- ItemBiophotonics computer app: fostering multidisciplinary distance self-paced learning with a user-friendly interface(Optical Society of America, 2021-09) Saito Nogueira, Marcelo; Gunther, Jacqueline Elizabeth; Jayet, Baptiste; Souza Matias, Jean; Tyndall, Caitriona; Andersson-Engels, Stefan; Science Foundation IrelandThe biophotonics app enables multidisciplinary and self-paced learning in both in-person or virtual environments. The app can work offline and has a user-friendly interface well accepted by students. App instructions are publicly available.
- ItemOnline learning combining virtual lectures, at-home experiments and computer simulations: a multidisciplinary teaching and learning approach(Optica Publishing Group, 2021) Saito Nogueira, Marcelo; Komolibus, Katarzyna; Gunther, Jacqueline Elizabeth; Sekar, Sanathana Konugolu Venkata; Jayet, Baptiste; Pacheco Tobo, Andrea Liliana; Li, Celina L.; Maryam, Siddra; Tyndall, Caitriona; Kennedy, Declan; Andersson-Engels, Stefan; Science Foundation IrelandWe developed a fully-remote biophotonics workshop integrating webinars, computer simulations and at-home experiments to meet the needs of undergraduate students with diverse backgrounds and learning styles. Similar strategies/resources could be used in multidisciplinary programs.
- ItemLoris Malaguzzi and the Reggio Emilia experience: keynote address, OMEP Ireland Conference, April 2009(2011-04) Cunneen, Maura; Ridgway, Anna; Murphy, Rosaleen; Hall, Kathy; Cunningham, Denice; Horgan, Mary; Murphy, RosaleenThe keynote address at the 2009 OMEP Ireland research conference was given by a team from the School of Education, University College Cork, who had just completed work on a co-authored book entitled Loris Malaguzzi and the Reggio Emilia Experience for the Continuum Library of Educational Thought. This paper presents some of the highlights from that presentation; the book explores these issues in much greater detail and also discusses the thorny issue of curriculum in Reggio Emilia. The Reggio Emilia early years educators strongly resist the idea of describing what they do as a curriculum, preferring instead the word ‘experience’. If we define ‘curriculum’ in the narrow sense of a set of prescribed learning goals and experiences, (rather than all the people, things, experiences and emotions that the child encounters in the pre-school) then this is undoubtedly the wrong word to describe what they do. Nevertheless, their practice is not by any means atheoretical, and the Reggio Emilia educators continually reflect on and refine their practice. The historical background of “Reggio” as well as the various strands of curriculum theory that underpin thinking on how best to foster children’s early learning and development are both necessary if we are to see it in context and to make an informed judgement on why Newsweek in 1991 described them as “the best pre-schools in the world”.
- ItemThe role of the classroom teacher in supporting bilingual primary pupils in the learning of mathematics(European Society for Research in Mathematics Education, 2017-02) Ryan, Miriam; Ní Ríordáin, MáireThis paper examines some of key messages in the mathematics and multilingualism in mathematics literature and relates them to opportunities for the development of a development of a focus on the teacherâ s role in maximising opportunities for learning arising from the bilingual mathematics classroom. Insights will be drawn from the literature on socio-cultural learning, in particular that of situated and discourse perspectives. The implications of these perspectives will be discussed in light of classroom practices and the literature on multilingual learning of mathematics. A proposed project in the teaching of mathematics in Irish Gaelscoileanna will be discussed in light of these discussions.
- ItemEnsuring methodological rigor for investigating the discourse development of bilingual mathematics learners(European Society for Research in Mathematics Education, 2017-02) Ní Ríordáin, Máire; Flanagan, Eílis; Brilly, ClaireGiven the nature of investigating bilingual mathematics learners and learning environments, a key concern is how we can ensure that the rigor of our research is matched by the rigor of methodological frameworks and approaches employed. Our goal is to develop a theoretical framework and associated methodology and methods, in practice, in order to ascertain their suitability for investigating bilingual mathematics learners in an educational context. Moschkovich (2016) identified four key recommendations for conducting research on language: utilising interdisciplinary approaches, defining central constructs, building on existing methodologies, and recognizing central distinctions. Utilising Moschkovichâ s framework, this paper provides an appraisal of the methodology and methods to be employed in a research project examining bilingual mathematics learners.