The Projects

Trevor Boland’s Project: Trevor Boland is currently the Assistive Technology Officer (ATO) in the DIT Disability Support Service (DSS) on the Northside. A large part of the role involves the registration of students with disabilities into the service. Annually, students have many questions about the service like how to register, what is an ATO and most importantly, how to contact their ATO and where do I find him. To deal with these questions I have created an app that helps students to answer these questions. The app is called ‘ATNorth’, (abbreviation of Assistive Technology Northside), and so far can be downloaded for android devices from Google Play and soon it will be available for Apple devices too. The creation of this support has come about due to the rise in Smartphones owned by students who register with the service. To adapt to the students technology expectations,  this accessible app will further assist our DIT students regarding their ability to understand and join the DSS.

Trevor’s blog can be followed at

Sara Boyd’s Project: This project is running within an occupational safety and health module at DIT. The project involves getting second year Environmental Health students to use their mobile phones to download noise measuring Apps. I intend to use the iPad device to demonstrate how students can use these occupational safety and health related Apps in various settings to measure occupational noise using noise measuring Apps.  Students will create a Noise Database of 120 noise measurements which will allow for analysis and examination of noise measurements in real-time with technology that is available to industry. The students will gain practical understanding of how to measure noise using mobile technology; get a better insight into the importance of mobile technology in the environmental health domain; get a better understanding of the application of relevant Noise Regulations; and also develop their risk based assessment skills within the field.

Sara’s blog can be followed at

Colin Freeman’s Project: The aim of this project is to integrate the unique functionalities of the mobile tablet device into the classroom environment to attain tangible improvements in students’ attitudes towards and misconceptions surrounding organic chemistry. This will be assessed via independent pre- and post-course focus groups; the former serving to both inform the focus of teaching and learning and highlight certain key problem areas from the outset.

Colin’s blog can be followed at

Ann Hopper’s Project: Current Environmental Legislation is based on EU council directives and daughter directives which are enacted into Irish law by statutory Instruments. I will be getting the students to collaborate via their own mobile devices to create a mindmap that has links between all the EU directives and the SI’s and the key pieces of information in them. The assessment for this module is by open book exam and  this piece of work developed by the students will act as their notes for the exam as well as contributing to the overall grade for the module. Depending on the level of complexity of the project, it’s envisaged that the legislation will be divided into Air, water, waste, planning & control and then groups will integrate the information into an overall mindmap.

Ann’s blog can be followed at

Daniel King’s Project: An “Active Learning Exercise” is currently used to teach and assess first year students taking a financial accounting module. The students receive a financial accounting case study that mimics a real life business situation. Numerous different case studies can be generated each one with a unique solution. Students work on the case study during allocated class time. It utilises the “flipped classroom” concept. The students work in small groups. The groups can share ideas and help each other, but cannot copy as there is a unique solution to each case study. Time is spent working with the groups, explaining some of the issues and helping them to formulate and design solutions. The tablet PC will enhance the interaction with students, allow interactive exercises to be carried out and help explain to students how they might construct solutions to their case study. The project itself and feedback is distributed to students on-line. Support via on-line video clips, created with Echo360, is available to students. The tablet PC will improve distribution and speed up feedback to students and allow viewing of the video clips in smaller groups.

Daniel’s blog can be followed at

Aidan Meade’s Project: This project will look at developing active e-learning approaches in nuclear and particle physics through a combination of pre-lecture recorded material and quizzes, in-class problem solving, and group work on assignments (with associated discussion fora).

Aidan’s blog can be followed at

Kathy Young’s Project: This project is an evaluation of food safety apps including one devised by two EH graduates Emer Murphy and Michael O Rourke. A presentation on the app was given at the Environmental Health World Congress in Las Vegas this July and recent downloads of this app have been significant. How can we bring mobile technology into our teaching? Well lets evaluate some of these apps in particular settings such as a first year cohort who have left home for the first time and may know little about producing safe food. Or how about a Leaving Cert Home Economics group who need to understand the fundamentals of Food Safety and HACCP to fulfill the requirements of the Leaving Certificate. What Kathy intends doing, once an appropriate setting is determined, is to evaluate students knowledge pre and post app learning to demonstrate the benefits of Mobile Technology in enhancing their understanding of the fundamentals of Food Safety.

Kathy’s blog can be followed at

 Want to read about last year’s projects?

*Avril Behan: MAST3

*Charles Mitchell: Exploring Mobile Learning in Quantity Surveying

*Sylvia Mooney: DSS Mobile Learning


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