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Publication MADRA the digital St Bernard dog: a proof-of-concept simulation of a quadruped robot first responder(Adi Health + Wellness, 2024-02-23) Worlikar, Hemendra; Pinder, Jack; Doran, Jennifer; IMcCabe, Ian; Davies, Jennifer; Connolly, Cornelia; O’Keeffe, Derek; Science Foundation IrelandMedical emergency calls can occur at any time and place, especially high-risk rescue operation emergencies in challenging environments such as difficult topography and remote locations. The friendly canines have been a longer companion to humans and have shown themselves to be highly effective in several search and rescue operations, popularly the St. Bernard dogs, in the past few centuries in the alpine regions of Switzerland [1]. The field of quadruped robotics have significantly advanced in its initial capabilities for locomotion and navigation and can operate in various complex terrain and surfaces. The various generations of the modern quadruped robot, now functional with an array of cameras and sensors, have been used for a variety of automated inspection and surveillance purposes [2]. The state-of-the-art quadruped robot dogs have advanced technologies, such as 3D mapping and global positioning system (GPS), which allows the creation of detailed spatial models in real time. Together, these technologies empower robot dogs to navigate complex environments, employing autonomous navigation and dynamic obstacle avoidance techniques to locate and reach patients [3]. The quadruped robot current geo localization allows for integration of satellite maps which further improves accurate positioning [4]. There are inherent limitations of the traditional rescue dog approach such as the extensive training requirements, the expensive care needs and short supply of suitable animals. However, the robot dog approach overcomes these limitations, and capitalizes on advanced technologies to create robust scalable solution for deployment in remote medical emergencies. Considering the above, we sought to explore the potential of this quadruped robot dog as an immediate first responder in a pilot simulation study on a remote Irish offshore island.Publication Education technology, artificial intelligence, and the mathematics classroom(Irish Mathematics Teachers Association, 2023) Ó Murchú, Cillian; Connolly, CorneliaThe understanding and learning of mathematics has often been considered a big challenge for many students. More recently the level of mathematical preparedness for students entering tertiary education in Ireland has continued to generate widespread concern both in the general public and the academic community. Reporting on these deficiencies in basic mathematical skills in incoming undergraduates is well documented such as O’Donoghue (2002), Gil et al (2010), Ní Shé et al (2015) and Lawless et al (2016). Combined with this, new computing and technological developments have emerged and data-intensive technologies, such as Artificial Intelligence (AI). There is a need to develop maths education in a more engaging and stimulating way for the 21st century learner through the use of technologies and in particular mobile technologies. This article presents an overview of AI in mathematics educatioPublication Ensuring knowledge sustainability in a digital era: empowering digital transformation through digital educational leadership(Springer, 2023-12-02) Connolly, Cornelia; O’Brien, Emma; O’Ceallaigh, T. J.The COVID-19 pandemic has resulted in the educational sector as a whole reflecting on traditional models of education, particularly in the context of inclusive and flexible approaches that can enable the sector to become more resilient to crisis. One of the main enablers to supporting resilience is digital learning. Aligned with this, educational leaders must lead in the digital transformation of their environment, have the necessary awareness of the infrastructure and associated digital competencies. Traditional models of leadership are concerned with leading traditional educational systems and models however few studies articulate the processes or frameworks for professional development models, to support educational leaders to become digital leaders. This paper explores digital educational leadership. The paper presents the theoretical and the critical importance of learning culture and transformational learning which underpin the conceptual framework. By situating the concept of digital leadership in theory the paper presents a conceptual model for educational leaders to apply within their educational contexts in order to support digital transformation in the ecosystem. The ontology is one based in structural realism with three interweaving components at an individual level, at the educational/organisational level and at a cross-sectoral or inter-institutional level. The paper¿s central contribution presents and formulates a theoretical framework enabling a fundamental reconceptualization for digital educational leaders¿ professional development and enactment of policy.Publication Low-code and no-code in secondary education—Empowering teachers to embed citizen development in schools(Taylor and Francis Group, 2023-09-20) McHugh, Sally; Carroll, Noel; Connolly, CorneliaCitizen Development (CD) is a method of delivering low-code no-code (LCNC) development that empowers subject matter experts to design, develop, and deploy applications into production as though they were full-on, experienced coders. This paper explores teachers¿ perceptions around the potential for, and enactment of LCNC in our education system. Workshops, surveys, and interviews were conducted with in-service teachers. Teachers are open to improving their digital skills. Nevertheless, some teachers fear technology and are reluctant to embrace change. Our results indicate that it is timely to leverage the increased use of technologies in the classroom before teaching reverts to pre-pandemic norms of ¿face-to-face.¿ CD provides an excellent opportunity to introduce teachers and students to aspects of computer science without placing demands on them to develop technical skills. The paper provides considerations for the adoption of CD in our education system and in initial teacher education programs.Publication A stratospheric mission – design of a conceptual framework to bring weather balloons and STEM into the classroom(Frontiers Media, 2023-09-12) Connolly, Cornelia; Johnson, Patrick; Johnson, Kevin; Fitzpatrick, Mary; O’Keeffe, Derek T.; Science Foundation IrelandIntegrated STEM education makes learning relevant and applicable, blending the mindset, skillset, and toolset necessary in developing a depth of understanding for science, technology, engineering and mathematics. Based on the theoretical framework of Kelley and Knowles (2016) the 'Spaceship Earth' project was designed to engage primary school children in 4 th class (ages 9 and 10 years old) in real-world project-based experiments in the classroom that are used to develop collaborative problem-solving skills and a framework for asking and answering scientific questions. This project involved researchers from two Universities and the Irish National Meteorological Service working collaboratively on a high-altitude balloon mission. High-altitude balloons have an established track record of safe and effective use in weather forecasting, astronomy, and STEM outreach. During the project lifecycle the children devised experiments that they launched to the stratosphere using the high-altitude balloons. Once the experiments returned to Earth, the children engaged in analysis and discussion about their experiments that extended and deepened their learning. This celestial project framework represents a new dawn of innovation for STEM education and public engagementPublication Reimagining a framework for teachers’ continuous professional development during curriculum reform(Taylor and Francis Group, 2023-09-04) Porcenaluk, Sarah; O'Neachtain, Art; Connolly, CorneliaEffective continued professional development (CPD) is critical in preparing teachers for implementing curricular changes. Utilising the professional design framework [Loucks-Horsley, S., Stiles, K. E., Mundry, S. E., Love, N. B., & Hewson, P. W. (2009). Designing Professional Development for Teachers of Science and Mathematics. Corwin Press. http://ebookcentral.proquest.com/lib/nuig/detail.action?docID=996256] and document analysis, this article presents a developed framework which identifies school culture, time, choice, and connection to practice as factors influencing CPD¿s success during curriculum reform. The aptly named STiCC framework aims to help structure CPD to aid teachers in effectively delivering a new curriculum. Employing Kennedy¿s spectrum of CPD models (2014) in parallel with the STiCC framework, we offer approaches to CPD which may be helpful during periods of change. The discussion points to the application of the STiCC framework worldwide as the necessity for reimagining CPD during curriculum reform exists globally.Publication Artificial Intelligence in interprofessional healthcare practice education – Insights from the Home Health Project, an exemplar for change(Taylor and Francis Group, 2023-08-18) Connolly, Cornelia; Hernon, Orlaith; Carr, Peter; Worlikar, Hemendra; McCabe, Ian; Doran, Jennifer; Simpkin, Andrew J.; O'Keeffe, Derek T.Artificial intelligence (AI) technology in professional practice is regarded as the latest disruption to challenge ethical, societal, economic, and educational paradigms. It is becoming a con-temporary narrative in our healthcare and educational dis-course as it is thought to improve decision-making, education, patient care, and service delivery. If such benefits are to be realized it is important to ensure that our understanding of AI is underpinned with curricula to educate healthcare profession-als about AI. Practitioners can then be better informed to par-ticipate fully in digital initiatives in their field. Few if any studies articulate a clear process in curricula design for professional practice and healthcare education. Therefore, an understanding of real-world applications of AI education for most professions is limited. As a result, there is an imperative to establish a sus-tainable learning space for professional healthcare practice education. This paper presents novel experiences, within a vir-tual lab environment, for the application of AI in healthcare. We identify and problematize insights into the AI competencies required for AI in professional healthcare practice education. With reference to our novel living lab titled, the Home Health Project, we present an interconnected case study model that suggest theoretical underpinning and opportunities to develop practitioner education pedagogy using AI concepts, concluding with a three-step proposal when delivering AI curriculum for this context.Publication Blending the formal and nonformal educational sectors: Creating a shared learning initiative for secondary school teachers and youth workers(Taylor & Francis, 2023-07-27) O’Regan, Connie; Brady, Bernadine; Connolly, Cornelia; Dolan, Pat; MacRuairc, GerryIt has been widely argued that existing educational inequality and inequity was exacerbated when schools closed due to Covid-19. In addition, it is disadvantaged young people that are most likely to experience the most negative long-term impacts. Many of these young people were successfully engaged in the non-formal sector (i.e. youth work services) before and during the pandemic. This paper introduces Bridging Worlds, a new initiative, which brings together the formal and non-formal sectors in education to develop a new partnership and shared engagement framework to enhance educational outcomes and positive youth development. The project focuses on promoting knowledge, skills and awareness among teachers and youth workers of the formal and non-formal education sectors, using blended learning techniques and implementing a number of pro social youth programmes. It aims to create a strong sustaining connection across these sectors as a project legacy. This article describes the mixed methods approach used to track the implementation of the project across a six-month period, including pre and post survey data and from participating teachers and youth workers combined with qualitative interviews. Project feedback is discussed according to specific research questions. Recommendations are provided for the further development of the programme and for future research.Publication Digital workplace skills: Designing the integrated learning of accounting and technology(rish Accounting and Finance Association, 2023-06-18) Kelly, Orlaith; Hall, Tony; Connolly, CorneliaThe ubiquitous use of Microsoft Excel among accountants has resulted in calls for students to become capable in its use to enhance their success when entering the accountancy profession. The objective of this paper is to investigate if, and how, an integrated learning approach can be designed to develop accounting students’ Microsoft Excel skills as part of their learning experience within first-year financial accounting modules. The study deployed a design-based research (DBR) methodology, an emerging approach in accounting education. The study involved 68 first-year accounting undergraduates in the participatory design of a blended learning intervention across three design iterations, including integrated learning of financial accounting and Microsoft Excel. The results demonstrate that perceived Microsoft Excel skill levels among participants improved as a result of the intervention, coupled with an expression of high confidence levels in use of the software. The students valued the authentic learning experience obtained and felt it would benefit them in future employment. The research findings provide guidance to accounting educators wishing to augment their students’ understanding with digital workplace skills and competency.Publication Prototype of a recommendation model with artificial intelligence for computational thinking improvement of secondary education students(MDPI, 2023-05-26) Hijón-Neira, Raquel; Connolly, Cornelia; Pizarro, Celeste; Pérez-Marín, DianaThere is a growing interest in finding new ways to address the difficult task of introducing programming to secondary students for the first time to improve students’ computational thinking (CT) skills. Therefore, extensive research is required in this field. Worldwide, new ways to address this difficult task have been developed: visual execution environments and approaches by text programming or visual programming are among the most popular. This paper addresses the complex task by using a visual execution environment (VEE) to introduce the first programming concepts that should be covered in any introductory programming course. These concepts include variables, input and output, conditionals, loops, arrays, functions, and files. This study explores two approaches to achieve this goal: visual programming (using Scratch) and text programming (using Java) to improve CT. Additionally, it proposes an AI recommendation model into the VEE to further improve the effectiveness of developing CT among secondary education students. This integrated model combines the capabilities of an AI learning system module and a personalized learning module to better address the task at hand. To pursue this task, an experiment has been carried out among 23 preservice secondary teachers’ students in two universities, one in Madrid, Spain, and the other in Galway, Ireland. The overall results showed a significant improvement in the Scratch group. However, when analyzing the results based on specific programming concepts, significance was observed only in the Scratch group, specifically for the Loop concept.Publication Chameleoning to fit in? Working class student teachers in Ireland performing differential social class identities in their placement schools(Taylor & Francis, 2023-03) Keane, ElaineThis paper is about social class and the teaching profession. While class has long and deservedly been a core focus in the Sociology of Education, relatively little attention has been paid to how it is conceived and enacted in the context of the professions, including teaching. While research in the area is increasing, we know relatively little about ‘the daily class work’ of teachers, and student teachers, in schools. Teaching traditionally has been regarded as a middle class profession, and in the context of drives internationally to diversify the teaching profession, attention is needed to the experiences of those from lower socio-economic groups in their upwardly mobile trajectories. This paper draws on a constructivist grounded theory study about the social class identities and experiences of 21 student teachers from working class backgrounds as part of a wider teacher diversity project in Ireland. I present the concept of class chameleoning that was constructed from the data, being ‘different people’ in different contexts, a behaviour that was reported by the participants as being very common, and in which the vast majority recounted participating, in their placement schools. This behaviour was motivated by a strong desire to fit in and to not be looked down upon, but resulted in significant bifurcation of the self. The analysis is interrogated using Goffman’s dramaturgical analysis of social life and Bourdieu’s habitus clivé (divided habitus), as well as key findings from research in teacher education. I end by pointing to the ethical implications of diversifying the teaching profession for under-represented groups without concomitant adaptation of the culture of the profession and schools.Publication A case study investigating an appropriate age and plugged or unplugged approach for programming at primary school(STM Journals: A division of Consortium eLearning Network Private Limited, 2022) Hijón Neira, Raquel; Connolly, Cornelia; Pérez-Marin, Diana; Pizarro, CelestePurpose Introducing computer programming concepts to children is key in their development. Understanding at what age is most appropriate for their comprehension of subject and discipline specific information is relevant in curriculum development and of particular interest when we look across jurisdictions at the diverse and divergent nature of education internationally. Methods This paper presents research investigating the most appropriate methodology and age to introduce computer programming concepts to primary school children. The study was conducted at a private school in Madrid and a variety of educational approaches were used in introducing introductory programming concepts to the children who took part. Results The results show there is a need to apply a variety of plugged and unplugged approaches and the results demonstrate that children in 5th and 6th classes experienced higher learning improvements. Conclusion The study contributes to the body of knowledge in regard to learning the basics concepts of computer programming and of value to curriculum designers as CS subjects are introduced to global curricula.Publication Addressing the needs of marginalised young people through school-based catch-up interventions during COVID-19: A case study from Ireland(SAGE Publications, 2023-01-31) Keane, Elaine; Flynn, Niamh; Kealy, CarmenIn 2020, schools worldwide closed due to the COVID_19 pandemic. Almost one million young people and children were impacted in Ireland, with those from ‘marginalised’ backgrounds being especially vulnerable due to pre-existing inequalities. The Crisis Coping for Marginalised Young People: Living and Learning through COVID-19 project aimed to explore youth pandemic life and learning experiences, and to support the needs of, particularly marginalised, young people, culminating in the implementation of supports for students in schools. Here, we present a praxeological account of the benefits and challenges associated with our novel methodology which involved working ‘through’ 14 final year student teachers’ practitioner research projects in their designated disadvantaged or socio-demographically diverse placement schools (11) across six counties in the Republic of Ireland, involving 269 students. Supervised closely by the lead researchers, the teacher-researchers conducted empirical research in their schools (involving questionnaires with students and interviews with Principals) to inform the design of academic, social and mixed school-based interventions which were subsequently implemented and evaluated. The empirical findings pointed to young people’s concerns about social isolation, the stability of friendships, and having fallen behind academically, and Principals’ concerns about supporting those from marginalised backgrounds, and about creating a safe and happy environment upon return to in-person school. In this paper, we highlight our significantly improved understanding of the COVID-related experiences of young people from marginalised backgrounds but point to the uncertain effectiveness of the interventions for improving their educational readjustment. Further, we critically interrogate the challenges encountered which constrained the lead researchers’ and teacher-researchers’ actions.Publication Factors impacting on the retention of students from under-represented groups in initial teacher education in Ireland(Springer, 2022-12-01) Keane, Elaine; Heinz, Manuela; Lynch, AndreaInitial teacher education (ITE) programmes in Ireland have seen continued high demand for places, reflecting high regard for the teaching profession. However, there is a dearth of diversity amongst Ireland’s student teacher and teaching populations, with the vast majority of entrants to ITE being from majority ethnic groups and a high proportion from higher socio-economic backgrounds. Diversifying the teaching profession has come to be of research and policy significance in recent decades in Ireland. This paper explores issues of retention in ITE in Ireland, with a focus on supporting the engagement and completion of student teachers from under-represented groups. We draw on data collected as part of the Access to Post-primary Teaching (APT) project, funded under the Higher Education Authority’s Programme for Access to Higher Education (PATH): Strand 1 (Equity of Access to Initial Teacher Education), including interviews with ‘working class’ student teachers and a focus group interview with teacher educators. While the paper highlights high retention rates in ITE in Ireland, it reports key barriers that particularly negatively impact student teachers from under-represented groups, in relation to identity and belonging, and finance and part-time work. The paper also observes the necessity of a high level of support by programme staff in maintaining high retention rates more generally in ITE programmes. Given the significant barriers student teachers from under-represented groups encounter in ITE, their high levels of retention merits further research, particularly the roles played by their motivation and by the specific additional supports provided by ITE staff and teacher diversity projects.Publication Developing innovation competences in schools. A practical perspective(Szkola Glowna Handlowa w Warszawie (SGH Warsaw) School of Economics and the Foundation for the Promotion and Accreditation of Economic Education, 2022) Fazlagić, Jan; Kaczmarek, Mirosława; Connolly, CorneliaThis article argues that the development of innovation competences should take a more formalised role within the national education curriculum. The authors have developed a list of eighteen competences based on literature review and consultations with experts, with empirical results from a national study commissioned by the Polish Ministry of Development. The main purpose of the study was to propose a set of measures and recommendations in regard to the national reform of the education system in Poland. Based on extensive empirical data from that study the authors propose a set of hypotheses necessary to further investigate the possible relationships between variables analysed during the study commissioned by the Ministry, which include some of the demographic characteristics of Polish teachers in regard to their attitudes towards those competences. Although this is not the first endeavour in research on education to develop such a set of competences, the added value of this particular study is the acceptance and implementation of the research findings as a national benchmark in the Polish national education system. The results are of value to both teachers and teacher educators, and we position our research as Translational Research, attempting to bridge the gap between basic research and the world of practice, which involves teachers, as well as school and system-level leaders.Publication Can gamification help in increasing motivation, engagement, and satisfaction? A gamified experience in teaching CS to students from other disciplines(Ediciones Universidad Salamanca, 2022) García-Iruela, Miguel; Hijón-Neira, Raquel; Connolly, CorneliaThe digital revolution is causing the new generations to demand new ways of learning. Motivating students is one crucial element of the learning-teaching process to achieve students’ learning, which is the main objective of education. Using typical gaming elements in non-game environ-ments, gamification transforms the learning process into a more motivating and enjoyable expe-rience. Therefore, gamification offers adequate solutions for the educational needs of the new generation of students. Although most studies have found benefits from gamification, the results have not been encouraging in some cases. Several review studies suggest that more empirical studies are needed to investigate the motivating effects of using gamification in different edu-cational settings and for specific student types. This study wants to answer whether using the proposed gamification design affects motivation, engagement, and satisfaction in teaching com-puter science to university students from other disciplinary areas such as journalism and audio-visual communication. The experiment consists of a gamified experience in a virtual classroom in Moodle for four weeks on general computer science content. A control group and a test group were used. The difference between the two was the use of gamified elements (points, badges, lev-els, task unlocking...). From the data obtained in this study, no significant differences were found in motivation and satisfaction between the different groups or the different methodologies. Our results demonstrate a specific positive correlation between engagement, motivation, and satisfac-tion. It is worth noting the positive values obtained in this type of course among all the students who were part of this experience and methodology.Publication New actors and new learning spaces for new times: a framework for schooling that extends beyond the school(Springer, 2022-10-11) Connolly, Cornelia; Murray, Cliona; Brady, Bernadine; Mac Ruairc, Gerry; Dolan, PatTaking the ‘breakdown’ in regular schooling as a result of the Covid pandemic as a catalyst to reimagine education, this article formulates a theoretical framework, using design research, that enables a fundamental reconceptualization and introduction of new actors into the space of schooling, which is a learning environment that traditionally has maintained rigid boundaries. Recommendations are proposed for bridging formal and nonformal education for practitioners and policymakers, bringing together teachers and youth workers to co-construct a learning environment. In creating a prototype for learning that involves a more joined-up and connected paradigm in education, as well as bridging the gap between learning in formal and non-formal contexts, we create a shift towards reimagining and recognising the importance of a holistic view of education by re-evaluating and supporting a broader range of actors who can participate in the education of children and young people.Publication Avatar-based virtual reality and the associated gender stereotypes in a university environment(Sciendo, 2022-10-20) Pröbster, Monika; Velert Soto, Marina; Connolly, Cornelia; Marsden, NicolaAvatar-based virtual reality (VR) is becoming more prevalent in industry and educational settings. There is, however, limited research on the extent to which gender stereotypes are present in this environment. The university laboratory study presented in this paper was conducted in a VR environment with participants who were randomly assigned to male or female avatars and instructed to negotiate the role of a manager or member of staff. The results reveal differences in satisfaction regarding their roles and gender. Participants who embodied a female avatar were less happy when they were subordinates interacting with a male avatar, compared to participants embodying a male avatar in the staff role (interacting with a female avatar). Male avatars with staff roles were also more content with their avatar than male avatars with manager roles and also reported being more comfortable in the VR experience. Relevant for diversity management when integrating VR in education and business, the results are discussed in regard to self-similarity and social identity dynamics and provide insight into understanding the extent to which gender stereotypes may be present in avatar-based VR.Publication ‘But you don’t look Irish’: identity constructions of minority ethnic students as ‘non-Irish’ and deficient learners at school in ireland(Taylor & Francis, 2021-05-18) Ní Dhuinn, Meadhbh; Keane, ElaineIreland’s schooling population has significantly diversified in the last 15 years. Despite the growing body of research on migrant and minority ethnic students’ experiences, we still know relatively little about their relationships with peers and teachers. This paper draws on data collected as part of a wider study, informed by critical race theory (CRT), about the higher education (HE) experiences of minoritised ethnic students, involving interviews with 25 students across seven HE institutions in Ireland. 11 had attended school in Ireland, and this paper examines their schooling experiences including their 1) identity battles in not being recognised as Irish, 2) experiences of racist bullying and inadequate responses of teachers, and 3) construction as ‘deficient’ learners, including regarding HE progression. From a CRT perspective, the findings are examined in the context of exclusionary constructions of Irishness, and the urgent need for anti-racist education in Ireland for students and teachers.Publication PACE-IT: designing blended learning for accounting education in the challenging context of a global pandemic(Routledge, 2022-06-24) Kelly, Orlaith; Hall, Tony; Connolly, CorneliaThis paper describes the design of a blended learning intervention to enhance the student learning experience, incorporating innovative technologies and pedagogies within introductory accounting. The design-based research (DBR) methodology involved 68 learners in the participatory design of the intervention across three design iterations. Emerging from the design process, a framework informed by the key themes of Pedagogy, Autonomy, Collaboration, Engagement, Interaction and Technology (PACE-IT) was conceptualised, tested and developed. This study presents the PACE-IT model which offers guidelines to practitioners who seek to design blended learning to provide students with a rich and meaningful learning experience. The emergence of COVID-19 underscores the relevance of these findings. PACE-IT provides direction to accounting educators working within an unfamiliar educational context, today and in the future, where there is an imperative to develop new approaches to accounting education that combine face-to-face with online interaction and learning.