants in earlier PLP’s are more likely to display a pupil-centred orientation towards teaching whereas teachers in later PLP’s are inclined to adopt transmission pedagogies suggesting a teacher-centred orientation towards teaching.

  • 21.
    Doyle, Andrew
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Canty, Donal
    Buckley, Jeffrey
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Agendas, influences, and capability: Perspectives on practice in design and technology education2017In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Article in journal (Refereed)
    Abstract [en]

    A philosophical shift in policy now situates the development of technological capability as the focus of Irish technology education. Internationally, the effectiveness of curricular reform in the discipline has previously been called to question, as the legacy of the preceding vocational craft subjects has been seen to throttle the evolution of practice in aligning with emergent policy. As Irish technology education shares this vocational heritage, this research seeks to explore the effectiveness of policy change through an investigation of current practices in the discipline. Specifically, this research seeks to explore the alignment of teachers’ perceptions of practice in terms of the focus of learning activities and educational outcomes as prescribed by curricula. A methodological framework was developed to explore teachers’ (n = 15) perceptions, ecologically rooted in the tasks and activities they use to teach in their classrooms. The results suggest a misalignment between what teachers conceive as important to the discipline, and their enacted practices. The paper unpacks the contentions surrounding this misalignment and discusses factors which appear to influence teachers’ perceptions, forming a greater understanding of what influences practice in the discipline.

  • 22. Doyle, Andrew
    et al.
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning. Athlone Institute of Technology, Athlone, Ireland..
    Canty, Donal
    University of Limerick, Limerick, Ireland..
    McGuiness, John
    University of Limerick, Limerick, Ireland..
    Professional Continuity: Investigating the Alignment of Technology Teachers’ Internal Capability Constructs2017In: In Proceedings of the Pupils Attitudes Towards Technology (PATT-34) Conference: Technology & Engineering Education - Fostering the Creativity of Youth Around the Globe. 10-14th July, Philadelphia, Pennsylvania, USA., 2017Conference paper (Refereed)
    Abstract [en]

    In contemporary education, teachers’ epistemological beliefs governing what and how to teach are important due to their influence on practice, pedagogy, assessment, and the learner. Teachers’ beliefs are perhaps of more significance in technology education as defining clear subject boundaries regarding ‘what to teach’ has traditionally proven difficult. Despite this, there are recognisable practices, processes and outputs that are considered of value to the learner. This research sets out to explore the level of professional continuity among educators regarding such outputs in technology education.

    Initial data collection involved the generation of authentic evidence in response to an open design task. Participants were sought from five schools across Ireland. The cohort consisted of first- and second-year technology education pupils (n=64) in post-primary education. Following this, technology teachers (n=27) were engaged in the holistic assessment of pupil work utilising the Adaptive Comparative Judgment (ACJ) method. The ACJ method relies on a series of binary judgments between two pieces of evidence, effectively producing a rank order of evidence.

    In alignment with previous studies utilising the ACJ method, teachers generated very high levels of reliability when tasked with the adjudication of pupil work, despite the lack of assessment criteria. This suggests an implicit understanding of capability among teachers, irrespective of variables such as culture, context or curricula. Interestingly however, not all teachers engaged in judgements agreed consensually. Taking cognisance of this, an analysis of constructs of capability highlighted five criteria that governed teachers’ adjudication on portfolios. The significance of these criteria and the continuity between teachers’ constructs of capability is discussed.  

  • 23.
    Doyle, Andrew
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning. Athlone Institute of Technology, Athlone, Ireland..
    Gumaelius, Lena
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Canty, Donal
    University of Limerick, Limerick, Ireland..
    Hartell, Eva
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Reconceptualising PCK research in D&T education:proposing a methodological framework to investigateenacted practice2018In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Article in journal (Refereed)
    Abstract [en]

    Since first conceived, the concept of pedagogical content knowledge (PCK) hasattracted much attention. Despite being lauded by educationalists as the unique knowledgebase of teachers, research on the concept over the past 30 years has yet to result in a universallyaccepted definition being presented. Much of the contentions surrounding the lack ofan agreed upon conception appear to have stemmed from difficulties in understanding therelationship between PCK, other areas of teacher knowledge, teacher beliefs, and enactedpractice. This paper considers the application of PCK frameworks to design and technology(D&T) education, through an analysis of the nature of the discipline from an ontologicaland epistemological perspective and contemporary perspectives on the construct of PCK.It is theorised that the volition afforded to teachers in D&T through weakly framed subjectboundaries negates the effective application of PCK frameworks, as teachers’ beliefs have agreater impact on enacted practices. In an attempt to better understanding enacted practicein D&T education, the paper proposes a methodological framework centred on the interactionsbetween teachers’ beliefs and knowledge in the discipline, through synthesising theconcept of amplifiers and filters of practice with the nature of D&T education. The proposedframework outlines the need to recognise individual teachers’ conception of capabilityas a critical influence on enacted practice.

  • 24.
    Hartell, Eva
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE).
    Canty, Donal
    University of Limerick.
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE).
    Doyle, Andrew
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Buckley, Jeffrey
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Bedömningsexempel och sambedömning med hög reliabilitet (Worked Examples and Collaborative Assessment with High Reliability)2017Conference paper (Other academic)
  • 25. Hyland, Tomás
    et al.
    Buckley, Jeffrey
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Gordon, Seamus
    Canty, Donal
    Assessing design activity in engineering education: A proposed synthesis of adaptive comparative judgement and the CDIO framework2018Conference paper (Refereed)
  • 26.
    Hyland, Tomás
    et al.
    University of Limerick.
    Buckley, Jeffrey
    KTH, School of Industrial Engineering and Management (ITM). Athlone Institute of Technology.
    Seery, Niall
    Athlone Institute of Technology.
    Gordon, Seamus
    University of Limerick.
    Canty, Donal
    University of Limerick.
    Integrating assessment and design activity in engineering education: A proposed synthesis of adaptive comparative judgement and the CDIO framework2018In: Engineering Design Graphics Journal, ISSN 1949-9167, Vol. 82, no 2, p. 1-16Article in journal (Refereed)
    Abstract [en]

    One of the leading frameworks in engineering education specifically associated with design based competencies is the CDIO framework. This has been incorporated internationally into many institutions offering engineering education courses. Characterized by four unique stages, the CDIO framework affords an ideal scenario to incorporate a continuous assessment model. This paper presents a proposed synthesis between CDIO and Adaptive Comparative Judgement (ACJ). In particular, the opportunity to provide feedback through the ACJ system is theorized to have potentially positive educational effects. As part of a larger study, this approach is in the process of being refined prior to implementation as a pilot study for feasibility which will ultimately be succeeded by large-scale implementation to determine any potentially positive effect sizes.

  • 27. Phelan, Joseph
    et al.
    Buckley, Jeffrey
    University of Limerick, Ireland.
    Canty, Donal
    Seery, Niall
    Athlone Institute of Technology, Ireland.
    A proposed research agenda for investigating the nature of designerly thinking in action2017Conference paper (Refereed)
  • 28. Power, Jason
    et al.
    Buckley, Jeffrey
    University of Limerick, Ireland.
    Seery, Niall
    Athlone Institute of Technology, Ireland.
    Canty, Donal
    Investigating the factor structure of pupils attitudes towards technology2016Conference paper (Refereed)
  • 29.
    Seery, Niall
    et al.
    KTH, School of Industrial Engineering and Management (ITM).
    Buckley, JeffreyKTH, School of Industrial Engineering and Management (ITM).Canty, DonalUniversity of Limerick.Phelan, JosephUniversity of Limerick.
    2018 PATT International Conference: Research and Practice in Technology Education: Perspectives on Human Capacity and Development2018Conference proceedings (editor) (Other academic)
  • 30.
    Seery, Niall
    et al.
    KTH, School of Industrial Engineering and Management (ITM).
    Buckley, Jeffrey
    KTH, School of Industrial Engineering and Management (ITM).
    Delahunty, Thomas
    Canty, Donal
    University of Limerick.
    Integrating learners into the assessment process using adaptive comparative judgement with an ipsative approach to identifying competence based gains relative to student ability levels2019In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 4, p. 701-715Article in journal (Refereed)
    Abstract [en]

    Educational assessment has profound effects on the nature and depth of learning that students engage in. Typically there are two core types discussed within the pertinent literature; criterion and norm referenced assessment. However another form, ipsative assessment, refers to the comparison between current and previous performance within a course of learning. This paper gives an overview of an ipsative approach to assessment that serves to facilitate an opportunity for students to develop personal constructs of capability and to provide a capacity to track competence based gains both normatively and ipsatively. The study cohort (n = 128) consisted of undergraduate students in a Design and Communication Graphics module of an Initial Technology Teacher Education programme. Four consecutive design assignments were designed to elicit core graphical skills and knowledge. An adaptive comparative judgment method was employed to rank responses to each assignment which were subsequently analysed from an ipsative perspective. The paper highlights the potential of this approach in developing students' epistemological understanding of graphical and technological education. Significantly, this approach demonstrates the capacity of ACJ to track performance over time and explores this relative to student ability levels in the context of conceptual design.

  • 31.
    Seery, Niall
    et al.
    University of Limerick, Ireland.
    Buckley, Jeffrey
    University of Limerick, Ireland.
    Hyland, Tomás
    Canty, Donal
    MIND strengths: The unique cognitive architecture of engineering and technology students2016Conference paper (Refereed)
  • 32.
    Seery, Niall
    et al.
    Athlone Institute of Technology, Ireland.
    Canty, Donal
    O'Connor, Adrian
    Buckley, Jeffrey
    University of Limerick, Ireland.
    Doyle, Andrew
    KTH.
    Identifying, developing and grading “soft skills” in design and technology education: A methodological approach2016In: Proceedings of the 32nd Pupils’ Attitude Towards Technology (PATT) Conference, At Utrecht, Netherlands, 2016Conference paper (Refereed)
  • 33.
    Seery, Niall
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Delahunty, Thomas
    Canty, Donal
    Buckley, Jeffrey
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Illustrating educational development through ipsative performance in design based education2017Conference paper (Refereed)
  • 34.
    Seery, Niall
    et al.
    Athlone Institute of Technology, Ireland.
    O'Connor, Adrian
    Canty, Donal
    Buckley, Jeffrey
    University of Limerick, Ireland.
    Digital badges in initial technology teacher education: A method for grading explicit soft skills2015Conference paper (Refereed)
1 - 34 of 34
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