The rapid emergence of Generative Artificial Intelligence (GAI) has introduced a transformative age of technology, gaining prominent attention in higher education. This mixed-methods case study examines the applications of GAI, and how it is understood, applied, and managed within an Irish Technological University. By focusing on lecturers’ professional and personal engagement with GAI, the research provides insight into how this technology is shaping academic practice, providing valuable insights for researchers and policymakers, including its challenges and potential to add value to teaching experiences.

Key findings reveal a continuum of responses and experiences, ranging from resistance to optimism among educators. Instead of viewing these reactions solely through the lens of technology acceptance, we have applied change management theories as a framework to better capture the nuance and complexity of staff responses. To this end, the presentation provides an opportunity to introduce a heuristic device that combines Kotter’s 8-Step Model with Kübler-Ross’ Change Curve, offering a way to capture participant perspectives on GenAI.

This research highlights the importance of proactive and empathetic change management and AI-informed teaching methods, providing recommendations for HEIs seeking to navigate the pedagogical, ethical, and institutional implications of GAI adoption.

This study was undertaken to highlight the ecological implications of EdTEch, the excessive nature of modern digital technology, to examine the need for sustainable practices in the ICT sector and education's involvement therein. The environmental impact of EdTech remains an underexamined consequence of the use of digital technology in education contexts, one that is not often considered among known issues of digital education. This impact is growing exponentially with the presence of Artificial Intelligence in the sector. The selection and adoption of EdTech tools is deeply influenced by institutional policies and governance, which have remits to reduce ecological impact and carbon footprint, but rarely consider digital technology and EdTech as part of the harmful contributors. Understanding and addressing these interconnected challenges is critical for aligning EdTech with planetary and social equity goals. The study follows a "possible action structure" used by Neil Selwyn that considers “business as usual”, “greening” EdTech, and “burning it to the ground” to critically analyze the sustainability claims and practices within the EdTech sector. Actionable insights are drawn from the empirical examination of case studies; selected socio-technical educational practices, in which computing technologies are embroiled, including solar-powered websites, self-hosted systems, and upcycled hardware infrastructures. The outcomes of the research identify practical strategies, for people to come together and directly counter EdTech’s environmental footprint. The research uses an exploratory case study methodology, and a theoretical framework which is directly influenced by the principles of ecojustice and permacomputing. These perspectives provide a lens for evaluating the ecological, social, and cultural dimensions of EdTech and for proposing sustainable alternatives. The study situates EdTech within broader socio-political and cultural contexts, contributing to critical debates on its future. By connecting the critical analysis with possible solutions, it opens avenues for constructive dialogue on aligning digital education with ecological responsibility, aiming to offer critical insights for policymakers, educators, and technologists.

This study explores the changing digital experiences of students in an Irish Higher Education Institution, building on the findings of the 2019 INDEx (Irish National Digital Experience) survey, and aligned with an Erasmus+ project on supporting educators' digital competencies (CUTIE) and work with supporting student digital champions (Digichamps). Conducted in early 2025, our research gathered over 1,000 student responses to assess digital engagement, support, and expectations, with a particular focus on the impact of emerging generative AI (genAI) technologies on learning practices. A retrospective analysis highlights key shifts since 2019. Notably, the study captures students' diverse perceptions of genAI tools, and some insights into more detailed usage. Comparisons across disciplines, modes of study, and year groups reveal nuanced differences in adoption and attitudes. We will discuss the main findings in detail, providing insights into how to frame questions around students' evolving digital competencies and critical engagement with AI technologies, and digital education more widely. The paper offers a timely update on students' digital experiences in higher education in 2025.

Pre-service teachers are increasingly engaging with generative AI (GenAI) tools such as ChatGPT. This mixed-methods study explores how Irish pre-service primary teachers use GenAI, alongside their perceptions of its opportunities, challenges, ethical implications, and professional development needs. The analysis considers variables including year of study and placement-related stress. Quantitative data were collected from 190 participants, complemented by qualitative interviews with four student teachers—one from each year group.

Findings reveal a clear developmental trajectory in GenAI adoption. Usage increases from Year 1 to Year 3. Patterns of use also shift: while first-year students primarily engage with GenAI for personal tasks, fourth-year students increasingly apply it to lesson planning and classroom resource creation. Initial scepticism and ethical concerns are most significant in Year 1 and diminish over time, while perceived opportunities peak in Year 3. The need for targeted professional development remains consistent across all years. All interviewees highlighted a strong demand for clearer institutional guidance. Notably, placement-related stress appears to influence GenAI use most strongly in Year 3, with students under higher stress levels reporting more frequent use. These findings underscore the urgent need for professional development and institutional policies to support the integration of GenAI in teacher education.

Vocational education and training (VET) systems across Europe face growing pressure to adapt to evolving labour market demands and rapid technological change. Despite reform efforts, many institutions still operate with fragmented curricula and limited opportunities for interdisciplinary collaboration or applied learning.

This study explores how design thinking, agile methodologies and collaborative digital tools can enhance VET by supporting the co-design of Innovation Frameworks (IFs) in Portugal, Slovenia, and Spain, with guidance from Irish universities.

First, focus groups with 38 teachers and surveys with 100 teachers and 257 students from six VET schools identified key challenges such as low student motivation, gaps between curriculum and market needs, and difficulty integrating new technologies. Second, a train-the-trainer programme was introduced, enabling school teams to engage with agile and design thinking tools through experiential learning. This capacity-building phase ensured educators could apply these methodologies in their own contexts. Subsequently, cross-disciplinary teams co-designed school-specific IFs through workshops and training. Finally, five schools completed two design sprints. Cross-national interactions, lessons learned, and experiments supported schools to prepare for the final iteration.

This research demonstrates the potential of adaptive innovation processes to foster innovation, collaboration, learner engagement and resilience, offering a replicable model for real-world, practice-oriented learning.

Planning lessons has become an exercise of reflecting on what we are teaching, how we are engaging students in the learning process, and where the learning happens. Including technology in the mix can help making the what, how and where more effective and focused. For this, Kimmons et al. (2020) created the PICRAT (Passive/Interactive/Creative use by students; Replacing/Amplifying/Transforming traditional practice) model to aid teachers plan technologically rich lessons that will engage students in the learning process and facilitate the teaching and delivery of content through digital and online tools. This model can be used as a guide to evaluate the role of tools in the classroom and students’ engagement and interactions with them.

As part of my doctoral research, I am looking at how student teachers enrolled in a MA programme in language teacher education are using technology in their teaching practice. Following two workshops as an intervention where participants are presented with some online tools for language teaching, they plan and teach an online session as part of their teaching practice and submit the lesson plans for analysis, which will add some insights to the study. These lesson plans are then evaluated using the PICRAT matrix for technology integration.

Instructional video lessons are widely used to deliver instruction in higher education. However, learner engagement with such videos can be poor. Many higher education institutions promote the inclusion of a Picture-in-Picture (PiP) video element to improve the learner experience and to increase engagement and learning performance. Producing instructional videos is a significant challenge for lecturers in terms of integrating technology, pedagogy and content. Incorporating PiP leads to increased complexity and lecturer cognitive load. Adding eye-gaze optimisation (EO) further increases complexity and cognitive load for lecturers.

The purpose of this study was to investigate the challenges experienced by higher education lecturers in the Republic of Ireland when recording instructional videos with PiP and PiP plus EO (PiP+EO). The study used a mixed methods sequential explanatory design with an online survey questionnaire (N=17) and semi-structured interviews (N=5). The findings showed that lecturers experience multiple technical and cognitive challenges, utilise various setups, strategies and techniques to overcome these, and report varying levels of self-satisfaction with the videos produced. All participants expressed a strong level of interest in training. These observations will inform the development of a good practice framework and e-learning system for lecturers to improve their instructional videos with PiP and PiP+EO.

This presentation offers a critical, interdisciplinary examination of artificial intelligence through a philosophical and social care lens, responding to the conference theme by interrogating the “hereness” and “not-yetness” of AI in educational and human-centred domains. While AI is increasingly embedded in our digital campuses, classrooms, and care systems, I argue that the ethical, epistemological, and human implications of these technologies remain under-explored.

Framing AI not as a neutral tool but as a socio-technical system imbued with power, the session draws on Foucault’s (1977) concept of the panopticon and power/knowledge to critique if AI surveillance technologies, predictive algorithms, and data analytics reconfigure human behaviour and institutional control. In this “digital panopticon,” students, educators, and service users may internalise the presence of invisible AI observers, altering their choices, creativity, and agency.

The presentation further explores how AI systems shape cognition and epistemology—particularly through personalised content, search, and recommendation engines that exploit confirmation bias. These tools may inadvertently dull critical thinking, reduce exposure to diverse perspectives, and entrench polarisation. The implications for pedagogy are profound: in the age of GenAI, are we educating students to think critically, or merely to echo themselves?

Anthropomorphism is also examined through philosopher Daniel Dennett’s (1987) intentional stance, which helps explain why humans so readily ascribe belief, intention, and emotion to LLMs, chatbots, and embodied AI. Using examples like the film Her and emotionally responsive AI such as ChatGPT, the presentation questions whether these systems should ever be treated as relational agents. What are the consequences when students or vulnerable users mistake simulated empathy for authentic care, or when educators begin to trust AI’s authority over human insight?

These philosophical questions are grounded in real-world case studies from social care and education. The presentation examines AI’s use in child protection—such as predictive risk scoring tools—and raises concerns about bias, transparency, and the erosion of due process. Can health metrics miss cultural nuance, such as hydration measures failing to account for dietary diversity among Cantonese elders. In both examples, the “not-yetness” of AI’s cultural and ethical sophistication is stark.

Crucially, the presentation argues for the central role of philosophy in shaping the future of educational technology. Philosophy fosters the ethical reflection, epistemic humility, and conceptual clarity needed to navigate AI’s seductive yet unsettled terrain. It challenges us to ask: What kinds of intelligence and labour are being outsourced? What moral responsibilities are being deferred? And how do we maintain space for ambiguity, empathy, and care in increasingly automated environments?

Ultimately, this presentation invites educators and technologists to go beyond utility and toward ethical inquiry—teaching students not only to interrogate their engagement with AI, but to question what kind of human thinking we are outsourcing, overlooking, or losing. As generative AI becomes ubiquitous, our challenge is not only technical integration but human preservation. To answer “Are we there yet?” we must first ask: Where exactly are we going—and who do we become when we get there?

There is a great deal of evidence that many students struggle to develop academic writing skills (Aitchinson et al, 2012). There is also substantial evidence that the capacity to plan, manage, monitor and reflect on one’s learning - i.e. to engage in self-regulated learning - is key to academic success. For instance, seminal research has identified fourteen SRL strategies where high performers differed from low performers by two standard deviations (Zimmerman and Martinez-Pons, 1986) and this difference was accounted for by strategy presence, frequency and consistency (Nandagopal and Ericsson, 2012). In this presentation, we will provide an overview of an ongoing Erasmus+ funded research project called STARS (Self-Regulated Learning for Academic Success) that seeks to integrate insights from these two sets of literature by co-creating a digital tool that will help to systematically develop self-regulated learning (SRL) skills with respect to academic writing. More specifically, we will present some preliminary results from focus groups with undergraduate and taught MA students that were undertaken as part of the needfinding phase of the project. We will then show some prototypes of the digital system to demonstrate how the project will respond to identified needs within respect to strategies for cognitive, meta-cognitive and emotional regulation.

StatsSkills is an accessible, open-access web app through which learners systematically build statistics skills. StatsSkills contains exercises targeting specific skills, on which learners receive immediate, automated feedback, and through which they can track their progress to master specific areas and so increase their self-efficacy.

During the academic year 2024-2025, StatsSkills was scaled to handle more learners and multiple groups with around 260 students using StatsSkills in three modules. In our presentation, we will briefly demonstrate StatsSkills, and then discuss findings from student focus groups, a student survey and usage data.

Responses to the student survey sent in November 2024 indicated high levels of satisfaction with StatsSkills. Students praised the app as "simple, handy, and fun," valuing its accessibility and role in boosting their confidence with learning statistics. Early findings from the student focus groups in March 2025 reinforce the survey findings, with students also describing how using StatsSkills during class time kept them engaged and made learning statistics more enjoyable. Students also offered valuable suggestions for how to enhance StatsSkills for future learners including streamlining the process for accessing StatsSkills, increasing the variety and difficulty of exercises, and implementing analytics dashboards to allow learners to track their progress over time.

Discussions on AI and educational technology both imply and assume that learners have access to digital technology. However recent cyber incidents in HE institutions have illustrated that the digital divide persists and has far-ranging effects on learners. In the midst of one such cyber incident, I undertook a survey of managerial staff to ask ‘what is the attitude of managerial staff in HE towards students’ digital equality?’ The research entailed an anonymous online survey of third level managerial staff (academic heads of departments) to explore their experiences, knowledge of, and attitudes to students’ access to online learning, in particular whilst off campus. My objective was to ascertain whether management in HE considers the digital divide in relation to their students; and whether they take any actions to mitigate against such a divide.

This research was informed by an egalitarian theoretical framework and a Freirean approach to access and equity for learners. It is crucial that management in HE is attuned to any potential disparities in students’ educational experiences and access to learning that may result from the digital divide. The findings of my study indicated complexity in managerial attitudes, and a variety of approaches to learners.

This paper presents a case study of a programme team approach to online module design on a blended learning programme - the Higher Certificate of Arts in Custodial Care (HCCC). The HCCC is a bespoke two-year applied learning programme completed by all Recruit Prison Officers in the Irish Prison Service (IPS). It is co-designed and delivered by South East Technological University (SETU) and the IPS. Supported by an NTutorr-funded project titled Optimise, which garnered student and staff feedback of their experience of the Virtual Learning Environment (VLE), a lack of consistency across module design was previously identified as a significant barrier to student engagement and learning. This paper describes the actions taken by the programme team and the Centre for Technology Enhanced Learning at SETU (Waterford) in 2024 to address those findings and create consistent, engaging and user-friendly module designs. We share our experience of embedding a module template and present student feedback obtained in November 2024 and March 2025, which we compare with that gathered previously.

Please note the following paper is under review in the Irish Journal of Academic Practice, I am presenting to stimulate discussion / gain feedback.

Socio-technical disruption driven by generative artificial intelligence has impacted all domains of Higher Education over the past three years. Impacts on the pedagogy domain include the emergence of ethical dilemmas, demands for more personalised and equitable engagement and pressures to strategically transform pedagogy through digital transformation. Emerging from a master of education dissertation, the present paper aims to explore the impact of generative artificial intelligence on pedagogic practices in the business school context. Four in-depth interviews with senior lecturers were conducted, and analysed thematically.

Findings suggest that generative artificial intelligence can drive emerging pedagogic practices manifest as: guiding students; challenging students; co-creating and personalising. As these practices emerge in a dynamic pedagogic environment where regulation lags practice, lecturers experience de-centring, resulting in pedagogic practices which are tentative in nature. Feedback from experimentation with tentative practices offers opportunities for action learning to hone such practices.

Advancing theory on pedagogic practices, the paper offers lectures with a practice informed framework for experimentation, and suggests that management and administration can offer greater support and guidance to such experimentation.

This presentation introduces a model for student referencing of their use of AI sources in academic work. The TOPIC model - Tools, Outputs, Prompts, Iterations, Critical reflection - guides the referencing process for complex uses of generative AI tools, by specifying and rationalising the need to focus on structured specific components.

The presented work will include brief background on recent focus-group research with Irish third-level students, which suggests an urgent need for a rigorous deployable framework for students to consider and acknowledge their use of AI tools in academic assessment. The TOPIC model has been used successfully over the past year at DCU, and in linked ECIU universities outside Ireland, and provides a pedagogical value via its introduction - prompting thematic reflection and reporting on usage in addition to facilitating verification of relevant contextual use in evaluated work.

A briefing is provided on the use cases for the model, recent case studies of its utility in third level contexts, and examples of student work within it.

More on this model: https://doras.dcu.ie/30652/

Custom GPTs are emerging as transformative tools in education, with growing evidence of their potential to enhance teaching, learning, and research through intelligent, context-aware interaction (Aithal & Aithal, 2023; AACSB, 2024). However, their effectiveness is shaped by cultural, contextual, and ethical factors that influence learner engagement and perceived usefulness (Nyaaba & Zhai, 2024).

This small-scale study examines the use of a Custom GPT with Stage 2 Electrical Apprentices in Further Education and Training, evaluating its potential to support personalised learning. Drawing on survey responses and a short focus group interview, the study found that while all users reported improved understanding of key concepts, their overall experiences with the GPT varied widely. Views differed particularly on its effectiveness in identifying knowledge gaps, delivering personalised support, and providing human-like interaction.

Learners who experienced the GPT as more intelligent and human-like reported higher satisfaction. Responses ranged from finding the tool empowering and helpful to viewing it as lacking utility or personalisation. These findings suggest opportunities to improve onboarding, enhance GPT adaptiveness and interactivity, and clarify its role alongside traditional learning supports.

This presentation will describe how we developed a comprehensive Moodle maturity model designed to assist institutions in assessing their current use of Moodle in the institution, identifying areas for improvement, and charting a course towards enhanced Moodle maturity. Grounded in extensive research with focus groups involving several universities and aligned with JISC’s Digital maturity framework, the model encompasses key dimensions of Moodle maturity, including infrastructure, data utilisation, organisational culture, and knowledge development and knowledge exchange.

The model offers a structured framework of distinct maturity levels, each characterised by specific criteria and benchmarks. Institutions can leverage this framework to conduct self-assessments, benchmark against peers, and prioritise initiatives for improvement.

Key features of the LMS maturity model include:

1. Multi-dimensional Assessment: Evaluation across technology, data, people, processes, and strategy dimensions to provide a holistic view of digital maturity.

2. Maturity Level Definitions: Clear delineation of maturity levels with defined criteria, enabling organisations to gauge their current state and set achievable targets for progress.

3. Actionable Insights: Identification of actionable insights and recommendations tailored to each maturity level, facilitating targeted interventions and resource allocation.

This free tool is designed for Moodle but applicable to any LMS

Implementing a significant transition management programme to unify TU Dublin’s Virtual Learning Environments from 3 separate campus specific VLE’s to a single D2L Brightspace instance to achieve digital transformation and enhance the student experience.
TU Dublin’s oneVLE project was initiated to transition TU Dublin to a single D2L Brightspace instance.
TU Dublin previously operated and supported 3 VLE’s, 2 separate instances of Moodle and one Brightspace instance.
Despite now being part of the same Technological University, legacy practices and the geographic separation of the two campuses posed significant challenges.
By leveraging D2L HE Select Services and executing a comprehensive communications and training plan, we successfully overcame these challenges to unify our VLE in time for the 2024/25 academic year.

Every student has the right to quality education (UNESCO, 2021) and substantial progress has been witnessed in terms of access and equity within online learning spaces. This research examines lecturers’ perspectives on whether a University’s commitment to student inclusion translates to the teaching environment. In particular, it questions whether the experience of lecturing staff within current delivery spaces reflects an inclusive environment to encourage engagement in learning activities and opportunities to all students. Participation in this context refers to an equal educational experience within physical and virtual learning spaces, which has contributed to a change in the role of the lecturer. The question this research posits is whether the University’s commitment of student inclusion translates to the teaching environment. In particular, it questions if the experience of teaching staff within current online delivery space reflects an inclusive environment to encourage engagement in learning activities and opportunities across under-represented groups. Participation in this context refers to an equal educational experience within virtual learning spaces.

This research design serves to answer the study’s central research questions:

• Do teachers experience challenges in terms of inclusion when teaching students online?
• What have teachers learned in terms of inclusion when teaching students online?

This presentation explores essential design principles for developing digital learning content using authoring tools like Rise 360 and Genially. In the post-COVID educational landscape, these tools have gained popularity among educators and training professionals. However, concerns remain about the pedagogical quality and accessibility of the content created. To ensure effective learning experiences, instructional design must be grounded in inclusive, research-based frameworks.

The session will highlight Universal Design for Learning (UDL) as a key framework that supports accessibility and pedagogical rigor. UDL’s three principles—multiple means of Representation, Engagement, and Action & Expression—help address learner variability. Its latest version (3.0) reinforces its flexibility across diverse educational contexts, making it suitable not only for content design but also for program-wide application.

The presentation will also examine Gagné’s Nine Events of Instruction, offering a systematic approach to designing digital experiences—from gaining learner attention to evaluating outcomes. Examples in Rise 360 and Genially will show how Gagné’s model supports engagement and knowledge retention.

Attendees will gain actionable strategies and best practices for creating inclusive, engaging, and pedagogically sound digital content, with real-world examples from higher and further education settings.

This presentation reports on the development of an innovative, data-driven assessment toolkit designed to support scalable, competency-based learning in STEM education. Developed with grant funding under QQI's anniversary funding call, the REAL assessment toolkit empowers educators to deliver precise, standards-aligned evaluations while providing students with personalised, error-specific feedback that builds confidence, fosters mastery, and supports progression across NFQ levels.

The project comprised four parts - mapping and consultation, toolkit development, evaluation, and dissemination. The toolkit created develops a range of quiz questions within the Moodle platform which expand the normal capabilities of online questions and investigate their suitability for a range of scenarios at NFQ levels 6-8. We also demonstrate how highly effective feedback can be embedded into question design. In addition, a wizard and repository were developed which allows for the development of new questions with a significantly reduced learning curve for new users.

The evaluation of the questions developed allowed for the creation of unique insights into the behaviour of students. Examples include student practice in laboratory classes, how students deal with their laboratory data and examining how students’ online engagement can affect success in passing a module.

In this session, Brickfield will help you rate your accessibility skills and knowledge against the shortened version of our AccessibilityPractice Rubric based on our Accessibility Tip Cube. The Tip Zine and Cube breakdown entry level behaviours into six domains: Layout, Image, Text, Tables, Links and Media, with each of the six domains having three skills with one behaviour for each. We will take attendees through a breathless self-assessment reflecting on their accessibility practice through this lens.The self-assessment tool will provide guidance where the next steps are to improve your skills and ultimately, increase the quality and reach of your digital communications.

As artificial intelligence becomes more embedded in higher education, we face a critical question:
Are we actively building the future we want — or being shaped by systems we don't fully understand?

This session invites participants to deeply consider AI’s evolving role in higher education through the creative lens of Lego Serious Play (LSP). LSP is a powerful facilitation method that uses hands-on building and storytelling to surface complex dynamics, reveal hidden assumptions, and imagine new possibilities.

Using a series of Lego models as metaphors, we will explore AI’s current and emerging impacts:
— Who holds agency?
— What structures are forming?
— Where are the tensions, opportunities, and risks?

Storytelling will be central to this exploration, helping participants not only reflect on the current state of AI, but also envision the narratives we are creating — and those we might still rewrite.

Participants will be guided to reflect on AI not as a finished product, but as a system still very much under construction — one where critical engagement, imagination, and intentional design are urgently needed.

Rather than offering prescriptive answers, this 15-minute session rapidly fosters playful, thoughtful inquiry into AI’s future in higher education.

Since 2022,The Digital Academy for the Sustainable Built Environment (DASBE) has created various virtual reality applications with the goal of enhancing construction education in Ireland. This paper presents the practical insights derived from three innovative XR projects, aimed at creating engaging learning tools for professionals in the construction sector.

The “Defects in Traditional Buildings” project simulates a potentially hazardous environment for defect identification. The “Heat Pump & PV” application allows users to interact with virtual energy systems. The “U-Value Calculator in Mixed Reality” overlays 3D wall models onto real environments, allowing for hands-on exploration of thermal performance.

Following constructivist learning theory and an iterative design process, these tools have been developed through user feedback and expert collaboration.Attention was given to easing new users into immersive learning with incremental onboarding. Additional effort was given to exploring how XR can redefine traditional 2D learning paradigms.

The paper highlights the key challenges and pedagogical strategies adopted at DASBE. The insights provided may serve as an example for educators and industry professionals seeking to implement immersive learning technologies within similar spaces Our findings underscore the benefits of embracing emergent technology in curriculum development, encouraging further research and broader adoption of XR methodologies in education.

This practitioner paper presents a case study of how the Flexible and Professional Learning department at the Technological University of the Shannon (TUS) has rapidly advanced the integration of immersive technologies into its online, blended, and distance learning offerings over an 18-month period. Beginning from limited prior experience in this area, the department has strategically built capacity and implemented immersive tools with a strong focus on pedagogical value and learner engagement. Notable innovations include the use of VirtualSpeech for developing professional communication skills in VR, Enscape for architectural visualisation, and Unity for the creation of interactive electric vehicle models to enhance STEM learning. Furthermore, 360° imagery from hydroelectric stations has been embedded into environmental and engineering modules to provide applied, real-world context. These developments reflect a commitment to meaningful and sustainable use of immersive technology, rather than superficial adoption. Early outcomes demonstrate increased student engagement, deeper learning experiences, and strong institutional support for continued innovation. This case study offers practical insights for educators and institutions seeking to implement immersive technologies in a purposeful and scalable way.

An Instructrue Practitioner Paper

Trust, encompassing cognitive and emotional dimensions, is foundational for the adoption and sustained use of technology. As generative AI (GenAI) tools reshape information-seeking behaviours in higher education, understanding students' trust in these systems is crucial. This study explores models of trust in GenAI, drawing from Jacovi et al.’s (2021) contractual trust framework and others. These models highlight trust as a dynamic construct shaped by user expectations, satisfaction, risk perception, competence, and benevolence.

Through the lens of calibrated trust, we examine how students form trust judgments when using GenAI for academic research. Using a scenario-based survey and a validated trust measurement instrument, we assessed students' perceptions of two AI chatbots. The research aims to:

1. Assess the extent to which students trust or distrust GenAI in academic research.
2. Identify key factors that influence trust perceptions, including transparency and reliability.

Findings from this study will provide insights into how students calibrate trust in AI-based search tools, informing AI system design to foster appropriate trust levels. Additionally, results will help educators and administrators guide students in effectively integrating GenAI into academic research practices.

The LevUL Up Digital Skills Hub (DSH) is an institutionally available Brightspace site launched in September 2023 to help University of Limerick (UL) students, and the staff who teach them, build confident, current, and literate digital practices. Grounded in recognised digital competence frameworks, the DSH offers a Discovery Tool self-diagnostic, a growing “Digital Essentials” series of asynchronous self-study lessons authored by the Digital Skills team, and a rolling calendar of live workshops. Since launch, over 2,200 people have self-enrolled, with 95% of survey respondents (~250) rating their self-study lesson experience positively.
DSH lessons such as 'AI Essentials: Student Guide to GenAI' are now embedded in modules across Arts, Business, E-learning, and Nursing, often as graded coursework, and are increasingly linked from programme information pages as UL’s de facto student introduction to GenAI.
We argue that the DSH itself inhabits a “here-and-not-yet” state. It is used and valued yet must evolve rapidly as the GenAI and wider digital skills landscape shifts.
Engagement data, student and lecturer reflections, and small team workflows will illustrate how content remains relevant and context-aware across disciplines.
Attendees will take away a practical model for scalable, UDL-aligned, curricular integration of GenAI (and other digital literacies) informed by national integrity and policy drivers.

In Spring 2025, the University of Limerick (UL) organised a series of 'Let’s Talk GenAI' workshops aimed at enhancing staff awareness of Generative AI (GenAI), aligning with the EU AI Act's Article 4 on AI literacy. This paper outlines the collaborative process of designing learning resources for these workshops, focusing on two introductory sessions and highlighting key insights and lessons learned from a learning design perspective.

The series aimed to build staff confidence in using GenAI, regardless of their role or technical background. The workshop resources were designed to be engaging, inclusive and accessible, featuring presentations, interactive activities based on real-world scenarios, and takeaway materials. The workshops promoted a critical approach to using GenAI and included discussions on the opportunities and challenges that GenAI presents for the University and higher education.

We will also share some broader insights into the practicalities of creating GenAI literacy initiatives for a diverse staff body, acknowledging that UL doesn’t have all the answers in this rapidly evolving field. Attendees will learn about an approach to developing GenAI literacy that creates space for meaningful conversations around GenAI, while also supporting the broader literacy objectives of the EU AI Act.

AI Literacy in the Classroom is a national training initiative designed to enhance post-primary teachers’ AI literacy skills and empower them to guide students in the safe, informed and ethical use of AI.

Developed in response to a skills and training gap for critical AI literacy identified by Oide [1] and other European education leaders [2], the programme was launched in October 2024 with support from Google. It is led by AI literacy and ethics experts from the Research Ireland ADAPT Centre, Dublin City University, and partner institutions.

Created with teachers for teachers, AI Literacy in the Classroom combines half-day, in-person workshops at education centres across Ireland with a free, 90-minute self-led online course available via the initiative’s website www.adaptcentre.ie/ai-literacy-in-the-classroom. The online course comprises two modules – AI Literacy, and AI Ethics – and provides educators with expert insights and access to short activities designed to help them explore ethical AI with their students.

The initiative has already trained 340 post-primary educators, significantly boosting their understanding and confidence around AI. Evaluation data show 96% of participants reported an improved ability to explain AI principles and ethics, 92% felt more confident discussing AI with students, and 97% would recommend the workshops to colleagues. Online course feedback has been overwhelmingly positive, with participants describing it as “informative,” “accessible,” and “engaging.”

This presentation will share insights and lessons from the programme’s first phase, including participant feedback and emerging priorities and plans for future training provision.

[1] National professional development service for teachers and school leaders, established under the Department of Education of Ireland

[1] Navigating the Future of Education (2024). Better Internet for Kids. European Commission. https://better-internet-for-kids.europa.eu/en/news/navigating-future-education-educators-insights-ai-integration-and-challenges-greece-hungary

Digital skills are more important than ever for universities, for staff, and for students. But how do we identify skills gaps in a rapidly evolving world of AI and new technologies? How do we close those gaps? How do we foster a culture of digital literacy and fluency that supports digital transformation?

This interactive presentation explores the Jisc digital skills framework and discovery tool, and how they are used in tertiary education. Through case studies we introduce successful approaches, such as embedding digital skills development into HR processes, the curriculum, careers support and wider strategic projects.

Developed with the sector, the digital capabilities framework provides a shared language for addressing digital skills. The discovery tool offers self-assessment questionnaires on overall capabilities, online teaching, AI, accessibility, digital leadership and digital skills for employability. Personalised action plans and curated resources suggest next steps for staff and students. Anonymous data dashboards represent the organisational picture, supporting planning and allowing benchmarking.

The framework and discovery tool together empower individuals to develop essential digital skills and equip leaders with data and models to drive digital transformation.

This practitioner paper presents a reflective account of engaging with the Beyond Blended Learning resources developed by JISC, as part of their pilot programme running from January 2025. The initiative involved participation with 17 universities in the UK and Australia, and included a series of masterclasses and peer-learning activities designed to explore flexible and inclusive blended learning designs. As part of involvement with the pilot, the Beyond Blended resources were integrated into a postgraduate diploma module in Academic Practice, on teaching online. The module, delivered to a cohort of academic staff, served as a live testbed for applying and critically evaluating the framework within real teaching contexts. Through structured engagement with the Jisc resources, discussions, and design sprints, participants explored models for live online, or asynchronous delivery, developed plans, and trialled active digital pedagogies. Insights gathered from this process fostered rich dialogue among practitioners about optimal modes of participation, blend and flex, and the institutional strategies and resources for online and campus-based spaces and places. The paper concludes with key reflections on the impact of participating in the JISC pilot, considerations for wider adoption, and the value of community-based professional development in navigating the evolving landscape of higher education teaching and learning.

SurveyMonkey, launched in 1999 is generally regarded as the first online survey tool designed to gather and analyse data quickly and easily. Google Forms (2008) and Microsoft Forms (2016) provided big name respectability resulting in the widespread displacement of paper-based surveys for academic research.

This case study examines the use of Microsoft Forms to design and distribute a short classroom survey “on the fly” in order to rapidly gain deep insights into student behaviours with a view to adapting teaching approaches.

When students don’t engage with a labour-intensive innovation, the lecturer may be tempted to verbally challenge the class to explain. Psychologically, this may result in confrontation, defensiveness and hostile silence.

A short online survey (3 questions, 1 open-ended) accessed via QR code and utilising student smartphones, tablets or laptops can elicit deeper individual responses quickly, painlessly and confidentially.

The sincerity of the responses coupled with insights into the realities of the student experience caused us to build in reminder mechanisms into the process and to reevaluate our expectations of the students.

More generally, this serendipitous development provides a new channel for rapid information gathering for classroom research purposes or for quickly analysing classroom quandaries.

The TEL Café initiative was developed by the Technology Enhanced Learning (TEL) Support Service in the Limerick and Clare ETB in response to a key challenge: engaging staff who are committed to their practice but may lack the time or capacity to attend workshops. Following a review of professional development engagement, the idea emerged to offer informal, flexible learning opportunities that fit more naturally into schedules.

Research shows that educators highly value informal and non-formal professional development that is collaborative, context-specific, and practice-based (Trust et al., 2016; Opfer & Pedder, 2011; Souto-Seijo et. al., 2020). Feedback reflects this, with staff reporting increased confidence, engagement and a greater willingness to integrate digital tools into their practice.

Rooted in Universal Design for Learning principles, the monthly cafés provide a relaxed, supportive space—in-person and online—where educators can explore digital tools, share experiences, and ask questions. Themes have included Resource Development, AI for Education, Event Management, and Assistive Technology.

The cafés have also led to increased engagement with 1:1 TEL clinics, reflecting a growing confidence and interest in personalised support. This presentation will explore the design and implementation of the TEL Café model, share practical insights, and outline its impact on staff engagement.

References:

Trust, T., Krutka, D.G. and Carpenter, J.P., 2016. ‘Together we are better’: Professional learning networks for teachers. Computers & Education, 102, pp.15–34.

Opfer, V.D. and Pedder, D., 2011. Conceptualizing Teacher Professional Learning. Review of Educational Research, 81(3), pp.376–407.

Souto-Seijo, A., Moss, G. and Higham, R., 2020. Teachers' Informal Learning and Digital Competence in Further Education: A Systematic Review. British Journal of Educational Technology, 51(5), pp.1575–1594.

In this short session, I share my practical experience designing and delivering a suite of self-directed teacher training courses for new academic staff across multiple campuses at ATU, using Articulate Rise and Reach 360. Developed to support flexible, anytime learning for busy lecturers, the course introduces core teaching practices, university policies, and digital tools. I’ll discuss why I selected Rise and Reach as the authoring and delivery platforms, where they shine, and where they challenge creativity and control. The session will highlight the pros, cons, and practical considerations of these tools from a learning designers’ perspective.

Our presentation will highlight the AI Research & Productivity Workflow Group's strategic efforts to integrate AI at Innopharma Education, focusing on three major goals: enhancing staff AI skills, boosting organisational efficiency, and fostering innovation in AI-driven teaching and learning. Learners at the college will directly benefit, as educators, equipped with new AI tools and methods, can enrich the learning environment and better prepare students for a future shaped by AI. Since early 2025, we've conducted popular and successful weekly AI training sessions for both teaching and non-teaching staff, covering diverse AI topics to improve capabilities across the board. Building on this foundation, we're developing mandatory AI training for all staff using Articulate Rise, planned for implementation later this year. Articulate Rise’s AI features, including content generation, course outline creation, and personalized assessments, offer an efficient and engaging way to upskill staff. This initiative aligns with industry trends emphasising AI’s role in workforce development, personalized learning, and operational efficiency. This training aims to equip staff with essential AI literacy, encouraging innovation in teaching and learning practices , ultimately enhancing the learning experience and preparing students for an AI-driven future

This paper explores the experience of co-creating an online course with students.

The Financial Readiness for Life Digital Badge was created as a collaboration between ATU and MABS the Money and Budgeting Service. The creation of the course was supported by the N-TUTORR project which financed four Student Champions to work on the project.

The students co-created the course content - scripting and shooting videos and animations, conducting interviews, creating scenarios and providing voiceovers. This paper reflects on the experience of collaborating with students to create an online course and how the project has encouraged the use of eLearning publishing tools and the creation of eLearning content as course work in academic programmes.

The paper also showcases the Financial Readiness for Life Digital Badge itself, which ATU has made freely available for to all educational institutes and bodies.

Tutors AI is GenAI augmentation into Tutors which enhances students' learning experience and empowers content creators to adjust content based on demand.

Tutors is a learning platform used by SETU students to access lectures and labs. It provides transformative learning experiences using open web standards. Tutors AI project facilitates diverse academic needs and learning styles by embedding several GenAI features into the Tutors app, such as "Chat with Tutors AI", "Explain Like I'm Five" and "AI Powered Web Search". It also includes "Tutors AI for Content Creators", a feature for lecturers which highlights areas where students need more support and provides insights for further content improvement.

The inspiration for the project came from Dr. Barbara Oakley’s “Learn how to learn” course, where she recommends using analogies to improve understanding of complex systems.

Tutors AI will help students to find answers to challenging questions and concepts within their online learning environment in real-time, encouraging deeper engagement with course materials. Data is available to adapt content to student needs. Ultimately it will minimise the time lecturers spend explaining basic concepts, allowing them to dedicate more attention to addressing advanced students’ questions.

This presentation discusses the process of developing institutional level analytics and data presentation facilities. Funded by the Technological Sector Advancement Fund (TSAF), the authors have been leading a team creating learning analytics to improve the student experience by optimising student support channels and creating learning analytics to support the student journey and allow the university to provide early interventions in a timely fashion where required.

This project brings together technical, administrative and academic aspects to examine what is required of an institutional analytics system to best serve all stakeholders within the University. The project, building on previous work, has shown that technically, many exciting possibilities exist, some driven by machine learning, for identifying students who would benefit from timely intervention. The presentation shows how Microsoft Fabric can be used to ingest, transform and serve data from a wide variety of sources to the chosen audience.

The ability to present this information raises many practical and ethical questions about what to do. This leads us to ask, now that we can present our data in such a powerful way, what do we do next - whose job is it anyway?

Despite a decade of promises around educational predictive analytics, from identifying at-risk students to providing personalised feedback, the practical impact of such systems remains marginal in many institutions. Drawing on experience as both an IT professional and academic working with enterprise educational platforms, this paper examines whether Large Language Models (LLMs) will meaningfully transform this landscape or merely reframe existing challenges.

Rather than focusing on theoretical capabilities, this analysis considers what AI can realistically deliver within the constraints of complex institutional systems, limited educator time, and competing pedagogical priorities. Even sophisticated AI provides minimal value when it either confirms what educators already know or identifies problems that cannot be practically addressed.

The current moment presents unprecedented opportunities to use powerful analytical and automation tools. However, the "not-yetness" of these initiatives often stems from unclear objectives and implementation barriers. This paper outlines common challenges educational institutions face when adopting AI, identifies necessary practical steps for successful implementation, and establishes realistic expectations for impact. By bridging technological possibilities with institutional realities, we can move beyond hype to develop AI applications that genuinely enhance educational outcomes in sustainable, meaningful ways.

Throughout the development and implementation of ambitious, yet financially and temporally finite research projects, the question of legacy is ever-present. How can the achievements and ethos be sustained once the initiative itself has concluded?

The National Technological University Transformation for Recovery & Resilience (N-TUTORR) was an innovative partnership across the entire Irish Technological Higher Education sector. Funded by the HEA, this project sought to embody a collaborative approach whereby colleagues across the Technological University sector could transform learning, teaching & assessment through the promotion and integration of 6 key themes:

• Sustainability and Education for Sustainable Development

• Digital Transformation

• Employability

• Equity, Diversity and Inclusion

• Universal Design for Learning

• Academic Integrity

The N-TUTORR Curriculum Framework is a defined, supportive pathway for all staff engaged in programme and module development. Through a legible collection of workshops and resources staff are guided through each stage of the programme development process. The Curriculum Framework curates knowledge and expertise from across the university, aligning it with policy and procedure to ensure clarity and accessibility.

In this way the framework promotes consideration of the themes mentioned above from the earliest stages of the design process.

This presentation will detail the concepts underlying the creation of the Curriculum Framework, the process through which the initial draft was designed and ongoing plans for future development, review and implementation.

This session outlines the journey from experienced learning designer to emerging researcher, leveraging critical and creative methodologies stemming from practice. Drawing on a previously tested, practice-oriented workshop, developed from a recent chapter, it explores how learning designers might adapt practice-based methods into research, equipping early career researchers with the agency to develop unique approaches. (Molloy & Thomson, 2023, 2024) It examines creative methods such as zine making and speculative fiction in contrast with practical methods undertaken developing a graduate programme for learning designers. Finally, it will analyse the intersection of learning design practice and research, addressing the “not-yetness” of shifting roles, while providing valuable insight and guidance for future researchers. (Collier & Ross, 2017)

Collier, A., & Ross, J. (2017). For whom, and for what? Not-yetness and thinking beyond open content. Open Praxis, 9(1), 7-16. https://doi.org/10.5944/openpraxis.9.1.406

​​Molloy, K., & Thomson, C. (2023). Humanising learning design with digital pragmatism. In Czerniewicz, L., & Cronin, C. (Eds.), Higher education for good (1st ed., pp. 397–420). Open Book Publishers. https://doi.org/10.11647/obp.0363.17

Molloy, K., & Thomson, C. (2024). Humanising learning design with digital pragmatism. OER24 Conference. ALT. https://blokks.co/schedules/oer24/#/2024-03-28/qmv8976e62ga/workshop-122-humanising-learning-design-with-digital-pragmatism

This work investigates how creative, interdisciplinary practice can strengthen research culture at the intersection of innovative transformation and sustainability in higher education. By incorporating photonics and optoelectronics tools into easy-to-use, practical learning activities, the initiative helps new researchers and students carry out the initial important scientific studies in areas like the environment, materials, and engineering.

The initiative aims to break disciplinary silos, democratize access to advanced methodologies, and foster research integrity through open data sharing and skill-building. A 75-minute session, delivered at Universiti Malaya, integrated sustainability education with experimental photonics, encouraging students to approach global challenges through systems thinking and scientific perspective-taking. Participants engaged in reflective dialogue, co-created innovative ideas, and connected emerging technologies to sustainability goals.

Preliminary outcomes showed increased student engagement and a stronger link between technological innovation and environmental responsibility. This approach offers a replicable model for embedding new research tools into higher education curricula while promoting cross-disciplinary collaboration. Ultimately, the project demonstrates how participatory, tech-enabled learning environments can build sustainable research cultures and prepare learners to navigate complex global challenges with creativity and scientific integrity.

This paper details the ongoing process of creating an on demand course on incorporating QQI’s Statutory Quality Assurance Guidelines for Providers of Blended and Fully Online Programmes (2023) into curriculum design. The Guidelines structure online and blended programme development and delivery into three contexts: Organisational, Programme and Learner Experience. A project involving SETU’s Office of Academic Affairs, Faculty of Education and Lifelong Learning and Centre for Academic Practice took elements from the Programme and Learner Experience Contexts and is in the process of developing an interactive on demand course for curriculum designers to help them ensure that their programme development process takes account of the guidelines and meets the standards set. Developing the course, which was built in Articulate RISE, involves tackling some fundamental questions about the applicability of the Guidelines and accompanying checklists supplied by QQI, and how best to frame them for academics unfamiliar with the specific requirements of blended and online programme development and QQI’s Guidelines. This presentation speaks to how those fundamental questions were addressed, whether GenAI can be utilised and how a systematic approach was adopted to developing the on demand course that mirrors best practice in instructional design.

This presentation explores the practical and pedagogical impact of VEVOX as a digital engagement tool, grounded in practitioner experience. Set within the context of a ‘Law & Social Change’ module, the presentation reflects on how VEVOX transformed a low-interaction classroom into a dynamic and participatory learning space.

The module examines how social values shape legal reform. This year, the students chose two socially and politically charged topics – the stereotype of the Constitutional Irish woman and the 2024 referendum, and the ongoing reform of Ireland’s drug laws. Despite the provocative content and a student-led design, initial engagement was limited. This prompted the search for digital technology which came in the form of VEVOX, integrated to encourage broader participation.

The presentation outlines how features such as word clouds and priority rankings were used to facilitate a classroom based citizen’s assembly. It then considers three key contributions of VEVOX to the teaching and learning environment: anonymity, which reduces social risks and legitimises dissent, being heard, which amplifies the literal and figurative quieter voices, and data recording, which supports analysis for both the students and the lecturers.

Abstract

This research is situated within the Irish tertiary educational space, between Higher Education (HE) and Further Education & Training (FET). The higher education organisation within this research is the Literacy Development Centre (LDC) – South-East Technological University (SETU) and the further education organisation is the Longford Westmeath Education Training Board (LWETB). This study focused on the provision of a 30 Credit NFQ Level 6 qualification entitled Certificate in Adult Literacy Studies. The findings of this research presented a unique 360 degree view of experiences of the blended delivery of this curriculum programme. Voices reported include all stakeholders, specifically the people who logistically managed the programme from both the HE and FE perspectives, the lecturers and the students. It is important to note that the students on this programme are tutors within LWETB. The research focuses specifically on the opportunities, the positives, the challenges and the lessons learned for all of the research participants involved in delivering this programme within this tertiary space. The impact of this type of academic delivery upon the students and other respective organisational stakeholders from both the HE and the FE perspectives is also explored.

Libraries have always been at the center of information literacy and literacy development. By extension it is fitting that they play a central role in helping staff, students and researchers when it comes to the impact of artificial intelligence (AI) in finding, using, and managing information. While AI is not new, in more recent years academic libraries have seen enormous developments with its ability and technology, and it has become more widely available for staff and students to use. A key consideration for academic libraries is how AI integration is profoundly impacting search and discovery mechanisms in library databases. This paper will present an overview of the implications of AI for academic libraries. It will focus on how it is influencing students when finding, using, and managing information and will also outline in practical terms what approaches are being taken by academic libraries. It will consider how academic libraries can increase AI literacy and the opportunities that it brings .

Following conversations at a recent DisAbility Network Event, we recognised a real need for a student-friendly digital resource to support university students with intellectual disabilities and neurodiversities. This practitioner paper presentation shares the early stages of a collaborative project at South East Technological University (SETU), where we are working to build an inclusive and accessible resource that helps students feel confident, informed, and connected as they move through university life. Our work is rooted in the theme of Accessibility and Universal Design for Learning (UDL) and also reflects the values of Students as Partners, Online Learning, and Innovative and Creative Practices in Teaching and Learning.

We are partnering with the Intellectual Disability Programme in SETU to ensure that the resource truly reflects their voices, needs, and ideas. Together, we are exploring what kinds of tools and information would make university more welcoming and easier to navigate. Some early ideas include simple, visual IT guides, “social stories” that explain everyday university experiences (like going to the library or joining a lecture), and easy-to-use campus maps and support contacts.

The resource will be available online, firstl through our LMS, so that students can access it easily on their phones, laptops, or tablets. It will use clear language, visuals, and flexible formats to suit everyone. We also hope it will be useful not only for students, but for staff and peers who want to better understand how to support inclusive learning.

Right now, we are in the planning stage—gathering ideas, building relationships, and listening closely to requirements. In this presentation, we’ll share our vision and progress so far, and we’re reaching out to colleagues who may have insights, examples, or advice to help us create something that truly makes a difference at SETU and beyond.

AI is ready to tell you what to learn next. The question is, should you listen? Professional development might feel productive but there is a chance it is procrastination in disguise. From an early age, we enter a school system guided by a curriculum designed by experts; however, it leaves little room for us to develop self-direction or take ownership of our own learning. We then move into our professional careers and attend webinars, complete modules, and add badges to our profiles. In a sector under constant pressure to stay current, it is easy to get swept up, yet we rarely stop to ask why. LMS AI is developing in the direction of suggesting what training we should be taking. Self-directed learning is a process we learn through osmosis. We sign up for training when opportunities arise that interest us or when we are required to take it, but we rarely step back to see if this training is moving us in the direction that we want to move in.
This talk will look at whether we are moving in the direction we want to go in, or if we are being taken by the current of learning trends in a direction that might not be where we want to go.

We explore this through the lens of Heutagogy, learner-determined learning, which foregrounds agency in deciding what, when, and even whether to engage. We will explore what it means to choose not only what to learn, but when to say no. In line with the conference’s theme, we invite reflection on the maturity of our response to AI in education. Are we leading the change, or being led without realising it?

In fully online programmes, emotional isolation and limited peer interaction can undermine learner engagement and retention. This paper explores the use of emoji-based surveys - short, visual check-ins embedded in a coaching-informed Slack channel—as a strategy to foster emotional connection, visibility, and community among adult learners. Grounded in life coaching principles such as emotional intelligence and self-reflection, emoji surveys offer a low-barrier, inclusive way for students to share how they are feeling without needing to articulate complex emotions in text. These lightweight interventions encourage self-awareness, normalize vulnerability, and invite empathetic responses from peers and staff.

By surfacing collective emotional states and prompting informal dialogue, emoji surveys contribute to a culture of care and co-regulation, aligned with the goals of holistic adult education. In this case study from a two-year ICT conversion programme, emoji surveys are part of a broader strategy to support the “whole learner” through intentional, dialogic design. The findings show that even simple, visual tools—when grounded in relational pedagogy—can play a meaningful role in building trust, belonging, and emotional support in asynchronous online spaces.

Contract cheating in Irish academia involves students outsourcing their assignments or exams to third-party services, often called "essay mills," which threatens the integrity and reputation of higher education institutions. Over the past few years, at least 1000 students across Irish universities have been reported for cheating, including contract cheating, plagiarism, and exam breaches. Ireland is among the few countries with legislation (Section 43A of the 2019 Qualifications and Quality Assurance Act) that criminalizes facilitating, advertising, or promoting contract cheating, with penalties including fines up to €100,000 and imprisonment up to five years.

Universities in Ireland are adopting a multifaceted approach to managing contract cheating. This includes developing clear academic integrity policies aligned with national frameworks, improving detection and investigation processes, engaging students as partners in integrity initiatives, and collaborating with national bodies like the National Academic Integrity Network and QQI for enforcement and education.

Specifically, the platform WIROO, developed by Macquarie University, Australia, is recognized as an innovative tool to combat contract cheating. WIRRO uses large-scale data analytics and "non-learning analytics" to detect suspicious behaviours and potential breaches of academic integrity at scale. It analyses patterns such as shared IP addresses, unusual submission behaviours, and geographic anomalies (e.g., submissions from unexpected locations like Kenya) to generate risk scores for students, helping institutions identify and investigate contract cheating more efficiently. Other platforms that co-exist with Platforms such as WIROO are Turnitin Authorship, which tool designed to help educators and academic institutions detect and investigate potential cases of contract cheating. Turnitin Authorship provides a comprehensive solution by analysing a student’s writing style over time and comparing it with their submitted work to identify inconsistencies.

This presentation will outline the start of the journey in using WIROO, funded under N-TUTORR and the #NextGenerationEU scheme. For us, this is a pilot project for us here at SETU

How can we better support time-constrained educators to help boost student engagement in online learning environments?

This Gasta presentation shares how a recent TEL (Technology-Enhanced Learning) Engagement Series from Maynooth University used microlearning and visual design to help staff build skills and improve their digital teaching practice.

Faced with growing demands on educators and rising expectations from students, we developed a new approach: bite-sized, visual, interactive guides that rethink traditional course design support.

Using Canva and Genially for clarity and interactivity, I created a six-part infographic series, each designed to fit busy schedules while delivering high-impact guidance for course design enhancement.

Each infographic introduced approaches and tools within Moodle and was paired with bite-sized webinars to reinforce implementation. The presentation will explore the creative process behind the project including the specifics of the tools and methods and share key lessons in enhancing supports for staff in Moodle course design.

As AI helps to reshape how we work, teach, and create, one of our most powerful tools remains wonderfully human: the ability to spark new ideas. But creativity isn’t magic - and it’s not reserved for “creative types.” In this GASTA session, I’ll introduce a practical, timeless five-step method for producing ideas - one that shows creativity can be a process, not a mystery.

From collecting raw material to the elusive “aha” moment, this technique offers a structured, repeatable way to get unstuck and generate fresh thinking. In a time when adaptability and innovation are essential in education, knowing how to build ideas - rather than wait for them to randomly appear - is a serious advantage.

Whether you’re designing learning experiences, solving sticky problems, or dreaming up your next EdTech project, this fast-paced session will offer a quick, powerful reminder: good ideas aren’t born - they’re built.

With Dr. Tom Farrelly counting me in (and out!), you’ll discover that in a world full of algorithms, the real spark is you - the human in the loop, with a great idea ready to ignite.

Embarking on a research postgraduate programme demands the development of a wide range of skills, as outlined in the EU Research Competence Framework. Given the diverse academic, professional, and geographical backgrounds of incoming students, it can be challenging to ensure that everyone starts with the foundational knowledge and skills needed to succeed.

To address this, the Centre for Academic Practice at SETU is developing the Graduate Resource and Development (GRAD) Programme—an online, self-directed resource designed to support our growing community of research postgraduate students. GRAD will offer practical guidance and insights across academic, personal, professional, and research-specific skill areas.

Designed as a wraparound support available anytime, anywhere, and to all students across our campuses, GRAD is being built in close collaboration with existing support services, faculty and, of course, students.

This GASTA presentation will explore the rationale behind the initiative, share an overview of GRAD’s content, design, and delivery, and highlight the crucial role of student input in co-creating this innovative resource.

Anthropomorphic avatars have promoted social support and a sense of community. This presentation will provide instances of AI-driven anthropomorphic chatbots designed for human-AI interactions, focusing on improving performance by affecting users' perceptions of belonging, social support, loneliness, and connectedness. Interaction with AI chatbots augments human communication and can elevate performance via user involvement. The session will clarify how AI-driven chatbots foster a sense of belonging and provide social support through connectivity, analyze examples of human-AI interactions aimed at improving performance by enhancing social support and reducing loneliness, and present the outcomes of experiences with AI chatbots. Moreover, it will investigate how mitigating loneliness with AI chatbots promotes performance in professional and educational settings by augmenting concentration, motivation, and overall well-being. Participants will evaluate the effectiveness of AI chatbots in providing emotional support and enhancing connectedness. The presentation will also analyze the digital divide and strategies for overcoming barriers to enhance performance. The objectives include assessing the effectiveness of generative AI chatbots in providing social support and fostering a sense of belonging, exploring the capacity of anthropomorphic avatars to reduce loneliness and improve connectedness, and discussing methods to refine the design of these avatars to enhance user engagement and performance.

While AI’s promises are often wrapped in narratives of innovation and transformation, these technologies are grounded in deeply material realities: server farms, energy-hungry computation, rare earth minerals, and the human labour behind system maintenance (Brevini, 2021; Crawford, 2022; Saenko, 2023). Large language models (LLMs) quantify their outputs in “tokens”—a benign-sounding metric that obscures the real-world costs behind each interaction. As we design learning experiences powered by AI, we must also ask: what are we truly spending, and on whose behalf?
Drawing on metaphors from data extraction to climate catastrophe (Weller, 2022; Holmes & Tuomi, 2022), this gasta considers alternative ways of visualising the cost of AI use. Imagine if, alongside each AI-generated response, learners were confronted with the image of a rare earth mine labourer, a coal energy plant, or a melting glacier? Could such visual interventions foster a sense of ethical intentionality and digital restraint? This gasta proposes a rematerialisation of the environmental toll of AIED within our digital learning spaces—making energy consumption visible and accountable. Rather than perpetuating dominant, extractive AI narratives focused on scale and speed, this talk advocates a pedagogy of digital degrowth (Selwyn, 2023), where critical use, slowness, and sufficiency become design values.

Generative AI is capable of many things which we are becoming increasing aware of day by day. To manage the use of Generative AI, some institutions are implementing traffic light systems which categorises generative AI usage: Red = no AI use, Amber = limited AI use under guidance, Green = AI use permitted within guidelines.

Despite several institutes adopting this type of strategy which is similar to or based on the AIAS by Perkins et. al (2024), there a couple of issues with this type of strategy:

For the red-light category, as an academic, how do you detect AI use reliably? Currently, AI detection tools are not reliable and a simple defence is all that is required that "I asked Generative AI to help me rewrite my paragraphs". For any middle categories such as amber or similar, again, how can you detect its use?

For generative AI usage, the traffic light system doesn't provide a solution to assessment in s generative AI era in higher education. A strategy which is more logical in this era is the two-lane approach to assessment (Bridgeman and Liu, 2024). This categorises assessment types based on the assessment security: Secure (in person) or Open (unsupervised).

This reflective presentation explores the evolving impact of generative AI in education, not through a lens of technological advancement but through the deeper question of human value and self-worth. Drawing on educational philosophy (Piaget, Dewey, Freire) and lived experience as an educator, it reviews the persistent societal model that emphasises success as competition and measurable achievement. In a system where grades, GPAs, and awards are seen as proof of individual value, AI challenges our ability to "prove" learning and disrupts long-standing assessment practices. But perhaps more troubling is the underlying reality that we have long neglected to model or teach that self-worth, contentment, authenticity, and personal growth should be core educational goals.

This paper contends that AI is not the real threat, it is the mirror. It reflects back a system where students and educators alike must constantly justify their worth. This is why generative AI poses such grave challenges for education. Do we continue to replace essential human values with institutional performance metrics?

The rapid evolution and multifaceted nature of Artificial Intelligence (AI) presents a wide range of challenges and opportunities for higher education. Recognising the need for a coordinated response, the N-TUTORR funded GenAI:N3 national project was established as a pioneering collaboration between seven partner technological universities in Ireland. This initiative aimed to create a cohesive National GenAI Network and Hub, providing open resources to support the integration of AI into teaching, learning, and research.

Through the GenAI:N3 project, ‘AI Play’ training courses tailored for staff and students were delivered both across the sector and internationally, fostering digital literacy and practical AI skills across diverse disciplines. Additionally, the project has facilitated hackathons within each partner university, encouraging participants to experiment with AI tools, develop innovative solutions, and enhance their creative and analytical capabilities. A crowdsourced book capturing examples of good practice across the sector was also developed.

This presentation will outline the collaborative framework of GenAI:N3, showcasing how a united approach across multiple institutions can accelerate the responsible and effective adoption of AI in higher education. Furthermore, it will highlight the successes, challenges, and future potential of leveraging shared expertise to enhance AI literacy and innovation.

Higher Education (HE) career professionals play a significant role in supporting students to explore their career options and to find meaningful work. This poster presentation describes a D.Ed.study at Trinity College Dublin that explores if and how AI-augmented learning can enhance the employability outcomes of non-traditional pathway students.

The study seeks to identify how and if career educators can leverage the potential of AI in their professional practice to enhance the employability outcomes of both bachelor and post-graduate students.. It seeks to understand how careers educators perceive the benefits and challenges of integrating AI into their professional practice and to understand the perceptions and challenges faced by non-traditional student cohorts in accessing and developing AI-related career skills. Most importantly, it seeks to find if non-traditional pathway students cohorts find AI-augmented careers learning to be beneficial and generate positive outcomes.

The study employs a case study approach in the D. Ed. student’s work place, a HE College of Business. The research questions, design and early research findings are presented, in the context of implications for practice and policy. Early findings include World Cafe outcomes with EMEA business school career educators and AI-based behavioural assessment simulations.

The podcast format in education offers a flexible and effective alternative format for presenting content (Conroy & Kidd, 2022) and evidence suggests podcasts can effectively support the development of a community of practice (Begum, 2023). The Unlocking Universal Design for Learning (UDL) podcast series was developed to nurture the existing UDL community of practice by extending practice sharing beyond face-to-face and online presentations. In addition, the podcast complements existing digital resources by offering an alternative format to engage in professional learning thereby modelling a key aspect of the UDL approach, specifically presenting content in multiple formats.

This poster presents the process of developing and launching the podcast and initial feedback from users. The poster offers insights for colleagues working in academic development, the specific area of inclusive practice and universal design and the design and development of podcasts for professional learning.

References:

Begum, S. (2023) “Using podcasts to create an online community”, Journal of Learning Development in Higher Education [Preprint], (29). Available at: https://doi.org/10.47408/jldhe.vi29.1118.

Conroy, D., & Kidd, W. (2022). Using podcasts to cultivate learner–teacher rapport in higher education settings. Innovations in Education and Teaching International, 60(6), 861–871. https://doi.org/10.1080/14703297.2022.2102528

The Universal Design for Learning (UDL) Digital Badge is the National Forum for the Enhancement of Teaching & Learning open course, designed to support staff in tertiary education to design inclusive and welcoming learning environments and experiences. This course introduces staff to the UDL approach to teaching, learning and assessment and offers an opportunity to explore strategies and tools to apply this approach in practice, including the UDL framework (CAST, 2024)*. Two formats of the badge are available to Irish tertiary professionals each academic year: a national rollout and local rollouts within individual institutions facilitated by locally based colleagues. A concern for facilitators of local-level rollouts at two institutions was the lack of opportunities to engage in discourse around inclusive practice with colleagues beyond their own institution. To address this concern, the facilitators collaborated to deliver the badge simultaneously in February - April 2025 with the aim of enriching participants’ and facilitators’ experiences by providing new opportunities for collaboration and trying new ways of working together.

This practice paper presents the findings from this pilot rollout of the UDL badge and offers insights into the specific collaboration in relation to the UDL digital badge, and, more broadly, for inter-institutional collaborations.

* CAST. (2024). The UDL Guidelines.

Pharmacology and bacteriology are foundational yet challenging subjects for healthcare students, often requiring mastery of complex theoretical knowledge and clinical application skills. To address these challenges, Vevox, a real-time digital polling and engagement tool, was integrated into pharmacology and bacteriology teaching for medical and nursing students at the University of Galway. Through interactive quizzes, live polls and immediate feedback, traditional lectures were transformed into dynamic, student-centered learning experiences that promoted active learning, retrieval practice, critical thinking and clinical reasoning. Students reported greater engagement, enhanced understanding of complex concepts and increased confidence in applying knowledge to patient care. Peer evaluations confirmed that Vevox activities aligned strongly with module learning outcomes and fostered an inclusive, participative classroom environment. Challenges, including variable digital literacy and technical barriers, were mitigated through introductory sessions, clear guidance and backup plans. Evaluation of student performance, participation rates and feedback surveys demonstrated clear improvements in knowledge retention and student satisfaction. This practitioner paper provides practical strategies for integrating accessible digital tools to enhance engagement and learning outcomes in pharmacology and bacteriology education, with insights applicable across healthcare professional programmes in both hybrid and in-person settings.

‘Enhancing Academic Engagement: CAT1 (crucial academic training) and student support teams’ presents an undergraduate student-informed pilot project that aims to address the problem of engagement in higher education and the widening knowledge-gap between post-primary and higher education students. This paper presents the design, implementation, and qualitative and quantitative results of a 2024 student-informed case study at Dublin City University (DCU) Ireland, which resulted in two outcomes: a CAT1 online learning page and student support teams.

By combining learnings from an undergraduate student advisory group, the project was developed and piloted with twenty-eight first-year undergraduate music students in 2024. The project combines digital learning software Loop (powered by Moodle), a timetable plan, challenge-based learning, onsite learning environments (libraries, writing centres, student supports), student-led support teams, and four onsite seminars for targeted skill acquisition in six key areas: Timetabling; Navigating the DCU Library; Notetaking and Effective Reading; Academic Referencing; Critical Thinking and Academic Writing; and Assignment Writing.

The pilot project, informed by learning theory and Universal Design for Learning (UDL) framework (UDLL, AHEAD 2016) aimed to combat concerns surrounding student engagement and address the lost connections between students, their subjects, and wider university services to, ultimately, set students up for academic success.

The ongoing impact of generative AI (GenAI) has led to a lack of knowledge and clarity, as well as increasing levels of apprehension among those working in higher education. To address this in Munster Technological University (MTU), the Department of Technology Enhanced Learning (TEL) curated a series of talks aimed to support staff with the most current perspectives from those leading the GenAI conversation. Contributors included Prof. Mairead Pratschke from the University of Manchester, Prof. Richard Watermeyer from the University of Bristol, Prof. Peter Bryant from the University of Sydney and Dr Richard Whittle from the University of Salford.

This series of talks offered a fast-paced exploration of how GenAI is reshaping higher education. Some of the key issues discussed included the implications of GenAI for academic labour and leadership, the clear and urgent need for GenAI literacy among educators and what happens when cheap knowledge meets a financially precarious sector. This paper will reflect upon, review and synthesise the ideas presented in these talks, with an eye on the fast changing nature of this space. Finally the impact of this series on MTU staff will be shared.

Three university collaborators from distinct disciplines leverage their digital literacies while co-designing a Blended Intensive Programme (BIP) for the Regional University Network (RUN-EU), a European Union initiative. Their collaboration was grounded in the Triple Helix Model of university-industry-government interaction, aligning closely with Skillnet Ireland’s approach to fostering innovation through cross-sector partnerships (Jacob, 2024). Through iterative planning sessions, they constructed a framework for undergraduate and post-graduate learning. They leveraged collaborative digital tools (e.g., SharePoint, Trello, and Zoom) and adopted agile methodologies for course co-design. The process demanded fluency in digital pedagogies, an ethical use of artificial intelligence while working with open data sets, inter-institutional communication protocols, and virtual learning environments compliant with European Credit Transfer and Accumulation System (ECTS) standards.

This strategic engagement fostered mutual growth in digital competencies and co-created a framework for hybrid teaching that was inclusive, scalable, and transferable across the RUN-EU alliance. The project’s success underscores the transformative potential of structured digital collaborations informed by the triple helix, which calls for dynamic alignment between academic innovation, governmental policy, and industrial applicability (European Commission, 2021). Their collaboration exemplifies how transnational academic partnerships can serve as living laboratories for the development of future-ready digital skillsets.

This paper outlines research by lecturers in SETU towards empowering partnership of educators and students to implement and evaluate media and technology-based assessment for an undergraduate Media and post graduate Education programme.

We advocate that the critical ingredients to Digital Transformation journey in Tertiary education is an alignment with UNESCO’s ESD with its innovative pedagogical approach and trans-disciplinary nature. We believe to empower and include the students in design results in increased student satisfaction and success and a sense of community, this is supported by the literature. (Dzubian et al, 2018, R Ní Bheoláin, R Lowney, F O'Riordan, 2020). We have taken measures to redesign a module/ curriculum in each programme (Media/Education) to demonstrate the integration of Digital skills and digital competences.

This research will feed into policy for teaching and learning in SETU and the sustainability of educational resources in Ireland. We present emerging practice in relation to using GenAI for education and research, designing and redesigning curriculum and assessments and exploring new modules, their design approach and justification analysis.

Digital transformation encompasses knowledge sharing, socio- technical barriers and enablers in HEIs, existing and emerging issues with compatibility, integration, dependencies of systems and people to deliver content and knowledge to all students equally without privilege or exclusion. As teaching and learning quality standards become more complicated, we are cognisant of the significant shift in awareness, knowledge, skills and competencies of links with digital literacies within educated cohorts of teachers, lecturers and facilitators so that they can empower students as partners in teaching and learning for critical and higher order thinking and learning. We present our research which illustrates enhanced media and digital competency, greater Student Engagement and critical thinking skills.

We recommend that educationalists need to embrace agility and change at HE to administer and deliver curriculum using non-standard applications. In order to provide evidence to develop HE policy in this space we present the our (re-)design of modules to meet learning outcomes through adopting technology. There are tensions in global societal research discourses about emerging technologies such as AI and scant social scientific research on societal attitudes towards AI; its value and limitations in education, fears and emotions about AI technology which requires redress. Without adequate guidance or policy lecturers advocating for the use of EdTech and AI in the classroom are challenged to demonstrate understanding the socio-cultural legitimacy of AI in Irish society.

Known to help with student learning (Flink et al., 2019), immersive learning environments (ILEs) are learning situations that are constructed using a variety of techniques and software tools, including game-based learning, simulation-based learning and virtual 3D worlds. ILEs are distinguished from other learning methods by their ability to simulate realistic scenarios and environments that give learners the opportunity to practice skills and interact with other learners on theirown terms by engaging their optimum learning style. Applying adaptive learning techniques can further accentuate the teacher or lecturers toolkit and increate the potential to be inclusive, flexible, personalised and engaging for students(Holmes et al., 2019).

As generative AI technologies have become increasingly powerful and available, online assessments need to be reviewed and re-evaluated to maintain their educational value. Open-book online quizzes have long been an effective tool for engaging students and reinforcing fundamental knowledge and skills. However, the ease of using AI to complete these quizzes may undermine their intended purpose. Students are likely to have access to many generative AI tools, including an institutional version of MS Copilot Chat which is included within Office 365. It has become more powerful in 2025 and is now powered by GPT-4o, with file upload, code interpreter and data protection. Agentic tools are emerging for automating the completion of online quizzes.

This presentation will explore the findings of a short 2025 study using MS Copilot Chat, to answer a series of online quizzes used for continuous assessment in a first-year quantitative techniques module. The results will be compared to previously published results for ChatGPT for the same quizzes (Raftery 2025), and consider the accuracy of answers, the ease of use and the usefulness of explanations for students. The implications will be discussed, along with considerations for whether and how to integrate generative AI into the learning and assessment process.

Raftery, D. (2023). Will ChatGPT pass the online quizzes? Adapting an assessment strategy in the age of generative AI. Irish Journal of Technology Enhanced Learning 7(1) https://doi.org/10.22554/ijtel.v7i1.114

This practitioner paper explores the intersection of creativity, improvisation and educational technology in higher education, with a specific focus on student collaboration during digital marketing projects.

Drawing on principles from theatre-based improvisation, such as spontaneity, active listening and the foundational ‘Yes, and’ technique, this approach integrates improv exercises into sessions where students use EdTech tools (such as Padlet, Miro or Jamboard) to brainstorm campaign ideas.

The aim is to foster a psychologically safe, low-pressure environment that encourages divergent thinking and imaginative risk-taking, addressing a common challenge where students may default to conventional ideas in digital group work.

Early classroom observations suggest that introducing improv-inspired methods helps students unlock more original, playful and effective concepts when working in shared digital spaces. The paper will share practical examples of how specific improv games are adapted for the EdTech classroom, along with reflections on student engagement and creative output.

The session will include a brief interactive demonstration to engage the audience in experiencing the techniques firsthand. Overall, the paper argues that theatrical improvisation can be a powerful pedagogical tool for enhancing collaborative creativity in tech-supported learning environments.

This practitioner research paper investigates how the integration of creativity and technology enhances learner engagement in third-level language classrooms. Drawing on reflective practice, the study explores the use of multimedia ePortfolios, gamification apps, and digital tools to support learner autonomy, motivation, and meaningful language use. By embedding these tools into everyday teaching practice, language modules became more interactive, student-centred, and aligned with diverse learner needs.

In response to the ILTA 2025 conference theme, “Are we there yet? The hereness and not-yetness of AI and educational technology,” this paper focuses on the “hereness” of widely available technologies already enriching classroom practice. While it does not centre on artificial intelligence, it addresses concerns around plagiarism and academic integrity by highlighting how process-based, creative assessments—such as multimedia submissions and in-class engagement through gamified platforms—can act as both motivational tools and ethical safeguards.

The session will present practical strategies, student feedback, and examples of implementation, offering insights for educators looking to reimagine language learning through flexible, creative, and digitally-supported pedagogies.

Based on research carried out by Manchester Metropolitan University, AI Assess is a tool developed by SETU which allows lecturers to evaluate the extent to which their module’s assessment strategy is protected from AI tool misuse.
Manchester Metropolitan University conducted research on a total of nine characteristics and their effect on the likelihood of students to use AI tools when completing assessments. A link to this research is available at: https://aiinhighered.com/assessments
How it works:
Using the information discovered from this research, SETU developed AI Assess to give a quantifiable measure to the level of susceptibility of a educator’s assessment strategy. It reformats the research into a series of questions for educators to answer. It then performs a calculation to return a score related to how well protected the assessment is from AI misuse. Feedback is provided to inform educators on how to make the assessment more secure across each assessment characteristic.
This tool allows educators to see the cause and effect of different assessment formats and strategies and allows for more informed decisions to be made when setting assessments in this new AI captivated world. It is expected that as research changes and as more educators use the tool that amendments can be made to improve the quality of the tool’s output.

Practical project work fosters transferable 21^st century skills such as teamwork, critical thinking, and problem solving, helping students tackle real-world problems they might encounter in industry. The challenges associated with student engagement are widely acknowledged, and in practical subjects like Computing, the advent of GenAI has compounded these issues. Redesigning assessment is one way to tackle this.

This practitioner paper presents the transition to an agile framework within a Team Project module for second-year undergraduate Computing students. The redesign aimed to boost engagement, enhance collaboration, and align with industry practices. Students completed five two-week sprints, engaging with agile concepts such as product backlogs, sprint planning, scrum meetings, retrospectives and showcases.

The new approach led to noticeably higher engagement, with students responding well to the iterative structure and frequent opportunities for feedback and reflection. Faculty observed improved team dynamics, greater accountability, and more consistent project delivery. This paper outlines the practical aspects of implementation including module structure, staff and student support, technologies used, common challenges, and lessons learned.

Most Level 8’s include a capstone module on independent undergraduate research (UR), whereby students are facilitated through one-on-one academic supervision to solve a problem. Whilst the format can vary across disciplines, the advantages of the final year project (FYP) remain the same, fostering key graduate attributes in critical thinking, problem solving and research dissemination. The FYP is a core assessment tool, providing demonstratable proof of programme learning outcomes. The Science Undergraduate Research Experience (SURE) Network (est. 2016) strives to highlight the value of UR through our annual student SURE Conference and journal (SURE-J). We have recently expanded into Europe through the Erasmus+ project Posters in Brussels, highlighting the utility of UR to also promote student advocacy. The use of generative AI is now widespread amongst students, leading to concern regarding their capacity to independently synthesize information or think critically. UR provides an opportunity, now more important than ever in this age of misinformation, to teach students fact checking skills. Moreover, it can be used to force students to produce and report upon genuinely authentic and bespoke work independently. Despite frequently stated research ambitions, the resourcing of UR remains insufficient across the TU/IoT Sector. The time is now to change this.

In recent years, a growing number of students are entering Higher Education in Ireland through alternative entry pathways (Keane, 2013). Consequently, institutions must now meet the educational and holistic needs of an increasingly diverse student population.

It is the responsibility of higher education institutions to support students in developing the required study skills required to succeed at this level. The most effective way to enhance study skills is to embed them within the curriculum (Gibbs, 1994; Cottrell, 2001). However, if this is not a feasible option, an alternative delivery method must be developed, one which will engage students even if participation is voluntary.

In response to this need, the Centre for Academic Practice in SETU developed the Higher Education Learner Programme (HELP). This is an online Study Skills programme that was delivered through multiple platforms. Student input was acquired throughout, and elements of content were co-created with students. In this way, we built a programme that could be adapted based on student feedback and whereby students could see that they were part of a larger community with others who had tread the same path before them.

In this presentation, we will present our findings on the effectiveness of this approach.