Education Commons^™

Embedding Udl Across Heca Colleges, Cct College Dublin

Faculty Presentations

No abstract provided.

Google Sites For Eportfolio, Marie O' Neill, Tracy Gallagher

Faculty Presentations

This presentation was delivered at Quality and Qualification's Quality in HE: Sectoral Findings and Enhancement Showcase which took place on Oct 17th 2023.

Institutional Repositories:The Heca Experience, Ann Byrne, Tiernan O'Sullivan, Debora Zorzi

Faculty Presentations

This presentation was delivered by the HECA Research Group as part of the first HECA Research Conference that took place in November 2022.

The HECA Research Group is comprised of Ann Byrne from Hibernia College, Tiernan O' Sullivan from Dublin Business School and Debora Zorzi from CCT College in collaboration with Dimphne Ni Bhraonain from Griffith College.

The presentation covers a range of topics related to institutional repositories, including setting up and maintaining a repository, copyright issues and the future of repositories.

Promoting Academic Integrity Through Programme Focused Assessment, Graham Glanville Dr

Faculty Presentations

This presentation was delivered as part of a series on unintentional academic impropriety organised by HECA's HAQEF series as part of the National Forum for the Enhancement of Teaching and Learning's Seminar Series 2021/22. The recording can be viewed at: https://vimeo.com/653752556. The full series can be viewed at: https://heca.ie/heca-professional-development/the-challenge-of-unintentional-academic-impropriety-in-a-global-he-world/.

Making Your Ir Work For Your Context - Cct College Dublin: A Case Study, Marie O'Neill, Justin Smyth

Faculty Presentations

A small team at CCT College Dublin was given a very big goal. A new IR and faculty profiling tool from Digital Commons was provided to enable strategic developments pertaining to institutional scholarly activity. In the span of little more than a year – and in the midst of COVID - Team CCT has made quick strides in using their IR to underpin and showcase teaching and learning activities, student achievement, quality and enhancement projects, research activity (including student research), and sectoral engagement. Although in the relatively early stages of development, the IR is now successfully embedded across many institutional …

The Irish Library Publishing Landscape: One Year On, Marie O' Neill, Jane Buggle

Faculty Presentations

This presentation gives an overview of developments in the Irish Library Publishing landscape since the inaugural mid-term meeting of the Library Publishing Group of the International Federation of Library Associations in Dublin in March 2019, which Marie and Jane co-chaired with the support of fellow organising Committee members and the SIG Convener Ann Okerson. See: https://www.ifla.org/node/92260?og=92037 for the presentations emanating from the Dublin SIG.

Inspiring And Incentivising Professional Development At Cct College Dublin: A Multi-Pronged Approach, Naomi Jackson, Marie O' Neill

Faculty Presentations

This presentation looks at the attributes of professional development delivery at CCT. it also explores professional development initiatives that CCT contributes at a national level. Coverage of the conference can be accessed on Twitter at #modelsofsuccess. Slides of the conference can be viewed here.

Effective Governance For Independent Fet And Het Providers, Naomi Jackson

Faculty Presentations

This presentation explores academic governance structures and processes in relation to FET and HET education providers. Topics covered include the separation of commercial interests from governance mechanisms and externality.

Cultivating Academic Self-Efficacy Through Supportive Social And Self Regulated Learning Strategies For Students In Higher Education, Graham Glanville

Faculty Presentations

This research set out to enhance engagement in computer programming, a known difficult subject area for 1st year BSc in IT students. Programming lecturing staff had strong reservations about introducing group work in their classes, claiming group work was a counter-productive learning approach. The study was framed on a mixed methods action research approach, and a number of interventions, centred on reflective learning and social learning, were introduced. The findings indicated a strong preference by students to work in groups when tackling computer programming problems, but no strong evidence was found that reflective or social learning activities enhance programming skill …