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Google Sites for ePortfolio
Marie O' Neill and Tracy Gallagher
This presentation was delivered at Quality and Qualification's Quality in HE: Sectoral Findings and Enhancement Showcase which took place on Oct 17th 2023.
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Institutional repositories:The HECA experience
Ann Byrne, Tiernan O'Sullivan, and Debora Zorzi
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.
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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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Promoting Academic Integrity Through Programme Focused Assessment
Graham Glanville Dr
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/.
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Effective Governance for Independent FET and HET Providers
Naomi Jackson
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.
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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.
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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.
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The Irish Library Publishing Landscape: One Year On
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.
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Making Your IR Work for Your Context - CCT College Dublin: A Case Study
Marie O'Neill and Justin Smyth
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 activities with further plans in the pipeline which will be explored in this webinar.
During this one hour program we’ll cover the following topics:
1. Library Services and the IR Team at CCT College
2. Tailoring IR Design To Your Context
3. Strategic Application of the IR at CCT
4. Student Work, A Catalyst for IR Engagement -
Cultivating Academic Self-Efficacy Through Supportive Social And Self Regulated Learning Strategies for Students in Higher Education
Graham Glanville
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.
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