ARC (Academic Research Collection) (College Dubin)
Not a member yet
359 research outputs found
Sort by
Effective Compiler Error Message Enhancement for Novice Programming Students
Get PDFProgramming is an essential skill that all computing students must master. However programming can be difficult to learn. Compiler error messages are crucial for correcting errors, but are often difficult to understand and pose a barrier to progress for many novices. High frequencies of errors, particularly repeated errors, have been shown to be indicators of students who are struggling with learning to program. This study involves a custom IDE that enhances Java compiler error messages, intended to be more useful to novices than those supplied by the compiler. The effectiveness of this approach was tested in an empirical control/intervention study of approximately 200 students generating almost 50,000 errors. The design allows for direct comparisons between enhanced and non-enhanced error messages. Results show that the intervention group experienced reductions in the number of overall errors, errors per student, and several repeated error metrics. This work is important for two reasons. First, the effects of error message enhancement have been recently debated in the literature. This study provides substantial evidence that it can be effective. Second, these results should be generalizable at least in part, to other programming languages, students and institutions, as we show that the control group of this study is comparable to several others using Java and other languages
Institutional Teaching, Learning and Assessment Strategy July 2015 to July 2020
Get PDFThe Strategy was updated in 2016 and 2018. In 2020, a CCT Working Group on the Teaching, Learning and Assessment Strategy was formed to update the current iteration
Mindfulness and Contemplative Practices: The Voice of the Student
No full textThere is a large spectrum of Mindfulness and Contemplative Practices (MCPs) which are gaining traction in the classroom. Many of these are aimed at reducing stress, reflecting on different points of view, expressing empathy, appreciating diversity and reducing absenteeism to name a few. Some of these practices hold promise to possibly improve attention, concentration and memory capabilities. However, there is no agreed consensus for what students want from MCPs (if anything), if they enjoy them, and if they want to engage in them. Further, it is likely that given the personal nature of MCPs, any findings are likely to be discipline and environment specific, if not specific to the cohort, or even the individual, warranting each educator to determine where their unique students stand. This paper draws motivation from previous empirical research, and the desire of the authors to capture the students‟ voice on what they want, and what they think works. The environment is a BSc in IT programme in Dublin, Ireland. Students were invited to participate in a mindfulness and contemplative practice workshop in which a number of MCPs were explored with faculty guidance. The MCPs were tailored using results of a preworkshop questionnaire completed by students, with inspiration drawn from the Tree of Contemplative Practices (The Center for Contemplative Mind in Society, 2015). During the workshop various practical sessions were led and results were captured through a postworkshop questionnaire. Results show a significant interest in MPCs, a range of motivations for engaging in them, and diverse practice interests. Overall, a high level of student engagement is a substantial outcome. This paper looks to inform educators seeking to introduce simple contemplative pedagogy practices in the classroom, hopefully making their first attempts more fruitful by allowing them to take into account their students‟ perceptions and desires. This can be determined by running their own workshop with their own students, or by using the results from ours, and making adjustments as required
Teaching Hero Award
No full textThe Teaching Hero Award is organised by the National Forum for the Enhancement of Teaching and Learning. Students vote for their most impactful teacher.https://arc.cct.ie/cctawards/1000/thumbnail.jp
Teaching Hero Award
No full textThe Teaching Hero Award is organised by the National Forum for the Enhancement of Teaching and Learning. Students vote for their most impactful teacher.https://arc.cct.ie/cctawards/1001/thumbnail.jp
Turning Knowledge Assets into Innovative Business Processes: An Empirical Example In The Asset Management industry
No full textPurpose – This paper introduces initial insights into how Mediolanum Asset Management Limited (MAML), an innovative and expanding Italian asset manager based in Ireland, relies on a knowledge-based organisational structure fostering innovation in order to generate a sustainable competitive advantage. Knowledge-based SMEs such as MAML face a recurring challenge in the highly competitive asset management industry: they rely heavily on their staff expertise in order to generate innovation while trying to downplay at the same time their dependency on their human assets. The company fosters innovation while resting on KM practices and IC to build a social and organisational capital. Design/methodology/approach – Primary and secondary data are gathered from observation, documentation and semi-structured interviews and provide the material on which this study is based. Knowledge management and intellectual capital theoretical lenses are elicited for the critical analysis and interpretation of the results. Originality/value – This paper based on empirical evidence demonstrates how intellectual capital stocks and knowledge management practices are actually approached and implemented in order to create value through innovation-led processes. To our knowledge, MAML constitutes a rare case of a SME in the asset management industr
Introducing Contemplative Pedagogy to the Classroom: Implementation, Experience and Effects on Concentration
No full textWhile there is no single theory or praxis of contemplative pedagogy (Coburn, 2011), there is a wide spectrum of Mindfulness Meditation Practices (MMPs) being used in the classroom at a growing number of institutions. Many of these are aimed outcomes such as reducing stress, reflection (including self-reflection), expressing empathy, appreciating diversity and reducing absenteeism. Some of these practices also hold promise to possibly improve cognition, concentration and memory capabilities. This paper explores the experience of implementing a one-pointedness MMP in the classroom at an Irish higher education institution. The focus is on simplicity of implementation, minimal disruption, student engagement with the practice and any positive effects this may bring to the concentration/attention abilities of students. Specifically, a one-pointedness meditation is practiced by students at the outset of each lecture in a specified module. At the end of the lecture period, students are given a form of Wilkins’ counting test, a measure of sustained focused concentration. Results are then compared to the performance of the same cohort in another module with no one-pointedness exercise, serving as control. Results show a small and borderline statistically-significant increase in the concentration abilities of students in the module that includes the one-pointedness meditation. Students also participated in a questionnaire and a discussion group, reflecting on their experience with the practice, and their opinions on introducing MMPs into their learning. Overall the student experience was much more positive than the authors had envisioned, even hoped for. At a minimum the results of this paper can inform educators looking to introduce simple contemplative pedagogy practices in the classroom, hopefully making their first attempts more fruitful
Efforts in Outreach Programmes to Inform Secondary Students on Studying ICT at Third Level
No full textThe Irish national secondary school curriculum has no dedicated Computer Science or Information and Communications Technology (ICT) provision (Stokes, 2010). In addition the academic study of ICT programmes is often misunderstood by prospective students with little real-world or practical insight into these fields (Tangney, et al., 2009). As such, there have been several efforts to introduce secondary school students to elements of third-level experience before actually attending third-level full-time, normally taking the format of summer camps or similar outreach programmes at third-level institutions (see Appendices I & II). However it could be argued that some of these programmes add to the misunderstanding. A primary reason for this is many of these programmes focus on explaining the ICT curricula and giving limited examples of such in the form of past student projects, demonstrations, and other eye-catching and interest-generating presentations or activities – often referred to as ‘show’ (Frieze, 2005). Though the message is sound, the impression of studying at third-level received by potential students may not be. The reality is that these programmes involve coursework and accredited assessment.Starting in summer 2012 and expanding in 2013, the College of Computer Training3 has delivered a programme called ICT Taster Courses, in partnership with Microsoft Ireland and Fasttrack to IT (FIT) as part of the Youth2Work initiative (Fasttrack to IT, 2013). The programme consists of intensive, three-week courses, each focussing on a particular ICT core skill area. These programmes were provided free of charge to senior-cycle secondary school students. Unlike any programme previously offered in Ireland, students undertake actual coursework and importantly, accredited assessment. Successful completion of the programme can result in two awards – a nationally accredited FETAC level 5 component certificate and an industry accredited Microsoft Technical Associate (MTA) certification.In addition to presenting student expectations, experience and results, this paper presents institutional successes and lessons learned. We outline the results of surveys designed to determine the depth of understanding of ICT when students arrive and the degree to which this understanding is improved as programmes progress. We also investigate how this experience influences future choice on studying ICT at third-level. This is of obvious interest to students, parents, school teachers and counsellors, third-level ICT educators, professionals, and policymake