Conferences, Workshops and Seminars
Embedded Files
Visual Reading and Research, Friday 14th May 2021, 14:00 - 16:00 BST.
Part 1. Using drawing to conceptualise research
Padlet as a means to begin drawing with peers - start with a circle, then a face, then a body, add an action, add words
Part 2. Use three words that are central to your research to begin. In joined-up writing add more drawings until the visual metaphors are explored.
Visual Reading and Understanding.pdfActivity using Padlet.pdfExploring Ecologies for Practice, Learning & Creativity in Social Care
Wed, May 12, 2021 10:00 -11.30
Creativity as Ecological practice
Creativity as Ecological practice
Ed C
Pro c
Mini c
Big C
Little c
How can Universities Teach Sustainability? A Sustainability Literacy Model and Practice Confirmation
How can Universities Teach Sustainability? A Sustainability Literacy Model and Practice Confirmation
Attended 3rd June 2021, Thu, 15:00-16:30 UK time
Abstract: This session will introduce a “strong” sustainability literacy model building on ecosemiotics and critical media literacy to explore and discuss practical ideas for embedding a sustainability curriculum in higher education, from semiotic and digital media perspectives. We will consider the opportunities and challenges associated with the concept of sustainability and sustainability goals. Although there is no “magic” solution to sustainable universities, we will suggest that we may need to think about this issue through new lenses and an interdisciplinary approach.
Speakers
Alin Olteanu, RWTH Aachen University, Germany
Cary Campbell, Simon Fraser University, Canada
Natasa Lackovic, Lancaster University, UK (Chair)
Contact: n.lackovic@lancaster.ac.uk
10-12 15th June 2021 online
Professor Paul Trowler, University of Lancaster, will present a National Seminar online. Widely known for his work on Academic Tribes and Territories, Paul has a range of research interests particularly in Higher Education, underpinned by the theme of enhancement.
Learning Outcomes
To develop your understanding of your own higher education context of teaching and learning as a nexus of practices situated in a teaching and learning regime.
To enhance your effectiveness as a change agent by developing a sensitivity to the nature of teaching and learning practices in your context, and the paths to change.
To configure enhancement aspirations into a realistic appreciation of effective implementation processes in your context.
A teaching and learning regime comprises 11 moments. They are interconnected and are only separated here for clarity of description.
Each one of these moments may exhibit multiple forms within the TLR, creating both consensus and tension, perhaps conflict.TLRs are dynamic, permeable and open to change but with a centripetal tendency: they tend to "snap back" to previous practices unless change initiatives are carefully and wisely planned.
Describing the TLR as comprising these moments is a way of unpicking the rather unhelpful notion of "culture", or "micro-culture". Its purpose is to make them palpable and recognisable.
In thinking about each of the moments, I'd like you to think about your own working environment, or perhaps past ones. Most people have no difficulty recognising examples of these moments in real life.
E-portfolio training
E-portfolio training
CISC- E-portfolio professional development 20th May & 16th June
More information HERE
8th Biennial Conference, 2021: Threshold Concepts in the Moment
8th Biennial Conference, 2021: Threshold Concepts in the Moment
Presentation:
Friday 9th July @16:45
Denise MacGiollari (Athlone institute of technology, Ireland)
Threshold Graphics. A critical visual approach to threshold concepts in social care (abstract)
dmacgiollari conference 6th oct22.pptxProgram 2022.pdfThreshold Graphics and Rhizomatic Learning in Social Care Education:
Threshold Graphics and Rhizomatic Learning in Social Care Education:
A Semiotic Bridge in-between Humanism and Posthumanism
A Semiotic Bridge in-between Humanism and Posthumanism
CfA: 3rd International Conference, Univ Belgrade, Serbia 6th Oct 2022
15th annual International Conference of Education, Research and Innovation
15th annual International Conference of Education, Research and Innovation
Attended Seville, Spain. 7the - 9th Nov Conference details HERE
VID_20221125_130301_2 (1).mp4
TUS- Semester 1 Collaborative Learning
TUS- Semester 1 Collaborative Learning
Workshop, Wednesday, December 7th 2022
TUS presentation 7th DEC 22.pptx
PhD Higher Education: Research, Evaluation, and Enhancement
PhD Higher Education: Research, Evaluation, and Enhancement
Graduated Summer 2023
Visualising Threshold Concepts in Social Care through the Semiotic Lens of Inquiry Graphics: Developing Threshold Graphics
This study applied the recent concept of 'threshold graphics' (Lackovic, 2020) and developed it further in the context of professional social care education. Threshold graphics are pictorial images selected and analysed by a learning community for critical and deep thinking about threshold concepts across disciplines (Ibid.).
Many studies of threshold concepts (TCs) have followed the seminal work in this field by Meyer and Land (2003). However, there is a scarcity of studies that researched the teaching of TCs in depth through pictorial images such as photographs, other than Lackovic (2020). This study addresses the gap, building on the concept of 'threshold graphics' (Lackovic, 2020): it develops a unique threshold graphics classification for the field of social care. The key novelty of the threshold graphics approach applied in the thesis is that it embeds the inquiry graphics theory and method, based on semiotics (how signs of communication make meaning to learners).
An inquiry graphics analysis was applied, which is, in principle, a photo-elicitation method that integrates inquiry graphics. The method was applied with 45 students, graduates and educators at Irish higher education institutions, within the programme in social care education. Four researcher-provided photographs and varying numbers of participant-provided images were analysed by the participants in semi-structured interviews at various locations across Ireland. Of the forty-five people who participated, twenty-seven educators taught various subjects on social care programmes, including knowledge contributors or those who had researched and published in social care. Six students were currently in a level 7 or 8 social care programme, and twelve graduates had a level 7 or 8 social care qualification and were working in social care.
Present PhD research on threshold concepts (TCs), Integral Concepts (ICs) and photo-elicitation using Inquiry graphics (IG)
Woodwork Health and Safety Checklist v1.pdfAn introduction to woodwork with Pete Moorehouse
An introduction to woodwork with Pete Moorehouse
Wednesday 31st January 2024, 7.00-8.30pm
Top 20 woodworking tips v1.pdfWoodwork - Soft Start - Balsawood and alternatives.pdfWoodwork booklist- challenging stereotypes.pdfWoodwork booklist.pdfWoodwork Progression in Primary Education v2.pdfWoodwork - Nails and Screws.pdf
Universal Design in Teaching and Learning - Digital Badge 2024
Universal Design in Teaching and Learning - Digital Badge 2024
RUN EU FASA workshop on pedagogical culture
RUN EU FASA workshop on pedagogical culture
12-2 online - 26th April 2024
EdTech 2024: May 30th & 31st, ATU Sligo
EdTech 2024: May 30th & 31st, ATU Sligo
Attended
EMPOWER AI presentations, Clonmel Campus (HEA Funded) 30 Oct 2024
EMPOWER AI presentations, Clonmel Campus (HEA Funded) 30 Oct 2024
Judging TY projects spanning four weeks from conception to presentation. The use of AI was a key feature of this approach. Four groups presented their work
The other guest judge was John O’Donoghue: company director TheraDep Technologies – cold plasma technologies CEO at ENBIO – provide thermal coatings to the space exploration sector (provided coating to shield of ESA Solar Orbiter)
Open Staff Week
Open Staff Week
2025 I attended the AI in Higher Education Institutions- Perspectives for Administration and Project Management in Leiria, Portugal
Presentation to Teaching, Learning & Assessment subcommittee meeting
Presentation to Teaching, Learning & Assessment subcommittee meeting
3.30 @ 4th Feb 2025
Summary of AI Champion Role Report
Summary of AI Champion Role Report
1. AI Champion Role and Funding
Part-time (8 hours per week) role funded by N-TUTORR (Sept–Dec 2024) and currently by SATLE.
Engaged in N-TUTORR Generative AI National Network Project (GenAI:N3)—launching March 2025.
2. Key Activities (June–Dec 2024)
AI Play Clinics (weekly 30-min one-on-one sessions)
Designed for both beginners and experienced users of AI.
Provided tailored discussions on AI integration in education.
Follow-up emails and anonymous evaluations gathered feedback.
Workshops, Presentations & Events
Delivered in-person and online workshops to staff, students, and career guidance counselors.
Topics: GenAI in education, academic integrity, and research applications.
Presented at multiple institutions, including LSAD, TUS Athlone, and Clonmel Campus.
Judged TY (Transition Year) projects integrating AI.
3. AI in Higher Education Initiatives (Jan–Feb 2025)
Attended Open Staff Week (Jan 2025, Portugal)—discussed AI’s role in administration & management.
Developed AI literacy online course for academic staff (in collaboration with an instructional designer).
Organized upcoming workshops on:
GenAI & research (Feb 20)
GenAI & academic practice (Feb 27)
GenAI Digital Badge (RUN-EU workshop)
4. Ongoing & Future Work
Developing GenAI fact sheets (topics include ethical AI use and computing power).
Continually updating an AI eBook resource, including an AI tools list and assessment integrity guide.
Collaborating with Compliance Officer Betty Brennan to audit AI tools and assess risks.
Creating short 15-minute GenAI information sessions.
Active member of:
Digital Technologies Working Group
HEA AI Advisory Committee (focusing on AI literacy, ethics, and pedagogy).
5. Future Developments
Attending an EU AI Act compliance course (Easter 2025).
Exploring a TUS-wide GenAI literacy strategy under the EU AI Act 2024.
Workshop Handout.pdf“I’m Very Scared Right Now”. Supporting Educators to Engage with Generative AI
“I’m Very Scared Right Now”. Supporting Educators to Engage with Generative AI
EDEN 2025 - 15th - 17th June
EDEN 2025 - 15th - 17th June
Bologna, Italy
Abstract:
The disruptive nature of Generative Artificial Intelligence has called into question teaching and learning approaches across higher education, forcing educators to redefine their role within education.
This presentation shares the experiences of one Irish higher education institution, which has adopted a multifaceted approach to tackling the “wicked problem of Generative Artificial Intelligence” (Banville et al., 2024, p.3), that includes a focus on Universal Design, Academic Integrity and AI literacy.
Acknowledging the potential of Artificial Intelligence (AI) to “level the playing field” (McDermott & O’Donoghue, 2024) and make higher education more inclusive and equitable, this presentation shares practical suggestions for embedding AI within teaching and learning practices, underpinned by Universal Design.
Similarly, as educators are charged with assuring the validity of their e-assessment strategies (Gundu, 2024), this presentation explores steps they can take through thoughtful assessment design, to ensure students are evidencing their learning and are committed to academic integrity.
However, in order to support students to avoid ‘efficiency blindness’1 and understand the value of the learning process, educators need to engage with AI tools and understand the associated challenges and risks. Through a variety of approaches, this Irish university has put in place a range of initiatives to increase AI literacy among its teaching and research community, which extends to its international partners.
Finally, as the authors acknowledge the fear that exists for many educators, they offer a call to action, reaffirming the added value of the human educator in preparing students to live and work in an increasingly volatile world.
1. Term coined by one of the authors to explain the process of reaching a learning goal without going through the “messy” (Derby-Talbot, 2023) process of learning.
TOPICS
Education with, for and about AI
Professional development and digital scholarship
AI literacy
Page updated
Google Sites
Report abuse