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Displaying Results 151 - 175 of 208 on page 7 of 9
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Signal accuracy and informational cascades
(2008)
Pastine, Tuvana; Pastine, Ivan
Signal accuracy and informational cascades
(2008)
Pastine, Tuvana; Pastine, Ivan
Abstract:
We extend the Bikhchandani, Hirshleifer and Welch (1992) informational cascade framework to allow for asymmetric signal accuracy. Simulations demonstrate that even small departures from symmetry may lead to non-monotonic effects of signal accuracy on the likelihood of an inefficient cascade.
http://hdl.handle.net/10197/698
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Snapshots: teacher educator professional learning shaping teacher educator practices
(2016)
Ní Chróinín, Déirdre; Parker, Melissa; Coulter, Maura; Walsh, Ciaran; McFlynn, Paul
Snapshots: teacher educator professional learning shaping teacher educator practices
(2016)
Ní Chróinín, Déirdre; Parker, Melissa; Coulter, Maura; Walsh, Ciaran; McFlynn, Paul
Abstract:
Snapshots: teacher educator professional learning shaping teacher educator practices.
http://hdl.handle.net/10395/2823
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Social media enabled collaborative learning environments: a design science research approach
(2016)
Doyle, Cathal
Social media enabled collaborative learning environments: a design science research approach
(2016)
Doyle, Cathal
Abstract:
Collaborative technologies such as Group Decision Support Systems were proclaimed to be able to impact the learning environments of educational institutions twenty years ago, where the Information Systems discipline was interested in determining whether they were capable of transforming the traditional methods of teaching. It was understood that these technologies were effective at transforming learning environments from a traditional approach to a collaborative one, where the learner is part of the learning process, but little has actually changed in this time. However, new generations of these collaborative technologies often emerge, and the platforms of social media are one such technology. In a similar fashion to previous collaborative technologies, social media have been proclaimed as impacting the learning environments of educational institutions through better communication and collaboration, in new and exciting ways. However, a problem that has been identified is there is a ...
http://hdl.handle.net/10468/3778
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SSRI enhances sensitivity to background outcomes and modulates response rates: a randomized double blind study of instrumental action and depression
(2016)
Msetfi, Rachel M.; Kumar, Poornima; Harmer, Catherine J; Murphy, Robin A.
SSRI enhances sensitivity to background outcomes and modulates response rates: a randomized double blind study of instrumental action and depression
(2016)
Msetfi, Rachel M.; Kumar, Poornima; Harmer, Catherine J; Murphy, Robin A.
Abstract:
Open Access funded by Economic and Social Research Council
Serotonin reuptake inhibitors (SSRIs) have immediate effects on synaptic levels of serotonin but their therapeutic effects are often delayed. This delay has been suggested to reflect time required for new learning and therefore that SSRIs might be having effects on the learning process. We examined the effects of elevating serotonin levels, through short-term SSRI administration (escitalopram), on learning about perceptions of instrumental control. A randomised double blind procedure was used to allocate healthy people, categorised as mildly depressed (high BDI >= 10: n = 76) or not depressed (low BDI
PUBLISHED
peer-reviewed
http://hdl.handle.net/10344/5154
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Student attitudes towards available learning spaces and technology
(2019)
Hammeran, Kelley B.
Student attitudes towards available learning spaces and technology
(2019)
Hammeran, Kelley B.
Abstract:
The following thesis sought aims to answer three essential research questions: What are University College Cork student attitudes towards learning spaces on campus? What are University College Cork student attitudes towards available learning spaces on campus? Is there a link between these attitudes and the demographics of affluence, achievement, and disability? A survey on learning spaces was sent to the student population of UCC. The response to the survey was four hundred and forty respondents, which is enough to be representative of a university the size of University College Cork. The findings show spaces already exist on campus that students find useful, but that they are not in supply enough for the needs of students. Students have little desire for extremely innovative spaces and technology but rather require more of what is already available. When it comes to the design of a space there is no one option that fits the needs of all students but there are general leanings of a...
http://hdl.handle.net/10468/10113
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Student Retention and Learning, Current Research and Practice: Fourth Annual Graduate Student Conference, 4 June, 2013
(2013)
Learning, Teaching, Technology Centre; Donnelly, Roisin
Student Retention and Learning, Current Research and Practice: Fourth Annual Graduate Student Conference, 4 June, 2013
(2013)
Learning, Teaching, Technology Centre; Donnelly, Roisin
Abstract:
Proceedings and abstracts of the 4th. annual graduate student conference, 4 June, 2013 held in DIT, Aungier Street, Dublin.
https://arrow.dit.ie/ltcgrad/3
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Student teachers’ evolving conceptions of self, learning and teaching: a longitudinal study (Pre-published version)
(2019)
Gardiner-Hyland, Fiodhna; Horgan, Kathleen
Student teachers’ evolving conceptions of self, learning and teaching: a longitudinal study (Pre-published version)
(2019)
Gardiner-Hyland, Fiodhna; Horgan, Kathleen
Abstract:
Student teachers’ evolving conceptions of self, learning and teaching: a longitudinal study.
http://hdl.handle.net/10395/2843
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Students in Action Initiative
(2015)
Ryan, Theresa; Mottiar, Ziene; Quinn, Bernadette; Gorman, Catherine; Griffin, Kevin; Cr...
Students in Action Initiative
(2015)
Ryan, Theresa; Mottiar, Ziene; Quinn, Bernadette; Gorman, Catherine; Griffin, Kevin; Craggs, Ruth; Quinn, Deirdre
Abstract:
The Students in Action Project in the School of Hospitality Management and Tourism was established in 2012 as a way of engaging students and working with stakeholders in a destination. The overall aim of the project was to immerse students in an active collaborative learning environment within the destination to identify ways in which tourism could be enhanced. In the 2014/2015 academic year the project involved over 300 students from a variety of programmes and modules working with local stakeholders in Wexford Town. To date the project has been successful in its aims to develop staff, student and community engagement and has generated positive impacts in terms of lecturer and student collaborations and has also provided substantial outcomes for the destination. Going forward, while posing challenges in terms of funding, timetabling and logistical issues, the project provides extensive opportunities for further enhancement of student engagement and collaborative learning.
https://arrow.dit.ie/fellow/50
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Students in Action: A destination based learning Approach to Student Engagement
(2015)
Craggs, Ruth; Gorman, Catherine; Griffin, Kevin; Mottiar, Ziene; Quinn, Bernadette; Rya...
Students in Action: A destination based learning Approach to Student Engagement
(2015)
Craggs, Ruth; Gorman, Catherine; Griffin, Kevin; Mottiar, Ziene; Quinn, Bernadette; Ryan, Theresa
https://arrow.dit.ie/tfschhmtbook/42
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Students in Action: Engaging Students with Destination Stakeholders
(2015)
Craggs, Ruth; Gorman, Catherine; Griffin, Kevin; mottiar, ziene; Quinn, Deirdre; Quinn,...
Students in Action: Engaging Students with Destination Stakeholders
(2015)
Craggs, Ruth; Gorman, Catherine; Griffin, Kevin; mottiar, ziene; Quinn, Deirdre; Quinn, Bernadette; Ryan, Theresa
Abstract:
The Students in Action Project in the School of Hospitality Management and Tourism was established in 2012 as a way of engaging students and working with stakeholders in a destination. The overall aim of the project was to immerse students in an active collaborative learning environment within the destination to identify ways in which tourism could be enhanced. In the 2014/2015 academic year the project involved over 300 students from a variety of programmes and modules working with local stakeholders in Wexford Town. To-date the project has been successful in its aims to develop staff, student and community engagement and has generated positive impacts in terms of lecturer and student collaborations and has also provided substantial outcomes for the destination. Going forward, while posing challenges in terms of funding, timetabling and logistical issues, the project provides extensive opportunities for further enhancement of student engagement and collaborative learning.
https://arrow.dit.ie/tfschhmtrep/21
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Study of the Potential of Educational Transfer from Grandchild to Grandparent, from the Child‟s Perspective and Agency, in a School Environment
(2013)
King, Ken
Study of the Potential of Educational Transfer from Grandchild to Grandparent, from the Child‟s Perspective and Agency, in a School Environment
(2013)
King, Ken
Abstract:
This research acknowledges the ability of children to be active in their own learning and could promote opportunities for life-long and life-wide learning by offering school-based Intergenerational Learning Programmes. The main aim of this study was to develop a pilot intergenerational lesson with children, aged 10 to 12 years old, to enable the educational transfer of knowledge and skills from children to their grandparents or other older people in a school setting. Using the Irish Primary School‘s SPHE Curriculum as a source, the project-based research was informed, firstly, by the theories of Piaget, Vygotsky and Rogoff, and secondly, by the perspectives of the co-researchers through the use of interpretive methodology. The primary intention was to enable the children to have their voices heard, learn new skills and benefit from the confidence the process could offer them by their active participation in Educational Action Research. A mixed-method approach was employed with quali...
https://arrow.dit.ie/aaschssldis/81
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Supply Chain Learning Needs: Towards a Port Community Perspective
(2005)
Sweeney, Edward; Evangelista, Pietro
Supply Chain Learning Needs: Towards a Port Community Perspective
(2005)
Sweeney, Edward; Evangelista, Pietro
Abstract:
The traditional role of ports in the wider supply chain context is currently being subject to a processof radical review. In broad terms, the traditional model is being replaced by a model which focuses on higher value and more knowledge intensive activities. This trend requires a change in the way in which new knowedge and skills are developed by staff in companies of all kinds within port communities. Traditional models need to be re-evaluated to reflect the increasing importance of knowledge and skills acquisition, particularly in relation to the supply chain management (SCM) concept and the evolving role of information and communications technology (ICT) in improving supply chain capability. This paper describes the case of NITL’s Foundation Certificate Programme (FCP) learning programme with specific reference to its use in addressing some of current shortcomings related to supply chain knowledge and skills in port communities. The FCP rationale is based on the need to move fro...
https://arrow.dit.ie/nitlart/9
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Supporting global collaboration teams through innovative Web 2.0 technologies.
(2017)
Dempsey, Mary; Gormley, Paul; Riedel, Ralph
Supporting global collaboration teams through innovative Web 2.0 technologies.
(2017)
Dempsey, Mary; Gormley, Paul; Riedel, Ralph
Abstract:
Enhanced collaboration among multicultural European countries is necessary for effective enterprise development and innovation. The current climate of an increasingly competitive global economy provides opportunities to explore alternative methods of enterprise sustainability including the creation of collaborative clusters of individuals working together towards a common goal. A key challenge for higher education institutions is how best to provide authentic collaborative environments and learning activities that simulate real life scenarios, where the participants may come from pan-European and/or non-European locations. This paper presents a comparative analysis of the usage and of the outcomes of wiki technology in a learning environment in Industrial Engineering. The results show the benefits and highlight also the crucial aspects when introducing this innovative approach as a supporting tool for collaborative work.
The opportunity to set up this scenario stems from an exis...
http://hdl.handle.net/10379/6844
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Switching off LTP: mGlu and NMDA receptor-dependent novelty exploration-induced depotentiation in the rat hippocampus.
(2013)
ROWAN, MICHAEL
Switching off LTP: mGlu and NMDA receptor-dependent novelty exploration-induced depotentiation in the rat hippocampus.
(2013)
ROWAN, MICHAEL
Abstract:
Both electrically induced synaptic long-term potentiation (LTP) and long-term depression have been extensively studied as models of the cellular basis of learning and memory mechanisms. Recently, considerable interest has been generated by the possibility that the activity-dependent persistent reversal of previously established synaptic LTP (depotentiation) may play a role in the time- and state-dependent erasure of memory. Here, we examined the requirement for glutamate receptor activation in experience-induced reversal of previously established LTP in the CA1 area of the hippocampus of freely behaving rats. Continuous exploration of non-aversive novelty for ~30 min, which was associated with hippocampal activation as measured by increased theta power in the electroencephalogram, triggered a rapid and persistent reversal of high frequency stimulation-induced LTP both at apical and basal synapses. Blockade of metabotropic glutamate (mGlu) receptors with mGlu5 subtype-selective antag...
http://hdl.handle.net/2262/72879
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Syllable Circles for Pronunciation Learning and Teaching
(2015)
Cullen, Charlie; Gardiner, Keith; Whipple, John B
Syllable Circles for Pronunciation Learning and Teaching
(2015)
Cullen, Charlie; Gardiner, Keith; Whipple, John B
Abstract:
Syllable Circles is an interactive visualization representing prominence as a feature in short phrases or multi-syllable words. They were designed for Computer Aided Pronunciation Teaching as a part of English Language Teaching. This study explores the question of if and how interactive visualizations can affect English Language Learners’ awareness of prominence, or stress, in English pronunciation. The study followed seven learners and three teachers. Think-aloud protocols, notes from direct observation and interviews of two groups allowed for six streams of data. It was found that interactive visualizations of syllable circles facilitate noticing prominence. Learners and teachers believed interactive visualizations were a useful means for presenting prominence and other suprasegmental features and would be valuable learning and teaching resources.
https://arrow.dit.ie/aaschmedart/85
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Tactile Learning: The Making of an Attitude
(2016)
Shotton, Elizabeth
Tactile Learning: The Making of an Attitude
(2016)
Shotton, Elizabeth
Abstract:
There is an interesting case in the history of dock building along the River Liffey that is illustrative of the relevance of one’s background in shaping one’s perceptual horizon and thus the manner in which the environment is attended to and the design process is undertaken. History documents that the acclaimed Scottish engineer John Rennie (1761 -1821) was author of the three docks built eastward of the Custom House in Dublin. This trio consists of the original dock, or Revenue Dock, completed 1796 (now in-filled), as well as George’ s Dock and the Inner Basin, both built by 1824. Yet the first dock was actually designed and constructed in tandem with the Custom House by James Gandon (1743 - 1823). Though this fact is clearly recorded by Mulvany in his biographical work on Gandon, and tentatively acknowledged much later by McParland, the record of citation evidence has slowly mutated across nearly two centuries to accommodate an altered perception of the increasingly specialized ro...
http://hdl.handle.net/10197/7453
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Team Objective Structured Bedside Assessment (TOSBA) as formative assessment in undergraduate Obstetrics and Gynaecology: a cohort study.
(2015)
Deane, Richard P; Joyce, Pauline; Murphy, Deirdre J
Team Objective Structured Bedside Assessment (TOSBA) as formative assessment in undergraduate Obstetrics and Gynaecology: a cohort study.
(2015)
Deane, Richard P; Joyce, Pauline; Murphy, Deirdre J
Abstract:
Team Objective Structured Bedside Assessment (TOSBA) is a learning approach in which a team of medical students undertake a set of structured clinical tasks with real patients in order to reach a diagnosis and formulate a management plan and receive immediate feedback on their performance from a facilitator. TOSBA was introduced as formative assessment to an 8-week undergraduate teaching programme in Obstetrics and Gynaecology (O&G) in 2013/14. Each student completed 5 TOSBA sessions during the rotation. The aim of the study was to evaluate TOSBA as a teaching method to provide formative assessment for medical students during their clinical rotation. The research questions were: Does TOSBA improve clinical, communication and/or reasoning skills? Does TOSBA provide quality feedback?
http://hdl.handle.net/10147/621141
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Technology-Enhanced Learning: Towards Providing Supports for PhD Students and Researchers in Higher Education
(2015)
O'Donnell, Eileen; O'Donnell, Liam
Technology-Enhanced Learning: Towards Providing Supports for PhD Students and Researchers in Higher Education
(2015)
O'Donnell, Eileen; O'Donnell, Liam
Abstract:
There are many elements to an individual’s life. Each individual engages in a variety of different activities which all require different types or forms of supports. Through family, friends, and colleagues, supports are available for many of the activities in which we engage. But, for students conducting research, specific types of support are necessary that can only be provided by supervisors and peers. This chapter reviews the supports necessary to learn how to effectively undertake research and how these supports could satisfactorily be provided through an e-learning portal or an e-learning platform. An e-learning module could be used to facilitate collaboration amongst student learners and researchers who share similar research interests. Students should be encouraged to develop a community of practice with fellow researchers as this relationship could provide beneficial peer support for as long as their research interests evolve and endure.
https://arrow.dit.ie/buschmanbk/18
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Technology-Enhanced Learning: Towards Providing Supports for PhD Students and Researchers in Higher Education.
(2015)
O'Donnell, Eileen; O'Donnell, Liam
Technology-Enhanced Learning: Towards Providing Supports for PhD Students and Researchers in Higher Education.
(2015)
O'Donnell, Eileen; O'Donnell, Liam
https://arrow.dit.ie/buschmanbk/19
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The Concept of Learning and Education
(1979)
Woods, Cornelius
The Concept of Learning and Education
(1979)
Woods, Cornelius
Abstract:
The two great classical philosophical theories of knowledge - rationalism and empiricism - bring with them not only different conceptions of knowledge, but also different understandings of the acquisition of knowledge. They also involve different conceptions of mind, at any rate to the extent that for empiricism the mind is, as Locke put it, like a mirror which passively receives reflections from without; while for rationalism the mind is more active, being involved in its own operations: With the development of psychology as an empirically orientated science, accounts of learning inspired by the empiricist ways of thinking have become the accepted thing. Charles Taylor (The Explanation of Behaviour, London: Routledge & Kegan Paul, 1964: p. 143) has noted that stimulus - response (S - R) theory can be construed as "a mechanistic transposition of the traditional empiricists views of epistemology". In relation to the practice of education, behaviourists theories of learn...
http://mural.maynoothuniversity.ie/5237/
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The Digital Agenda for Europe : Video Presentation
(2015)
Devine, Jim
The Digital Agenda for Europe : Video Presentation
(2015)
Devine, Jim
Abstract:
Presentation by Jim Devine (former President of IADT Dún Laoghaire) "The Digital Agenda for Europe". Delivered in Dublin Institute of Technology, Aungier Street, Dublin 2 on 25th June 2015. - See more at: http://lttc.dit.ie/lttc/elearning/elearningsummerschool/pastsummerschools/summerschool2015/elss15videopresentations/#sthash.cge2gwYH.dpuf
https://arrow.dit.ie/ltcoth/12
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The effect of pain on cognitive function: a review of clinical and preclinical research.
(2013)
Moriarty, Orla; McGuire, Brian E.; Finn, David P.
The effect of pain on cognitive function: a review of clinical and preclinical research.
(2013)
Moriarty, Orla; McGuire, Brian E.; Finn, David P.
Abstract:
Cognitive impairment is commonly associated with the pain experience. This impairment represents a major obstacle to daily activities and rehabilitation, especially in the chronic pain population. Here we review clinical and preclinical studies that have investigated pain-related alterations in cognition. These include impaired attentional, executive and general cognitive functioning. We describe the anatomical, neurochemical and molecular substrates common to both cognitive processing and supraspinal pain processing, and present the evidence for their involvement in pain-related cognitive impairment. We also examine the added complexity of cognitive impairment caused by analgesic medications and how this can further impact on morbidity in chronic pain patients. The need for a better understanding of the mechanisms of both pain-induced and treatment-related cognitive impairment is highlighted. Further research in this area will aid our understanding of patient symptoms and their und...
http://hdl.handle.net/10379/3129
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The Enhancement of Student Learning Through Engagement and Feedback in the Assessment Process
(2010)
Delaney, Niall; O'Donnell, Alan
The Enhancement of Student Learning Through Engagement and Feedback in the Assessment Process
(2010)
Delaney, Niall; O'Donnell, Alan
Abstract:
The Dublin Institute of Technology is one of the largest multi-level higher education providers in Ireland, catering for over 22000 students annually. Under the 1999 Qualifications (Education and Training) Act, DIT became an awarding body in its own right. Programme provision covers apprenticeships, short continuous professional development courses, taught undergraduate and postgraduate, research MPhil and PhDs. The Institute’s traditional mission has always been focused on learning and teaching in the field of advanced technical vocational education and training (TVET), and one of its current agendas is to foster and encourage changes in teaching practice and methodology in order to enhance a student centred learning approach. This paper reviews a pilot project undertaken regarding this agenda by lecturers of Carpentry and Joinery apprentices. Over the past few years, it appeared that the students were showing less of an interest in their practical jobs in class, as t...
https://arrow.dit.ie/csercon/12
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The home-school-community liaison (HSCL) scheme: summary evaluation report
(1995)
Ryan, Sandra
The home-school-community liaison (HSCL) scheme: summary evaluation report
(1995)
Ryan, Sandra
Abstract:
The home-school-community liaison (HSCL) scheme: summary evaluation report
http://hdl.handle.net/10395/2312
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The impact of holistic assessment using adaptive comparative judgement on student learning
(2012)
Canty, Donal
The impact of holistic assessment using adaptive comparative judgement on student learning
(2012)
Canty, Donal
Abstract:
The shift in philosophy in Irish technology education has brought with it new challenges for practitioners, curriculum developers and awarding bodies. With the emphasis on technological capability the technology student must not only demonstrate the acquisition of knowledge, skills and problem solving abilities in context, but must also construct the meaning that defines a technologically capable person. Traditionally in Technology Education, the over emphasis on product outcomes measured by summative criteria creates a dichotomy between the curriculum objectives and the inference drawn by assessment. Valuing the process of learning and the wide range of skills and experiences uniquely developed by the individual poses a significant challenge to the relevance of assessment constructs. This study tracks the experiences and performance of 406 initial teacher education students as they develop a personal construct of technology capability and democratically converge on cluster qualitie...
http://hdl.handle.net/10344/6766
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