Further Education and Training

PL06 - Supporting Neurodivergent Learners in Post-Primary and Further Education

Course Outline

This short programme addresses the inclusion of neurodivergent learners in post-primary and further education settings. The programme will outline the profiles of strengths and areas for support among this cohort of learners. A neurodiversity-affirming perspective is used to discuss how inclusive education can be planned and supported. The neurodiversity paradigm views diversity and differences, including disabilities, as natural aspects of humanity. It recognises that autistic and otherwise neurodivergent individuals may face challenges due to their unique experiences and perspectives. Support systems and societal acceptance or flexibility should be the foundation of educational practices to accommodate and respect these differences.

Profile of Course Leader

Neil Kenny is Assistant Professor at the School of Inclusive and Special Education at Dublin City University where he is the Programme Chair of the Master of Education in Autism. His research interests are in the areas of autism, participatory research, and inclusive education.

PL08 - Assessment in the Age of Generative Artificial Intelligence

Course Outline

This short course will provide FET staff with an awareness of the ongoing challenges to assessment design posed by Generative Artificial Intelligence tools. The emergence of generative Artificial Intelligence (AI) tools such as ChatGPT and DALL-E pose a challenge to the academic integrity of traditional assessment approaches. However, this challenge is also an opportunity to innovate and evolve higher education assessment to be more authentic, creative and inclusive. This short course will explore how to design assessment which takes account of these new technologies and the key principles of assessment design: validity, reliability and fairness and remains robust in terms of academic integrity. 

Profile of Course Leader

Dr Orna Farrell is Associate Professor of Education, specialising in digital education based in the School of Policy Practice, Institute of Education in Dublin City University (DCU).

PL11: Creating a Learning Culture in the Workplace

Course Outline

How we all show up every day at work has an impact on the type of working environment that we create. We create a workplace culture which is a product of our daily behaviours and norms, shaping the experience of everyone within it. In this short course, we will explore strategies for intentionally crafting a culture that champions learning and fosters continual growth, an environment where individuals, teams and the organisation can thrive. We will delve into research on culture, learning, leadership and organisation behaviour to help participants reflect on their own work environment, assess personal impact and explore strategies for how to intentionally craft a dynamic learning culture in the workplace.

Profile of Course Leader

Deirdre is an EMCC accredited leadership coach with a 30 year career in the technology sector spanning the areas of education & training, engineering, program/project management, governance and organisation transformation. She holds a MSc in Education and Training Management where her research focused on building dynamic team learning environments to support change. She lectures part-time on a range of topics that has covered the areas of leadership, culture, team development, the learning organisation and innovation. Deirdre brings the insights from theory and practice to help leaders build learning work environments that benefit the individual, the team and the organisation.

PL13: Diversity in the Basic Skills Classroom

Course Outline

We will be exploring the challenges and potential presented in having a diverse learner profile in a low literacy or language classroom. I will draw on real-life scenarios from my own work as well as asking participants to reflect on their own experience as students and educators. We will consider different types of diversity including some that are overlooked, e.g. social class and age.

Profile of Course Leader

Mary McGrath is an Adult Literacy Organiser in Swords, which is part of Dublin Dublin Laoghaire ETB, a busy service with hundreds of literacy and language students. There is a diverse range of backgrounds, abilities and learning goals amongst our students. She is especially interested in digital skills for literacy and language students and inclusion strategies for older learners.

PL17 - Enhancing Teaching and Learning Through Assessment and Feedback in FET Contexts

Course Outline

The course is designed for current FET educators who wish to gain some practical insights into the QQI examining process through developing a deeper understanding of the principles and processes of assessment and feedback. The course aims to examine practical ways to enhance the learning and teaching process in relation to assessment and feedback. The course will focus on examining a range of appropriate assessment approaches and strategies appropriate within a variety of further education and training contexts. The approach taken will allow participants to explore the sociological implications of systems of assessment and to facilitate the learner in developing the skills required to develop their own assessment and feedback strategies in their own learning or work contexts. Through a developmental and constructivist approach, participants will immerse themselves in the subject by designing and marking QQI (Level 4-6) assessments and providing feedback to the learner. The course will help enable FET teaching staff to understand the increasing importance of assessment and feedback on curriculum development and the theoretical principles underpinning a range of practices within the backdrop of QA. The course will focus on the QQI assessment system, grading, marking and providing feedback.

Profile of Course Leaders

Dr Francesca Lorenzi is an Assistant Professor in the School of Policy and Practice and member of DCU’s Further Education and Training Research Centre (FETRC). Her teaching is primarily in the areas of Intercultural Education, Ethics and Values Education, Philosophy of Education and Curriculum Implementation, Assessment and Feedback. She obtained a PhD in Education from the National University of Ireland, Maynooth with a thesis focusing on the role of dialogue in assessment and the democratisation of practices in education.

Dr Justin Rami is the Director of DCU’s Further Education and Training Research Centre (FETRC). He is Chair of the Education and Training Foundation Programme (FET-HE). At the undergraduate level, he teaches in the areas of Teaching and Learning Methodologies, Advanced Teaching and Learning Strategies, Curriculum, Assessment and Feedback, Teaching Preparation and Developing a Research Perspective.

PL21 - Developing Digital Literacy

Course Outline

This introductory course will provide teachers with an opportunity to explore digital literacy as it relates to their classroom practice. The course will engage with relevant literature and policy documents to define digital literacy and provide detail on the competencies it includes. Participants will be encouraged to examine practical ways of developing their students digital literacy skills by reflecting on their practice and identifying ways to introduce: 1) Information, data and media literacy, 2) Online communication, collaboration and participation, 3) Digital content creation, 3) Online safety and wellbeing, 4) Problem solving using digital tools.

Profile of Course Leader

Dr Peter Tiernan is an Associate Professor of Digital Learning and Digital Literacy at the Institute of Education, Dublin City University. Peter is responsible for the design, delivery and evaluation of a broad range of modules at the Institute of Education, which enable teachers and other educators to harness the potential of technology in education while becoming critical evaluators of technology and the role it plays in teaching and learning, and in society more broadly. Peter's research covers the spectrum of digital learning, but he has a specialist interest in digital literacy and its development among students and wider society.

PL23 - Intercultural Competencies for FET Teachers

Course Outline

This short course will introduce teachers to the key concepts underpinning effective teaching practice in intercultural education contexts. Teachers will examine some of the core theories in intercultural education and will be given an opportunity to explore and practise a range of intercultural competencies in a series of practical workshops. The workshops will explore some of the key issues involved in intercultural education such as prejudice, conflict-resolution, racism and inclusion. This course will explore the opportunities and challenges presented by living and working in diverse educational settings and will equip teachers with the necessary knowledge and skills to work as effective practitioners in such settings.

The Course is designed for current FET educators who wish to gain knowledge of and develop practical skills in the areas of Intercultural education. The Course will be delivered over a 3-week period combining synchronous, asynchronous and face-to-face workshops each lasting 2 hrs totalling 6 hours. All course material, readings and resources will be included as part of this offering for participants. A Certificate of completion will be provided for all those that complete the course.

Profile of Course Leaders

The course will be co-delivered by Dr John Lalor & Dr Francesca Lorenzi from the School of Policy & Practice and DCU’s Further Education & Training Research Centre (FETRC). Dr Lalor & Dr Lorenzi have 20 years of experience teaching FET educators in Intercultural Education and have published widely on the subject.

PL25 - EAL for Post Primary and FET Teachers in Mainstream and Special Classes

Course Outline

This course investigates how free digital tools might be used to support the English as an Additional Learners (EAL) in the mainstream Irish classroom. Integrating English as an Additional Language (EAL) into subject plans requires careful consideration and planning to ensure that the needs of EAL students are met while maintaining the overall learning objectives of the subject, this course shows how teachers might use digital tools to help them achieve their learning intentions. This work is based on real life experience teaching students and supporting teachers with English as an Additional Language (EAL). It is hoped that this paper will showcase simple tools to make teachers' lessons more accessible to EAL students.

Profile of Course Leader

Carol Gardiner works for the National Council of Curriculum and Assessment (NCCA) as an Education Officer for SEN. Prior to this she worked for the Professional Development Service for Teachers (PDST)/ Oide as an Advisor for English as an Additional Language at Post Primary Level. She is seconded from her role as a mainstream class teacher and Special Education Teacher in Coláiste Cholmcille, Ballyshannon, Co. Donegal. She is a fourth year doctoral student in the area of Special and Inclusive Education. Her doctoral research is entitled "Using the experiences of Irish mainstream senior cycle learners diagnosed with Developmental Co-Ordination Disorder (DCD) to provide better for their inclusion.

PL28 - Implementing CLIL and Translanguaging in Multilingual and Bilingual Classrooms

Course Outline

This course aims to equip teachers with the necessary knowledge and skills to effectively implement Content and Language Integrated Teaching (CLIL) and Translanguaging strategies in multilingual and bilingual classrooms. Participants will explore the theoretical foundations of CLIL and Translanguaging, understand their practical implications, and learn how to design and deliver engaging lessons that leverage students' home languages and dialects. The course will cover topics such as principles of CLIL and Translanguaging, creating language-rich learning environments, integrating language and content objectives, scaffolding language development, and promoting intercultural understanding. Through interactive discussions, case studies, and hands-on activities, participants will develop practical strategies to support language and content learning for diverse student populations in Irish classrooms. CLIL and Translanguaging play pivotal roles in contemporary multilingual Irish classrooms by fostering cultural inclusivity, enhancing language proficiency, and promoting cognitive benefits.

By integrating language learning with content instruction and recognizing the value of students' home languages, these approaches create a more inclusive and effective learning environment, ensuring that language is not a barrier to academic success and preparing students for success in an increasingly interconnected world.

Profile of Course Leader

Dr Ebru Eren is a postdoctoral researcher at the Center for Human Rights and Citizenship (CHRE) Education at Dublin City University. Her research expertise includes linguistic and cultural diversity in the classroom, intercultural education, second language teaching as well as feminism and Queer theory. Previously, she worked at SSPC, the Science Foundation Ireland Research Centre for Pharmaceuticals, based at the University of Limerick. She holds a Ph.D. in Education from Trinity College Dublin, a Master's in Women's Studies, and a bachelor’s degree in Teaching English as a Second Language. Before her research career, she served as a post-primary language teacher in Turkey from 2007 to 2017.    

Dr Malgosia Machowska-Kosciak (PhD) is a Post-Doctoral Researcher in  Intercultural and Global Citizenship Education and Adjunct Assistant Professor at the Centre for Human Rights and Citizenship Education, The School of STEM Education, Innovation and Global Studies at DCU. She holds M. Phil and PhD in Sociolinguistics from Trinity College Dublin. Before she started work for CHRCE, Malgosia was affiliated with the Sociology Department in TCD and the Marino Institute of Education where she thought about issues connected to Migration and Education worldwide. She has been working with young migrants, refugees and asylum seekers through LMETB ( Louth and Meath Education and Training Board) for 10 years.