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  Digital Transformation Impacting Programme Delivery at CCT College Dublin

  Alan Foran, Tracy Gallagher, Ken Healy, and Marie O' Neill

  Since its foundation in 2005, CCT College Dublin has had a strong focus on digital innovation to enhance the teaching and learning experience. In February of 2019, prior to the onset of the COVID-19 pandemic, the National Forum for the Enhancement of Teaching and Learning's Irish National Digital Experience INDEx Survey indicated that 78.3% of students positively rated digital teaching and learning approaches at CCT (31.9% excellent and 3.4% best imaginable). With the emergency online pivot in March 2020 and QQI’s approval of CCT’s blended learning extension of scope application, CCT has subsequently upgraded all of its classrooms for hybrid delivery and promoted the Community of Inquiry pedagogical approach (Garrison, Anderson and Archer, 1999) for the virtual classroom. Digital transformation at CCT is informed by sectoral research and a partnership approach engaging all stakeholders. This poster highlights recent developments pertaining to digital transformation involving faculty in the context of programme delivery. Scores for digital infrastructure and support in the 2022 CCT Annual Student Engagement Survey were extremely high with 90% of respondents positively rating the virtual classroom at CCT (good, very good or excellent). 88% of respondents also positively rated the navigation and layout of CCT Moodle's instance as well as the software and platforms used to support the delivery of programmes.

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  Student-Centred Enhancements to Programme Delivery at CCT College Dublin

  Naomi Jackson and Marie O' Neill

  In February 2020, CCT College Dublin convened the Monitoring and Review Team (MRT), to identify risk and mitigating actions required to ensure the continuity of programme delivery and supports to learners during the COVID-19 Pandemic in the event of potential campus closure. The team investigated good practice in online teaching, learning and assessment, regulatory frameworks and practices, technology supports, and human resources required to proactively support any potential shift to online delivery and supports. A peer consultation was also conducted with online teaching and learning experts across the sector (CCT College Dublin, 2020). Maintenance of academic standards and integrity were central to the project. The CCT Academic Council was responsible for the review and approval of contingency arrangements in respect of teaching, learning and assessment. This poster captures three key enhancements that the College implemented during the COVID-19 pandemic but retained post pandemic to further enhance programme delivery going forward.

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  Private Third Level Education Teaching: The challenges and opportunities when implementing student-centred learning as a new lecturer

  Gerard Keating

  This presentation recognises the limitations of a new lecturer, the resources required in an academic portfolio and the ways and means of utilising technology to enhance the student experience in a collaborative environment.

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  Using anonymous student feedback to enhance digital teaching and learning practices in IT modules

  John Snel PhD and Greg South

  This case study outlines the use of four digital tools to enhance student learning across several Information Technology modules (Level 7 and 8 in the Irish National Framework of Qualifications). Survey feedback on the use of these digital tools was positive, particularly towards the use of in-class polling and the supplementary instructor-made videos.