Coding theory is a major component of Applied Algebra. It has many applications in the mathematics of communications and has many links with other scientific disciplines, such as electrical engineering and computer science. Coding theory arises in almost every imaginable digital communications and storage system. In UCD, it is taught at the undergraduate level in the module MATH30180 An Introduction to Coding Theory.
Initiative
An ePortfolio strategy to enhance student learning, assessment and staff professional development
About this initiative
The ePortfolio Strategy to Enhance Student Learning, Assessment and Staff Professional Development project aimed to foster new ways to encourage academic staff to reap the benefits that ePortfolios can bring to academic programmes of the future by encouraging them to re-think their curricula in light of the possibilities offered by digital technologies. In addition to building evidence regarding ePortfolio use and facilitating national and international conversations regarding the potential of ePortfolios for teaching and learning, the project resulted in the establishment of an online ‘ePortfolio Hub’. The website contains a wealth of guidance, how-to materials and user experience stories designed and organised in a manner that provides a structured path for those seeking to engage with ePortfolios. The twin path focus of the site – institutional and individual – is providing an easy-to-use resource for academics developing their own ePortfolio initiatives, while also catering explicitly to the requirements of the student body, with customised presentations and resources designed to provide them with the understanding and tools they need to engage with their own ePortfolio development.
Lead organisations
Linked open educational resources
Initiative details
Funding programmes Teaching and Learning Enhancement Fund 2014-18
Status
CompletedAward year
2015End year
2016Related initiatives
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Student success at college is not just achieving high grades The National Forum for Teaching and Learning defines student success as the process by which students fulfil their potential and flourish at college and in society. This is a broader activity than simply achieving high grades. Psychosocial competencies are core to the definition of student success: these are the ‘soft skills’ or ‘non-cognitive skills’ that enable students to cope well with learning challenges, engage deeply in learning, and develop their identities as learners and as active citizens. Transitions are a key issue within this priority area, with transitions such as the move from school to college presenting both challenges and opportunities for students.
UCD Community Engaged Learning and Teaching (CELT) Community of Practice
Community Engaged Learning and Teaching is considered to be transformative for students and practitioners, underpinned by civic participation in community and society. One of the strategic themes of the UCD Rising to the Future Strategy is “Building a Healthy World” a core objective of which is to “continue to build our engagement locally, nationally and internationally”. Community Engaged Learning (CEL) and Teaching affords the University an opportunity to build and strengthen strong partnerships with social and community organisations in a meaningful and transformative way. It provides faculty, students and community organisations opportunities to engage in a symbiotic manner, learning from each other whilst bridging the gap between academic learning and the lived reality(ies) of society.