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.
Inspiring and incentivising professional development at CCT College Dublin: a multi-pronged approach
Naomi Jackson and Marie O' Neill
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.
Implementing the Professional Development Framework for All Those Who Teach in Higher Edcation at CCT College Dublin
Marie O' Neill
This seminar focused on implementation of the National Forum's Professional Development Framework For All Those Who Teach in Higher Education. Speakers emanated from CCT College Dublin, Tralee Institute of Technology and Queen's University Belfast.
Marie O' Neill and Jane Buggle
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.
Cultivating Academic Self-Efficacy Through Supportive Social And Self Regulated Learning Strategies for Students in Higher Education
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 level. A key contribution to practice was the introduction of a student mentoring academy within the institution, with programming as a central theme.
Printing is not supported at the primary Gallery Thumbnail page. Please first navigate to a specific Image before printing.