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Please Key Descriptions Brief (50 words approx)

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Please Key Descriptions Brief (50 words approx)

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NAME:
DEPT
CAMPUS

PROJECT AIM

PROJECT AUDIENCE

PROJECT STATUS: ONGOING/FINISHED

DESCRIPTION

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Name: VLE Brightspace Implementation Project - Frances Boylan, Dolores McManus, Maurice Boland, Ross McGuire

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Name: VLE Brightspace Implementation Project - Frances Boylan, Dolores McManus, Maurice Boland, Ross McGuire

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Departments: LTTC / IT Services
Campus: City
Aims: To develop a state-of-the-art VLE
Audience: Staff and Students at TU Dublin
Status: Piloting and Year 1 Academic Implementation Complete.

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Name: Virtual Reality Integrated STEM Education - James Wright and Andrew Donnellan

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Name: Virtual Reality Integrated STEM Education - James Wright and Andrew Donnellan

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Department: AEC
Campus: Tallaght
Aims: To develop Virtual Reality Learning Environments (VRLE) targeting improved student learning through a more engaging, interactive  and exciting  learning experience.
Audience:
Status: Currently there are four Virtual Reality Learning Environments (VRLE)  in the initial stages of development. The VR applications should ultimately be used to improve the learning options and environment for students throughout the University. For this reason projects have not just been targeted at electronic topics, but topics in the arts and science areas, as well as health and safety issues. The idea is to promote VR applications to a broader community in the University. The projects under development are looking at (1) semiconductor technology, (2) software skills (3) chemistry and (4) Art Appreciation.

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Name: Developing 1st Year Sustainability Literacy using the UN's Online SULITEST - Olivia Freeman

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Name: Developing 1st Year Sustainability Literacy using the UN's Online SULITEST - Olivia Freeman

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Department: Schools of Business
Campus: City
Description: With emerging consensus on an urgent need to address the potentially catastrophic issues of climate change, biodiversity loss and threats to the natural world, this initiative aims to develop first years students' sustainability literacy using the UN's online sulitest. The test comes in the form of a multiple-choice questionnaire (MCQ). The questions, thirty in total, are randomly selected from a large bank, which is organised into different modules. The core module covers global issues whereas specialised modules provide questions that address challenges specific regional contexts.
Status: The SULITEST has been piloted with first-year students in the College of Business

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O Freeman E-Learning Summer School Presentation

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Name: VLE Brightspace Implementation Project

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Name: VLE Brightspace Implementation Project

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Departments: LTTC / IT Services
Campus: City
Aims: To develop a state-of-the-art VLE
Audience: Staff and Students at TU Dublin
Status: Piloting and Year 1 Academic Implementation Complete.

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TU Dublin - Technological University Dublin

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Brightspace | TU Dublin - Technological University Dublin

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To support your privacy rights we have updated our Privacy Statement and Cookie Policy to describe our use and sharing of cookies with our social media, advertising & analytics partners. We recommend that you review the privacy statement here, and follow the instructions to modify your cookie settings to suit your privacy preferences.

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Campus: TU Dublin-wide as part of a collaboration between TU Dublin, and Durham College + OntarioTechU in Ontario,Canada

Aim: to develop and share resources to support the enhancement of teaching and learning in higher education as well as provide a springboard for further collaboration on research activities

Status: this is an ongoing project, 2 publications have been developed and published with over 7000 views/downloads to date!

Active Learning Strategies for Higher Education: the Practical Handbook January 2019

Technology Tools for Teaching in Higher Education May 2020

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Book Information

Shaun Ferns; Amanda Cappon; Ana Duff; Ashley Marshall; Barry Ryan; Barry Thompson; Caroline Ferguson; Catherine Deegan; Cormac MacMahon; Corrine McCormick-Brighton; Geraldine Gray; Ginny Brunton; Gurpaul Kochhar; Heather Leckey; Jordanne Christie; Joseph MacMillan; Kathryn Carter; Kevin Dougherty; Lillian Chumbley; Mark Keyes; Michael Evans; Michael Guy; Michelle Mouton; Natasha Kowalskyj; Nicola Duffy; Olga Bulakh; Paul Dervan; Pauline Rooney; Ramiro Liscano; Rob Elkington; Robert Hickey; Sarah Coombs; Sarah Stokes; Sayyed Ali Hosseini; Shannon Webb; Tanya Wakelin; Vivian Stamatopoulos; Samaneh Mazaheri; and Derek Dodd

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Technology Tools for Teaching in Higher Education, The Practical Handbook Series - Simple Book Publishing

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Shaun Ferns; Amanda Cappon; Ana Duff; Ashley Marshall; Barry Ryan; Barry Thompson; Caroline Ferguson; Catherine Deegan; Cormac MacMahon; Corrine McCormick-Brighton; Geraldine Gray; Ginny Brunton; Gurpaul Kochhar; Heather Leckey; Jordanne Christie; Joseph MacMillan; Kathryn Carter; Kevin Dougherty; Lillian Chumbley; Mark Keyes; Michael Evans; Michael Guy; Michelle Mouton; Natasha Kowalskyj; Nicola Duffy; Olga Bulakh; Paul Dervan; Pauline Rooney; Ramiro Liscano; Rob Elkington; Robert Hickey; Sarah Coombs; Sarah Stokes; Sayyed Ali Hosseini; Shannon Webb; Tanya Wakelin; Vivian Stamatopoulos; Samaneh Mazaheri; and Derek Dodd

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Title: Parliamo un po’! Exploring  a Virtual Reality app and its effect on students’ foreign language anxiety.

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Title: Parliamo un po’! Exploring  a Virtual Reality app and its effect on students’ foreign language anxiety.

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Aims: Exploratory study on the effects of a VR environment on Foreign Language Anxiety (FLA). The study aims to analyse the evolution of the FLA levels experienced by a group of students of Italian as a Foreign Language (FL) who used the tasks for oral interaction in Italian offered by Mondly, a commercialised VR application for FL learning.

Audience: Students of Italian as FL.
Status: The study was affected by the COVID-19 emergency. The data has been collected, in part and is being analysed.

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TransformEDU, funded by HEA, is led by Philip Owende, Blanchardstown Campus but involves all TU Dublin

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TransformEDU, funded by HEA, is led by Philip Owende, Blanchardstown Campus but involves all TU Dublin

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PROJECT AIM:  Transform-EDU aims to develop and pilot an innovative approach to learning, where elements of structured
programmes, and co and extra-curricular events are purposefully integrated to create a rich learning
environment.

Among the deliverables of Workpackage 4.3 is the development and deployment of dashboard capability for learners which will enable them to self-monitor progress thereby empowering them to take control of their own learning.

Status: Preliminary work with Microsoft PowerBi has indicated that our underlying data structures and storage policies will need to be streamlined before this deliverable can be achieved.

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Virtual Induction  College of Engineering and Built Environment - Patrick Flynn / Mark Deegan 

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Virtual Induction  College of Engineering and Built Environment - Patrick Flynn / Mark Deegan 

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Campus: City
Aims: To provide a predominantly virtual induction and orientation for all first year students within CEBE
Status: A series of pre-recorded sessions and asynchronous activities have been developed and will be piloted with students in the coming weeks. This initiative is taking place in parallel with the student success portal.

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Name: Practitioner Research Open Access Virtual Bookshelf

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Name: Practitioner Research Open Access Virtual Bookshelf

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Department: LTTC/Library
Campus: City
Aims: to disseminate literature reviews and learning resources created by participants in PG Diploma Third Level Learning and Teaching - resources by staff who teach for staff who teach
Status: completed - links and downloadable Open Access resources on wide range of teaching methods

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Submissions from 2019

Best Practice in Designing Groupwork for First Year Students, Judith Boyle, Rachel Halpin, and Chao Ji Hyland

New Technologies and New Spaces: Grangegorman and Brightspace as Innovative Educational Environments, Gene Carolan, Cathal Curran, and Alan McCormack

A Rubric Guide for New Academics, Pearlean Chadha, Louise Lynch, Barry Nevin, Edmund Nevin, and Anushree Priyadarshini

A How-To Guide for Student Generated Video, Janet Gillanders, Kate O'Brien, Sean O'Leary, Ariane Perez-Gavilan, and James Sheridan

Mind the Gap: Integration of International Students, Andrew Knox, Basil Lim, Amr Mahfouz, Maeve O'Connell, and Matthew Sheehan

Timely Student Feedback, Ronan Oliver, Evelyn Casey, and David O'Connor

Submissions from 2018

Alternative Methods to Traditional Written Exam-Based Assessment, Shane Dillon, Alan McDonnell, Diarmaid Murphy, and Lynsey White

A Generic Integrated and Interactive Framework (GIIF) for Developing Information Literacy Skills in Higher Education, Aoife Donnelly, Maria Chiara Leva, Ayman Tobail, and Nikolaos Valantasis Kanellos

Achieving Graduate Attributes through Authentic Learning: The Case of Student Managed Funds, Robert Dunne, James Fitzgerald, Jennifer Manning, and Sean O'Reilly

Enhancing Feedback: key Issues and Solutions From the Literature to Help New Lecturers in Higher Education, Sheona Foley, Jennie Hussey, Theresa Hedderman, Jaiswal Amit, and Rahim Aneel

Components of, and Approaches to, Effective Feedback, Sarah Gibbons, Jonathan McCarthy, Paul McEvoy, and Patricia Mordaunt

Problem-Based Learning as an Authentic Assessment Method, Stuart Henderson, Mary Kinahan, and Elaine Rossiter

Submissions from 2017

Leveraging Peer Learning for Integration of International Students in the Classroom, Brian Barry, Waleed Abo-Hamad, Diana Carvalho e Ferreira, and Niamh Gilmartin

Community-Based Learning: A Primer, Zeinab Bedri, Ruairí de Fréin, and Geraldine Dowling

Personalised Learning Framework for Enhancing Mathematics Ability, John Butler, Orla Cahill, Basel Magableh, and Siobhan O'Regan

Internationalsation in the Classroom, Alberto Caimo, Deirdre Duffy, Patrick McEvoy, Brian Murphy, and Grainne Scanlon

Embedding a Blended Learning Approach From First Year, Suzanne Doyle, Michael Moore, Lesley Murphy, and Gavin Sewell

Strategies for Enhancing the Mature Student Experience in Higher Education, John O'Carroll, Cathy Ennis, Keith Loscher, Deirdre Ryan, and Niall Dixon

Blended Learning - What Practitioners Can Learn From MOOCs, Aine Whelan, Aimee Byrne, Keith Colton, Patrick Crean, and Conor McGarrigle

Submissions from 2016

Gamification to Improve First Year Engagement, John Colleran, Aoife Lloyd McKernan, Julie Ann Naughton, and Brian Vaughan

Methods for Deriving Individual Marks From Group Work, Miriam Delaney, Lucy Bowe, Breiffni Fitzgerald, Peter MacCann, and Christina Ryan

An Exploration of Fairness in the Assessment and Process of Student Group Work, Rita Gibson, Emma Geoghegan, Oscar MacAnaney, Andrew Hines, and Lorraine D'Arcy

Facilitating Group Work: a Guide to Good Practice, Ronan McCrea, Irene Neville, David Rickard, Ciara Walsh, and David Williams

Submissions from 2015

Using Learning Preferences to Inform Module and Curriculum Design, Cormac Breen, David McDonnell, Paul Redmond, Aisling McGowan, and Claire Wynne

Authentic Assessment, Sinead Freeman, James Fox, Vanessa Murphy, and Nicola Hughes

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Practitioner Research Projects | LTTC Programme Outputs | Technological University Dublin

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Submissions from 2019 Best Practice in Designing Groupwork for First Year Students, Judith Boyle, Rachel Halpin, and Chao Ji Hyland New Technologies and New Spaces: Grangegorman and Brightspace as Innovative Educational Environments, Gene Carolan, Cathal Curran, and Alan McCormack A Rubric Guide for New Academics, Pearlean Chadha, Louise Lynch, Barry

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Departments LTTC, Campus Life
Names: Ana Schalk, Rachel OConnor, Jen Harvey
Campus: City
Aims: to support student orientation
Project: WP1 of the HEA funded retention project
Project Audience: First year students
Status: completed. Portal to be launched on 21Sept as part of TU Dublin orientation activities

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Module title: LANGUAGE TEACHING AND LEARNING IN THE DIGITAL WORLD

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Module title: LANGUAGE TEACHING AND LEARNING IN THE DIGITAL WORLD

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Dept: Languages @ School of Languages, Law and Social Sciences
Campus: City
By: Gabaudan/Nocchi
Aims: to stimulate an appraisal and a critical discussion of new technologies for language learning and teaching and to equip students with the competences necessary for an active and engaged digital citizenship.

Audience: students who are completing their studies in a foreign language and are interested in pursuing a career as linguists, furthering their studies in foreign language education, or in the field of educational technologies.

Status: the module starts in this academic year.

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 at TU Dublin
Status: Piloting and Year 1 Academic Implementation Complete.  

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From Website to video game for language learning

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From Website to video game for language learning

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Dept: Languages @ School of Languages, Law and Social Sciences - City campus / School of Business - Blanchardstown
Aims: Development of VR & gaming experiences for language learners
Audience: Students of French
Status: Ongoing
Description:
Didier Larmousse is an original character created by a team of Language and Creative Digital Media Lecturers in Technological University Dublin. A lovable loser, he is a whimsical French provincial postman who embarks in a quiet adventure chasing his dream and the Tour de France.
While language learners follow him, they improve their French vocabulary and grammar with a multitude of interactive free online games linked to the 8 chapters of the story. Grammar is explained in English in a very digestible format.
Currently only available on frenchgrammartour.com., the content targets levels from A1/A2 to B1/B2 and develops the four skills through stories and interactions. We would now love to develop this project further with infinite avenues to play and learn in French (and possibly other languages). Our dream is to make Didier as ubiquitous as the famous iconic plumber with a moustache! Imagine if you could help us create the VR of Didier's world so that learners could become Didier... Be able to drive his van? Shop for camping gear? Go to the market and buy fish? Choose a swimsuit? Talk to the secretary on the beach?
Deal with the annoying dog? And fall in love, bien entendu !

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Enhancing Student Retention Across TU Dublin - Developing Institutional capacity for learning analytics (Workstream 2) [Paul Jackson, Brendan Mullen, Tomás Shields]

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Enhancing Student Retention Across TU Dublin - Developing Institutional capacity for learning analytics (Workstream 2) [Paul Jackson, Brendan Mullen, Tomás Shields]

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Dept: Digital Campus & Transformative Learning.Project Aim:  Supporting student success by use of Real-Time Analytics (Pilot Study part of Enhancing Student Retention Across TU Dublin). HEA funded.
Project Audience: Students & Staff alike.
Project Status: Ongoing.
Description: This Pilot project will use Real Time Analytics in the form of a dashboard allowing lecturing staff to quickly identify students with low engagement in terms of their attendance and Virtual Learning Environment (VLE) usage. Once identified supports can be offered to students to get them back onto a successful track.

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Name: Enhancing Student Retention project, work stream 3: Adapting VLE usage to attain a learner ‘Digital Footprint’ that includes Early Indicators of Potential Attrition. [Dr. Geraldine Gray]

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Name: Enhancing Student Retention project, work stream 3: Adapting VLE usage to attain a learner ‘Digital Footprint’ that includes Early Indicators of Potential Attrition. [Dr. Geraldine Gray]

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Dept: Digital Campus & Transformative Learning.
Project Aim:  Identify elements of good teaching practice that can also generate a digital footprint indicative of the quality of learner-engagement. Working in conjunction with work stream 2, Developing Institutional capacity for learning analytics. HEA funded.
Project Audience:  Academic staff.
Project Status: Ongoing.
Description:
The project analyzed a number of both Brightspace and Moodle module logs to determine the type of activities that were indicative of learner engagement pre COVID. Work is ongoing to assess changes in the information content of student’s VLE digital footprint with COVID. Email geraldine.gray@tudublin.ie for analysis of your module.

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Name: Daltaí (Developing all learners Through Analytics Initiative) [Dr. Geraldine Gray]

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Name: Daltaí (Developing all learners Through Analytics Initiative) [Dr. Geraldine Gray]

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Dept: Collaborative project spanning all TU Dublin campuses and GMIT

Project Aim:  Daltaí aims to develop an evidenced-based strategy and implementation plan that addresses the professional development requirements of higher education staff and students in relation to the effective use of learning data to support learning, teaching and assessment processes. Funded by the National Forum for the Enhancement of Teaching and Learning.

Project Audience:  All staff and students in Higher Ed.

Project Status: Ongoing.

Description: Through students and staff focus groups and surveys, the project has developed an evidence-based training plan focused on enabling all stakeholders engage with the outputs of learning analytics. Key requirements were how act on data, and clarity on ethical uses of data. Pilot training resources are currently being developed. https://daltai-he.ie/

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NAME: Dr. Ciara Nolan
DEPT: School of Marketing, Faculty of Business
CAMPUS: City Centre
PROJECT AIM:
To assist students with the transition to online examinations.
PROJECT AUDIENCE: Undergraduate students in Years 2 and 3 (full and part-time)

PROJECT STATUS: Completed

DESCRIPTION: The online exam bootcamp focused on a wide range of topics over four days. Students were given detailed guidance regarding the concept of open book exams and how to overcome any misconceptions they might have. Key study and revision strategies explained including distributed study practice and interleaving. The sessions also provided students with detailed advice regarding effective reading and note-taking approaches and how to provide evidence of critical thinking in open book examinations. The sessions also incorporated a pastoral element. I worked with the TU Dublin Chaplaincy and Counselling Service, as well as a Wellbeing coach to help students with stress management.

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Name: Roisin Donnelly
Dept: College of Business
Campus: City Campus
Project Aim: to encourage staff to work outside traditional disciplinary silos and share their practice and innovations in teaching and learning in a Brightspace Resource Portal.
Project Audience: all academic staff across the 5 Schools in the College, with a focus on Programme Team initiatives.
Project Status: Ongoing.
Description: Following a needs analysis with all Heads of School and School Executives, a portal was designed and implemented in Brightspace with access given to all staff to upload their innovations and exchange ideas across common areas in the disciplines: case study teaching, reflective practice, rubrics, PLO mapping, PBL, digital learning, team-based teaching, among others.