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This OER is targeted at lecturers and describes an inclusive framework to integrate artificial intelligence (AI) learning design at third level.
This Pathfinder research study responds to the growing need for inclusive approaches to artificial intelligence (AI) learning design at third level. As higher education cohorts become increasingly diverse, there is a need to ensure that emerging AI-supported pedagogies are inclusive, accessible, and pedagogically grounded.
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This work is licensed under a CC BY license, allowing sharing and adaptation with proper attribution.
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This resource was created to share the learning from teaching adults with intellectual disabilities (ID) in IADT college as part of a national suite of pilot projects.
This OER presents findings from a comparative study of novice programmers engaging in face-to-face and hybrid pair programming. It explores collaboration patterns, role switching, satisfaction, and challenges, offering evidence-based insights for educators seeking to prepare students for effective teamwork in modern hybrid software development.
This OER explores novice programmers’ experiences of pair programming across face-to-face, hybrid, and remote settings. It provides insights into collaboration, role switching, satisfaction, and challenges, helping educators and students understand how to effectively prepare learners for modern hybrid software development environments.
This OER guides students through human-in-the-loop software development, demonstrating how AI tools can be effectively supervised, refined, and integrated across the Software Lifecycle. Designed for computing educators and learners, it combines agile practice, teamwork, DISC awareness, testing, and critical reflection on human–AI collaboration.
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