October 2026
Career & Learning Pathways and Innovation Projects Transformative Higher Education
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Editor: Stephen Glennon Communications & Dissemination Officer Higher Education 4.0
HIGHER
Education
Design: Proactive 2
CONTENTS 4 5 6 7 8 10 12
Message from the Higher Education Authority Welcome Message from the ATU President Message from the Steering Committee Chairman Message From Higher Education 4.0 Project Lead Helping to shape education inside and outside ATU Higher Education 4.0 Launched A Message from Career and Learning Pathways (Theme I) Lead
Career and Learning Pathways 13 17 18 21 22
ATU MyCareerPath - Internal Engagement ATU MyCareerPath - Real Life Stories Empowering Staff and Students Through Career Development Recognition of Prior Learning Progression Pathways
Innovation Projects 24 26 28 29 30 31 33 35 38 40 42 43 44 45 48 50 52 54 55 56 58
Innovation Projects Instructional Designers Reusable Learning Objects and Modules Work-Based Learning Project-Based Learning Minor Awards Major Awards Micro-credentials Massive Open Online Courses ATU MakerSpace: Delivering Real Impact ATU MakerSpace Through The Lens MakerSpace: Imagine It - Create It Midterm report praises Higher Education 4.0’s engagement with industry Symposium: Moving from Higher Education 4.0 to Society 5.0 Ireland’s First Sustainable Tourism Observatory The Change-Makers Club Lecturers, Lights, Camera, Action! Innovation in Action Conference Communicating Change: Bringing Higher Education 4.0 to Life Multimedia storytelling at the heart of HE4.0 ATU’s free MOOCs expand access to education and workforce skills
60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 76 79
CASE STUDIES Adaptive Learning Smart Agri Remote Lab RosettaHUB Digital Credentials Work Based Learning WBL Civil Engineering Project Based Learning Logistics & Marketing An Introduction to Marketing Social Robotics Smarttalk: a new learning paradigm for languages Virtual Reality Assembly Lab Certificate in Sustainable Development Goals End of Project Gathering: Higher Education 4.0 Work Packages and Sub-Projects Higher Education 4.0 Staff
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MESSAGE FROM THE HIGHER EDUCATION AUTHORITY Celebrating Transformational Success: Higher Education 4.0
aligned with real-world opportunities. Its impact has been substantial: with more than 5,600 registered users, nearly 35,000 logins, and over 141,000 completed activities, as of May 2026. MyCareerPath.ie is actively enabling workforce development and lifelong learning at scale. It is not only guiding individuals through meaningful career progression but also providing employers with straightforward access to upskilling solutions – demonstrating a powerful model of employer empowerment and system-wide innovation.
Significant Advancements
Sorcha Carthy Senior Manager Skills Engagement, HEA
I would like to congratulate the Higher Education 4.0 project on their achievements – this is an initiative that stands as an example of innovation, collaboration, and impact across Ireland’s higher education landscape. Since the launch of the Human Capital Initiative (HCI) Pillar 3 Innovation and Agility programme in 2020, backed by a €208 million investment from the National Training Fund, the higher education sector has delivered exceptional results. Across the programme, over 90,000 enterprise engagements highlight the strength of partnership between higher education and industry, shaping a more responsive and future-focused learning ecosystem.
Flagship Achievement Among these many successes, the creation of MyCareerPath.ie stands out as a flagship achievement. Launched in 2022, this innovative regional platform has transformed how individuals and employers engage with career development and learning pathways. Designed with flexibility at its core, and with a strong emphasis on Recognition of Prior Learning (RPL), the platform empowers users to map personalised career journeys
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Complementing this achievement, the Higher Education 4.0 project has driven significant advancements across higher education for the north-west region. From embedding cutting-edge technologies such as adaptive learning into curricula to fostering new, enterprise-aligned learning models, the initiative continues to shape a modern, agile education system. The establishment of MakerSpace facilities in Galway, Sligo, and Donegal (pending) has further strengthened this impact, creating vibrant environments for challengebased learning while inspiring the next generation of STEM students through outreach activities. In parallel, the development of Remote Labs has expanded access to advanced technologies, allowing students and researchers to gain practical, hands-on experience from anywhere in the world and bridging the gap between theory and industry practice.
Ambitious Target These collective achievements have helped surpass the HCI programme’s original ambition to impact 20,000 learners – an ambitious target that was exceeded within just three years. By 2026, Higher Education 4.0 alone has reached over 20,000 learners and created more than 1,400 places on innovative, enterprise-driven courses. Together, these accomplishments represent a step change in higher education for the north-west. The HEA warmly congratulates the entire Higher Education 4.0 team, led by Professor Jacqueline McCormack and Kyle Griffiths-Maher, on this success and looks forward to the continued evolution of this transformative work.
WELCOME MESSAGE FROM THE ATU PRESIDENT Higher Education 4.0 nurturing a culture of innovation
Through Theme II, the Innovation Projects strand has driven cutting-edge developments that are shaping the future of teaching and learning. MakerSpaces in Galway and Sligo, alongside outreach to schools, remote labs, adaptive learning tools, micro-credentials, and flexible programme models, have enabled new ways of learning that are creative, accessible, and industry-connected.
Funding and Supports We would like to take this opportunity to thank the funders of Higher Education 4.0, the Higher Education Authority (HEA), Human Capital Initiative (HCI) and the Government of Ireland for their continuous support. Collectively, these initiatives reflect the value of Higher Education 4.0—not only in the outputs delivered, but in the culture of innovation it has embedded across ATU. As we look to the future, the legacy of this work will continue to guide us as we build an agile, inclusive, and forwardlooking university, committed to lifelong learning and regional development.
Dr Orla Flynn President, Atlantic Technological University
It is a great pleasure to introduce this publication celebrating the achievements of Atlantic Technological University’s Higher Education 4.0 project—an ambitious, collaborative initiative that has reimagined how we deliver, experience, and value higher education. Rooted in the foundations of the Connacht Ulster Alliance, this project demonstrates the power of partnership and shared vision. Even before the establishment of ATU, connections were already in place that have enabled us to move quickly and deliver real impact for learners, staff, industry, and communities across our region and beyond.
Heart of Higher Education 4.0 At the heart of Higher Education 4.0 lies a commitment to innovation with purpose. Through Theme I, Careers and Learning Pathways, initiatives such as MyCareerPath—led by Dr Carina Ginty and Bridie Killoran—have transformed how learners engage with education and employment. From progression pathways that support transitions from further to higher education, to the integration of Recognition of Prior Learning, the project has opened doors and created opportunities for more people to access and succeed in higher education.
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MESSAGE FROM THE STEERING COMMITTEE CHAIRMAN HE4.0 leads in delivering industry-relevant education
A defining feature of this project has been its emphasis on collaboration. By connecting stakeholders across ATU’s network of campuses, it has inspired new ideas, partnerships, and ways of working that will continue to shape the institution into the future. This collaborative ethos is perhaps best exemplified by the evolution of the Change-Makers Club. Originating as a small Innovation Club of approximately 40 members, it has grown into a vibrant, university-wide community of over 200 staff, united by a shared commitment to innovation and continuous improvement.
Sense of Accomplishment
Darrin Morrissey HE4.0 Steering Group Chairman
As Chairperson of the Higher Education 4.0 Steering Group, I am proud to mark the conclusion of the HCI-funded Higher Education 4.0 Project at Atlantic Technological University – a transformative initiative that has delivered exceptional value through innovation, collaboration, and impact across the university community. The Steering Group is responsible for the oversight, financial management, governance, and risk management of the project, and the group meets quarterly.
As Higher Education 4.0 concludes this chapter, I have no doubt that the team involved carries forward a deep sense of accomplishment and optimism. I would like to recognise the exceptional leadership of Professor Jacqueline McCormack across the entire project, and of Bridie Killoran, Careers & Learning Pathways Manager (Theme I), and Noel Mulkeen, Innovation Projects Manager (Theme II) over the two main work packages. In addition, I wish to pay tribute to the masterful coordination of Kyle Griffiths-Maher over the course of the project and to Dr Carina Ginty and Gavin Clinch as Projects Leads on the Careers & Learning Pathways and Innovation Projects themes respectively. The foundation laid by Higher Education 4.0 ensures that ATU is well-positioned to meet the challenges and opportunities of the future, continuing to lead in delivering dynamic, learner-centred, and industry-relevant education. Chairman of the Higher Education 4.0 Steering Group, Darrin Morrissey is CEO of the National Institute of Bioprocessing Research & Training (NIBRT).
Valuable Learnings Over its lifetime, the project has generated valuable learnings and significant achievements, while fostering a culture of creative thinking and experimentation. It has acted as a catalyst for a range of enduring ventures and programmes, including MyCareerPath, the ATU MakerSpace, a mechanism for Recognition of Prior Learning (RPL) and a suite of micro-credentials and other learning options that continue to broaden access and enhance learner flexibility.
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HIGHER
Education
MESSAGE FROM HIGHER EDUCATION 4.0 PROJECT LEAD HE4.0 bold, innovative and disruptive
Professor Jacqueline McCormack Higher Education 4.0 Project Lead
The Human Capital Initiative (HCI) funding call encouraged institutions to be ambitious, bold, innovative, and disruptive in shaping the future of higher education – and Atlantic Technological University’s Higher Education 4.0 certainly rose to that challenge. Conceived at a pivotal moment for Irish higher education, the project was developed and submitted in March 2020 at the outset of the COVID-19 pandemic and before the formation of Atlantic Technological University. It brought together the three partner institutions of the Connacht Ulster Alliance with a shared ambition: to reimagine how higher education could become more agile, responsive, and accessible for learners, employers, and society.
Enhancing Online Learning The project also built on the foundations established through the earlier iNOTE initiative, which focused on developing digital capabilities and enhancing flexible and online learning across the west and northwest of Ireland. Importantly, these initiatives fostered strong collaboration across campuses long before the establishment of ATU in 2022, with institutional teams already sharing expertise, resources, and instructional design support. Contributors across the legacy colleges helped to shape the vision and plan for the project, including our former
colleague, Brian Mulligan. There was naturally some concern that our project might be too bold in scope but thanks to the commitment, expertise, and enthusiasm of the Higher Ed 4.0 project team and the sub-project teams, it has well exceeded expectations in both scale and impact.
New Pathways The project’s core aim was to build the systems, expertise, and capacity needed to respond rapidly to emerging educational and workforce needs while developing flexible, cost-effective models of higher education delivery. It focused on creating new pathways for lifelong learning, supporting Recognition of Prior Learning (RPL), and enabling academic teams to develop agile educational opportunities aligned with regional and national skills demands. A defining feature of Higher Education 4.0 was its strong partnership with industry. Under the management of Eamon Walsh and Noel Mulkeen, more than 75 industry and professional partners collaborated across the project’s sub-projects, helping to shape innovative programmes, work-based learning degrees, microcredentials, MOOCs, reusable learning objects and resources (RLOs), and flexible learning pathways designed to support learners throughout their careers. One of the project’s flagship achievements was the development of MyCareerPath, a pioneering service designed to help employers and employees map career progression and learning journeys. What began as a vision from Career & Learning Pathways Manager, Bridie Killoran, evolved into a highly impactful service through the dedication and expertise of the wider project team.
Surpassed Expectations The scale of delivery surpassed all original expectations. While just over 50 sub-projects were initially planned, more than 120 initiatives were ultimately delivered across the university. Recording studios, MakerSpaces, digital learning resources, innovative programmes, and new support services were established, demonstrating the transformative impact of collaboration, innovation, and investment in flexible learning. There was also strong synergy with other ATU initiatives, including N-TUTORR. Both projects supported the transformation of the learner experience through technology, collaboration, and innovation. Once again, I wish to acknowledge the expertise, dedication, and hard work of all those involved in ATU’s Higher Education 4.0. Your commitment has been central to the project’s remarkable success. 7
HELPING TO SHAPE EDUCATION INSIDE AND OUTSIDE ATU New educational models, technologies and digital infrastructure
Kyle Griffiths-Maher Higher Education 4.0 Project Director
The Atlantic Technological University Higher Education 4.0 project represents a major investment in the future of higher education, workforce development, and innovation across the region. Funded to the amount of €13.4 million under the Human Capital Initiative (HCI) Pillar 3 and officially launched in April 2022, the project was established to create more flexible, accessible, and technology-enabled pathways into and through higher education and employment. Through collaboration between academic teams, professional services, industry partners, and communities, the project has focused on developing innovative approaches to teaching, learning, learner engagement, and skills development. At its core, Higher Education 4.0 recognises that the needs of learners and employers are rapidly changing. Today’s learners require greater flexibility in how, when, and where they study, while employers increasingly seek opportunities to upskill staff in response to evolving technologies and workplace practices. The project has responded by developing initiatives that combine digital innovation with personalised learner support, helping to create a more responsive and futurefocused higher education environment.
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MyCareerPath A key strand of the project has been the Career and Learning Pathways theme, delivered through the MyCareerPath.ie platform and associated learner support. This service provides learners with career development tools, eLearning resources, psychometric assessments, and personalised guidance from qualified career guidance professionals. The initiative has supported school leavers, adult learners, employees seeking upskilling opportunities, and individuals returning to education after time away from formal learning. The project has also strengthened engagement with enterprise partners across the region, helping employers identify workforce development needs and encouraging participation in lifelong learning. Supports including transversal skills modules and Recognition of Prior Learning (RPL) preparation pathways have further expanded access to education and progression opportunities for diverse learner groups. Innovation in teaching and learning has become one of the defining achievements of Higher Education 4.0. A significant focus of the initiative has been the development of new educational models, technologies, and digital infrastructure that support modern, flexible approaches to higher education delivery.
Instructional Design Central to this work has been the establishment of the Instructional Design team – a multidisciplinary team of specialists in instructional design, educational technology, graphic design, media production, and online learning development. Working closely with academic staff across the university, the team has supported the design and delivery of high-quality digital and blended learning experiences that are engaging and pedagogically effective. The project has also invested heavily in advanced learning technologies that provide students with practical, handson experiences regardless of location. The Remote Labs initiative has created opportunities for learners to access industry-standard equipment and technologies remotely, strengthening links between academic learning and realworld industry practice. Another significant area of innovation has been the development and trialling of digital credentialing infrastructure. Working alongside industry partners and cross-campus initiatives, the project has explored new approaches to recognising and validating learning achievements through digital credentials and microcredential frameworks. These initiatives support more
flexible and modular approaches to learning and lifelong skills development. The Adaptive Learning programmes developed through Higher Education 4.0 have also provided valuable insight into personalised education models. Using data-informed approaches and digital learning tools, these programmes adapt content and supports to individual learner needs while helping shape future approaches to studentcentred learning within the university.
MakerSpace Creativity and collaboration have also been fostered through the development of MakerSpaces across the university region. Physical MakerSpaces have been established on campuses including Galway and Sligo, with further development planned in Donegal. These spaces provide opportunities for experimentation, prototyping, design thinking, and interdisciplinary collaboration. One of the most exciting developments has been the launch of the mobile MakerSpace outreach initiative. By bringing STEM-focused learning experiences directly into primary and secondary schools across the region, the project has created meaningful opportunities to engage younger learners with technology, creativity, and innovation while also strengthening awareness of the university and its programmes. The project has further enhanced digital teaching capacity through the creation of professional recording studios across the university campuses. These studios
provide academic staff with access to professional quality facilities for producing online learning materials, lectures, demonstrations, and multimedia content, supported by training and technical assistance. Importantly, the success of Higher Education 4.0 has been built on collaboration.
Collective Efforts The achievements highlighted throughout this publication reflect the collective efforts of academic teams, professional services staff, project leaders, enterprise partners, students, and community collaborators who embraced innovation and worked together to create meaningful change. This magazine celebrates the outputs, partnerships, and impact of the Higher Education 4.0 project across its many initiatives and sub-projects. The stories featured throughout these pages demonstrate how innovation, collaboration, and learner-centred design can create transformative educational experiences and strengthen connections between higher education, industry, and community. As the project approaches completion, its legacy will continue through the sustainable systems, services, partnerships, and technologies established during its lifetime. Higher Education 4.0 has not only responded to the changing landscape of higher education, it has helped shape its future within the Atlantic Technological University and beyond.
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INNOVATION AND ENGAGEMENT TO ENSURE EDUCATION ACCESSIBLE TO ALL Higher Education 4.0 launched 7 April 2022
Atlantic Technological University’s Higher Education 4.0 was launched on 7 April 2022. The Project initially received €12.4 million under the Human Capital Initiative (HCI) Pillar 3 and was designed to transform the way adult learners and employers engaged with third-level education. Speaking at the launch, Dr Orla Flynn, President of Atlantic Technological University, said: “This project showcases what can be achieved through the combination of innovation and a genuine ambition of making third-level education an accessible place for all types of learners.
“By engaging with a wider range of learners and employers and providing a more enriched educational experience we will ensure that our students graduate equipped with 21st century employability skills.” Higher Education 4.0 Project Lead, Professor Jacqueline McCormack, echoed that sentiment, adding: “Higher Education 4.0 will help to transform how learners access education; how we, as educators, develop and deliver course material to best suit a diverse range of learners, and how we engage with industry to deliver skills for today’s rapidly changing work environment.” Those gathered at the launch heard that by developing a new suite of tools and services, Higher Education 4.0 would enable greater access to third-level education, enhance partnerships with employers, and meet more diverse student needs.
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Careers and Learning Pathways It was outlined that the project was to be split into two distinct services: an outward-facing ‘Careers and Learning Pathways’ service and an internal-facing ‘Innovation Projects’ programme. Careers and Learning Pathways would focus on accessibility and future proofing learners with employment/industry relevant skills – informed by regular engagement with employers, through ongoing monitoring of available courses. This theme (Theme I) would also set out to develop a service – MyCareerPath – to advise individuals on the learning pathways available to them to achieve their career objectives and improve their employability.
Innovation Projects The aim of the internal facing Innovation Projects was to build an agile system to allow Atlantic Technological University to respond quickly to employer and learner needs in an efficient, and cost-effective way. This was to be achieved by facilitating academic teams in developing innovative new learning methods, such as work-based and project-based learning, microcredentials, and MOOCs (Massive Open Online Courses) to provide a diverse portfolio of programmes to appeal to different learning groups. A significant part of this project was to be dedicated to developing evidence-based recommendations for policy, regulation, and process changes. The audience was told that, even at this early stage, Higher Education 4.0 had already generated some significant outputs. Those included free instructional design learning resources; two new Special Purpose Awards (Logistics and Marketing and Business Models and Emerging Technologies); and a Higher Education 4.0 Enterprise Engagement Seminar, bringing together business, industry and community groups to discuss employer and employee needs.
At the launch of Higher Education 4.0 were (left to right): HE4.0 Project Director Kyle Griffiths-Maher; HE4.0 Careers and Learning Pathways (Theme 1) Lead Dr Carina Ginty; HE4.0 Innovation Projects Lead (Theme II) Gavin Clinch; HE4.0 Careers and Learning Pathways Manager Bridie Killoran; HE4.0 Innovation Projects Manager Eamon Walsh; ATU President Dr Orla Flynn; Brian Mulligan, ATU Head of Online and Distance Learning; and HE4.0 Project Lead Professor Jacqueline McCormack.
A section of the audience at the launch of Higher Education 4.0 in April 2022.
Paul Hannigan, ATU VP for Cross Border Engagement (and former President of Letterkenny IT), Higher Education 4.0 Lead Professor Jacqueline McCormack, and Dr Brendan McCormack, former President of IT Sligo.
ATU President Dr Orla Flynn.
MyCareerPath Manager Bridie Killoran.
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A MESSAGE FROM DR CARINA GINTY Academic Lead Careers and Learning Pathways Higher Education 4.0
Dr Carina Ginty Theme I Academic Lead
Since 2022, working with the Careers and Learning Pathways Manager, Bridie Killoran, on building MyCareerPath.ie has been a transformative journey for all involved. MyCareerPath.ie is a flagship digital careers and learning pathways platform developed by Atlantic Technological University (ATU) under Higher Education 4.0 and funded by the Human Capital Initiative Pillar 3. Designed in response to rapid workforce change, skills volatility and the need for lifelong learning, the platform provides a scalable, learner‑centred solution that reimagines how higher education supports employability, access, and progression. At its core, MyCareerPath integrates career guidance, skills development, Recognition of Prior Learning (RPL), and personalised learning pathways within a single, mentored, online experience. It acknowledges that today’s learners are diverse, spanning school leavers, early‑career professionals, mid‑career workers, career changers, entrepreneurs, and adults returning to education.
Regional Needs Through five distinct learner personas and pathways, MyCareerPath enables ATU to offer flexible, inclusive and personalised routes into and through higher education, aligned with both individual aspirations and regional workforce needs. 12
A defining strength of MyCareerPath is its focus on employability and transversal skills. The platform is underpinned by the CareerEDGE model, which recognises that sustainable employability depends not only on disciplinary knowledge, but on a holistic blend of career development learning, experience, generic skills, emotional intelligence, and self‑belief. Through structured reflection, diagnostic assessment and targeted e‑learning, learners actively develop transversal capabilities such as self‑awareness, decision‑making, communication, adaptability and confidence – skills that are critical across all sectors in a rapidly changing labour market. MyCareerPath also demonstrates how Artificial Intelligence-enabled tools can add real educational value. AI‑supported employability assessments, skills extraction tools and learning analytics help learners articulate their existing skills, map workplace learning to academic outcomes, and identify appropriate progression opportunities. This significantly reduces barriers to engagement with RPL, a process that is often perceived as complex or inaccessible. By making prior learning visible and valued, MyCareerPath supports wider participation, accelerates progression, and shortens time‑to‑qualification, all key priorities for modern higher education systems.
Openness to Further Study For ATU, the platform strengthens institutional capability by embedding careers, RPL and lifelong learning into the curriculum ecosystem rather than treating them as peripheral services. It enhances student confidence, motivation and retention, while also deepening engagement with industry partners through tailored upskilling pathways. Evidence from early implementation, including industry pilots such as Medtronic, shows strong learner engagement, increased self‑efficacy and greater openness to further study. More broadly, MyCareerPath offers a replicable model for the higher education sector at a time of transformation. It addresses persistent challenges around access, relevance, skills recognition and workforce alignment, while leveraging digital and AI capabilities ethically and purposefully. In doing so, MyCareerPath helps reposition higher education as a flexible, responsive partner in lifelong learning – one that empowers learners, supports employability, and delivers meaningful impact for individuals, institutions and society. Dr Carina Ginty is Atlantic Technological University’s Head of Teaching and Learning (Transformative Education).
ATU MyCareerPath, the online careers development platform, was designed for people in the workplace looking to upskill, reskill, and/or re-engage with education. The platform also incorporates the development and assessment of Recognition of Prior Learning (RPL) portfolios. The first of its kind, this innovative service unlocks a second chance for people in the workplace to receive career guidance. The online mentoring service and platform assists learners to look at their skills, strengths, and prior learning to improve their employability, career readiness and engagement with Higher Education. It uses advanced AI-enabled, career assessment tools to support lifelong learning, upskilling and career development. Collaboration with industry is central to this project. MyCareerPath supports organisations as they adapt to meet employees’ changing needs, bridge widening skills gaps in the workforce, and address employee retention. MyCareerPath engaged with many stakeholders to implement this project – employers, ATU access groups, education partners, and community groups.
ATU MYCAREERPATH SUPPORTING INDUSTRY External Engagement
Bridie Killoran Higher Education 4.0 Careers and Learning Pathways Manager
CAREER PATHWAYS
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2
3
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New Beginnings Path
Career Accelerator Path
Mastery Path
Dream Builder Path
Entrepreneur Path
(Youth)
(Early Career)
(Mid-Career)
(Fulfilment)
(Innovator)
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Learning Pathways The career and RPL assessment platform is designed to cater for five learner personas, each with its own bespoke learning pathway tailored to suit people at different career stages, namely: Pathway 1 – New Beginnings (youth); Pathway 2 – Career Accelerator (early-career); Pathway 3 – Mastery Programme (mid-career); Pathway 4 – Dream Builder (fulfilment); and Pathway 5 – Entrepreneur (innovator).
The pathways are designed in response to the needs of each persona, understanding who they are, what they bring with them, what they need, and the specific MyCareerPath supports that would best serve them. Having selected the most appropriate persona, all learners are brought through a four-stage developmental programme with the help of the most up-to-date e-learning tools and assessments as well as 1:1 mentored support from Careers and Learning Pathways Advisors. 13
Step 1 - Self-discovery: Map values, strengths and achievements with access to online resources. Understand your unique skillset and how to develop your potential. Step 2 - Self-development: Reflect and explore career direction and consider next steps. Identify learning gaps and suitable courses in a career of interest.
Step 3 - Career Toolkit: Develop resources required to support career advancement including AI enabled CV & Interview tools. Step 4 - Career Plan: Finalise a career and learning development plan to support career journeys.
Development of the five personas Mycareerpath.ie supports
Stage
Who I am?
What I bring?
What I need?
New Beginnings
Beginner/career starter/ first job/first course/ returning to education/ workplace.
Excitement, enthusiasm, energy. Also, confusion and insecurity.
Support in understanding myself and my career needs. Confidence and assurance in my career decisions.
Personalised career advice, self-exploration tools, information and advice on courses, Recognition of Prior Learning (RPL), CVs, applications, work-based learning.
Career Accelerator
Graduate (recent or completed degree some time ago), employee with significant experience (needs qualification to progress).
Experience, knowledge and skills. Sense of fulfilment and achievement. Confident, energised and engaged in career activities.
Support in gaining employment or promotion, exploring career directions, finding a postgraduate course.
Personalised career advice, self-exploration tools, information and advice on courses, Recognition of Prior Learning (RPL), CVs, applications, work-based learning.
Career Mastery
Seeking promotion or career advancement, job changer, looking for a new challenge.
Substantial experience, knowledge and skills. Looking forward to a new challenge.
Specialised training and development, support in gaining promotion or changing job, redefine career direction. Consolidate experience, knowledge and skills.
Personalised career advice, self-exploration tools, information and advice on courses, Recognition of Prior Learning (RPL), CVs, applications, work-based learning.
Dream Builder
Considerable achievements in my life and/or career. Now looking to pursue my passions.
Significant experience, knowledge and skills. Self-understanding and self-efficacy, passion for subject knowledge.
Acknowledge achievements, strengths and passions. Redefine personal and career needs. Change of scene. Consolidate experience, knowledge and skills.
Personalised career advice, self-exploration tools, information and advice on courses, Recognition of Prior Learning (RPL), CVs, applications, work-based learning.
Entrepreneur
An ideas person, innovator, dynamic, creative, interested in business, problem-solver.
Passionate, energetic, visionary, risk-taker, creative and innovative.
Understand selfemployment and business needs. Access to information on training and development requirements, relevant networks and supports.
Personalised career advice, self-exploration tools, information and advice on courses, Recognition of Prior Learning (RPL), CVs, applications, work-based learning.
Noting that the MyCareerPath team considered all the different types of people who want to return to education, Career and Learning Pathways Manager Bridie Killoran said it was important that they then considered all the barriers that these learners might face.
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“Our aim was to create a service that would transform this process for them and help people really understand their strengths and how they can be enhanced. The combination of one-toone career advice with an impressive bank of e-learning courses, plus interview and CV tools powered by cutting edge technology, provides learners with a service that is unique.”
The platform was launched in June 2022, with pilot programmes across a wide range of sectors rolled out. Stage
Who I am?
Coffey Construction Ltd
Skills Development & Progression Planning
Department of Enterprise, Trade and Employment
Employee Success & Career Progression
Meissner Corporation
Employee Development Goals
Forward Emphasis International
Support early career employees in the insurance and risk profession and to understand their career fit within this profession
SIRO
People Development, Upskilling & Career Planning
Regeneron Pharmaceuticals
Employee Success & Career Development Progression
Merit Medical Ireland
People Development, Upskilling, & Career Planning
Medtronic Ireland
Employee Engagement & Upskilling
MSLETB, GRETB
Pathways into Higher Education
Various schools, Youthreach centres
Student Retention & Progression/Access to Higher Education
Impact & Outcomes Recent insights from participants 12–24 months after completing the programme highlight its long-term benefits for both individuals and organisations. A few of the key outcomes were: • Improved Retention: 85% of participants reported increased satisfaction and loyalty, showing the programme’s effectiveness in retaining engaged employees. • Stronger Leadership Pipelines: Over 70% progressed into new roles or leadership positions, supporting succession planning and reducing reliance on external recruitment. • Increased Productivity: 80% gained confidence and motivation, enabling them to take on challenges, lead initiatives, and improve team performance. The Career Learning Pathways were co-created through a collaborative partnership between ATU and enterprise, combining adviser expertise with HR and L&D insights to ensure alignment with organisational goals and values. The programme highlighted flexibility as essential for workplace learners, with 24/7 online resources and fully virtual mentoring enabling accessible participation. A blended approach using AI and person-to-person mentoring proved highly effective, with AI supporting tasks such as CV review, mock interviews and progress tracking, allowing mentors to focus on personalised guidance. A key challenge identified was the prevalence of
emotional and psychological barriers, particularly low confidence in returning to education, which cut across all roles and sectors. Effective dissemination supported wide adoption, demonstrating how higher education and industry collaboration can address workforce challenges by delivering structured career pathways that help individuals reflect on their strengths, plan their development, and ultimately support retention in sectors experiencing high attrition. One of the key takeaways from this project was the understanding that, when provided with the tools necessary to develop their career and employability skills, employees become more confident in their abilities and more committed to developing longer-term careers. This in turn has a positive impact on employee motivation and organisational performance as employees feel more comfortable at work and better prepared to take the next steps on their respective career paths – be it through further study, promotion, or transversal skills development. The initiative underscores the significance of placing employee development at the core of business strategy. When senior leadership teams prioritise sustainable employability and ensure that employees are supported in career planning and development of industry specific skills, it can drive continued growth within an organisation and positively affect retention issues. The feedback gathered across these pilot programmes was overwhelmingly positive. Learners consistently highlighted the significant impact the pathways had on their self-confidence, with many noting that they 15
were now actively considering educational and career opportunities they had previously thought were out of reach. One learner summarised this experience by stating that the pathway enabled them to “become the most employable version of themselves”, underscoring the transformative effect the programme had on both their mindset and their aspirations. Learners said the e-Learning courses allowed them to identify and bridge development gaps to progress in their careers, with short courses in business, IT and career development being the most popular.
Outreach A number of other external initiatives were undertaken as part of the MyCareerPath outreach programme. Below is a flavour of some of the projects. • ETB Pathway: Mayo, Sligo and Leitrim ETB (MSLETB) and Galway and Roscommon ETB (GRETB), in partnership with MyCareerPath, piloted a collaborative further and higher education programme designed to support and empower young adults. The programme supported progression planning by helping students prepare for college applications and explore further education and training pathways. • Open Doors Initiative: Partnering with The Open Doors Initiative, this project provides opportunities to some of the marginalised members of society,
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creating pathways to work through training, education, employment and entrepreneurship. • IASIO/TOSÚ: Partnered on a ‘Pathway to Progress’ programme for individuals under probation supervision. • New Frontiers: MyCareerPath collaborated with ATU New Frontiers, bringing learners through a customised pathway. Enterprise Ireland’s New Frontiers is the nationwide programme for ambitious startup founders with an innovative business idea that has the potential to scale and provide employment. • CAO Taster Programme: MyCareerPath delivered a taster programme and accompanying webinar, designed to give participants an accessible introduction to the wider range of programmes available. Through these sessions, learners had the opportunity to explore key elements of the offering, including an overview of the career assessment tools. • ATU Business Breakfast Seminar: All Ireland-winning manager Micheál Donoghue was featured as keynote speaker at an ATU seminar on HR retention in 2025, sharing insights on how strong leadership and ongoing skills development help organisations build highperforming teams and retain talent, promoting a culture of continuous learning. • Learning Journey Podcast: The Learning Journey Podcast at ATU is a series produced by MyCareerPath in partnership with the Higher Education 4.0 project, exploring topics like careers, skills development, and the future of work.
ATU MYCAREERPATH Career Pathways - Real Life Stories
Brigid Doherty - Peroptyx Since completing the programme, I have developed a much stronger sense of confidence and direction. I became more proactive in my role, regularly volunteering for projects and putting myself forward for new opportunities. This shift in mindset has had a lasting impact on my career. I have since moved to a new company and now work as a Global Sourcing Lead. MyCareerPath played a key role in helping me recognise my potential, build confidence, and take meaningful steps forward in my career journey.
Kieran Hastings - Merit Medical I am currently working as a Sterility Assurance Technician III and have been promoted twice since receiving guidance from MyCareerPath. Their support played a key role in helping me choose the right direction for my career. It was through MyCareerPath that I first learned about the Level 7 course in Quality for Industry at ATU Galway, which I decided to pursue based on their recommendation. I am due to complete the course at the end of May, and it has significantly strengthened my knowledge and supported my progression within my role.
Gillian Quigley - SIRO The clarity and direction I gained translated directly into action. I have since gone back to college to attain further qualifications in Learning & Development (CIPD in 2023) and Professional Coaching (EMCC & ICF in 2024). This is a direct testament to the programme’s ability to unlock new purpose. I highly recommend this coaching to any professional, especially those who are wellestablished and looking to redefine their next chapter.
Sharon Walsh - Iconic Beauty As a direct result of completing the Dream Builder Pathway, I enrolled in an ITEC/VTCT Level 4 Certificate in Education and Training, which I successfully completed and have since begun an ITEC/ VTCT Level 5 Diploma in Education and Training. Completing the MyCareerPath programme has given me the tools, confidence, and belief to continue learning and developing. It has also allowed my daughters to see that learning is lifelong and can be deeply rewarding at any stage of life. I am extremely grateful to MyCareerPath for their guidance, encouragement, and support. The programme has been truly transformative for me.
Anna Quigley - Forward Emphasis When I took part in MyCareerPath, my role was an insurance agent working in claims. Since completing the programme I’ve attained a CIP qualification in insurance. Using the skills gained throughout the programme I was then promoted to Team Leader of a busy customer service team for a leading insurance provider. Currently my title is HR Business Partner. I credit the guidance and support throughout the programme for my career growth; it was a fantastic opportunity and I’m so grateful to MyCareerPath for the experience.
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EMPOWERING STAFF AND STUDENTS THROUGH CAREER DEVELOPMENT Internal Engagement A wide range of innovative student career programmes and initiatives have been developed to support students in maximising their skills, knowledge, and experience while preparing for evolving career opportunities. Central to this work is the development of multiple online, self-directed career programmes through MyCareerPath, including: Placement Preparation; Career Planning for Research & Postgraduate Study; and Skills Discovery. These programmes provide students with practical career-development toolkits focused on self-awareness, career fit, confidence building, and career goal planning. Since 2024, student engagement with the MyCareerPath portal has grown significantly: 5,400+
32,000
135,000
student registrations
logins recorded
activities completed
Among the most popular resources are the career e-learning modules, CV360, and Interview360.
“MyCareerPath has given me a lot more confidence going into final year. I’ve built up my CV, practiced interviews, and gained a clearer sense of my strengths and options after college.” “Interview360 was a huge help for me. Being able to practice mock interviews in my own time really built my confidence.”
Supporting Research and Postgraduate Development The RISE@ATU initiative delivered a dedicated programme for postgraduate researchers, supporting career planning and professional development within the research community.
Engagement Across the ATU Community A broad range of student and staff engagement initiatives were delivered, including: • Student and Staff Webinars such as “Get Career Ready in 30 Minutes with ATU/MyCareerPath.” • Ask Me Anything Clinics, offering one-to-one online career support sessions. • The ATU Roadshow, generating over 1,200 registrations. • Contributions to the First Five Weeks Induction Programme, showcasing career-development supports and resources.
Supporting Access, Inclusion and Student Success MyCareerPath supports delivery within the College Skills and Career Planning module and has contributed to widening participation initiatives across ATU. students recognise their strengths and connect with suitable career pathways and programmes within ATU. MyCareerPath meet with third-year Bachelor of Education (Home Economics) students on ATU St Angela’s campus.
Student Feedback Students consistently highlighted the positive impact of the platform on their confidence and career readiness:
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MyCareerPath visits the students on the Masters in Pharmacy programme.
Placement Preparation and Employability Skills In collaboration with ATU Careers and academic staff, tailored placement preparation programmes were delivered to support students in building professional confidence and employability skills. Students developed practical career toolkits using AIenabled tools such as Interview 360, CV360 and Cover Letter Builder. These were complemented by e-learning resources focused on industry awareness, careers, and professional development.
Student Opportunities and Academic Collaboration Additional initiatives included: • Providing internship and work-placement opportunities for ATU students. • Collaborating with the ATU Faculty of Business and the Teaching and Learning Centre to develop a 5-ECTS Micro-Credential in Transversal Skills.
Embedding Employability Within the Curriculum A bespoke employability pathway was developed and integrated into the Masters in Pharmacy programme, supporting students in reflective thinking, self-awareness, and career confidence.
Employability Module A diagnostic tool was developed enabling ATU students to measure their employability across five core pillars. Students received a personalised report and programme of learning activities designed to help them reflect, consolidate knowledge, and address employability gaps.
Staff Development Programme A four-stage career development programme was designed for higher education staff, supporting participants to reflect on their careers, enhance motivation, and gain greater clarity around professional development.
The initiative addressed key challenges including: • Supporting staff to adapt to changing organisational structures. • Promoting career growth and professional development. • Building resilience, leadership, and changemanagement skills. • Aligning individual aspirations with ATU’s strategic goals. A total of 57 ATU staff members across academic, management, professional, and technical roles participated in the programme. Engagement was high, with 4,751 activities completed and access to more than 1,000 eLearning modules, career tools, and RPL opportunities. Participants highlighted the value of mentoring sessions and personalised resources, noting the programme’s impact on professional development and career clarity.
Work Placement & WBL Project The MyCareerPath Work Placement Project is establishing a structured, evidence-informed foundation for a university-wide approach to work placement across ATU. The project supports institutional governance, enhances student employability, and provides a scalable framework for long-term development. The project was delivered across six stages: Stage 1
Establishing project foundations and stakeholder groups.
Stage 2
Conducting data collection, focus groups, and interviews.
Stage 3
Exploring the feasibility of a centralised placement database.
Stage 4
Reviewing placement policies and developing guidance materials.
Stage 5
Strengthening partnerships with professional bodies including ASET and AHECS.
Stage 6
Completing project evaluation and reporting.
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The project was informed by contributions from more than 120 staff involved in work placement activities and 110 students who had recently completed placement.
An active cross-sector Community of Practice was also established to support knowledge sharing.
Bridie Killoran, Maura Fallon, Sinead Campbell, Peter Smith, Eileen Larkin (RIP), Patrick Calvey, Lorraine Ginty, Anne Sexton, Mark Willis, Bridget Cleary.
“We are developing clear policies, governance structures, and accessible digital resources to ensure consistent best practice across workbased learning.”
Key Outputs The following were the key outputs: • Best practice guides for employers, students, and placement coordinators. • Development of standardised placement agreements. • Creation of digital resources and hubs for staff and students, including ATU Work-Placement website, SharePoint resource hub, and student placement hub. Alignment with national professional bodies, including AHECS and ASET, ensures that ATU’s approach reflects sector-leading standards.
Bernie Merry, Work-Based Learning and Employability Coordinator
“By piloting and evaluating new placement systems and processes, this project demonstrates the feasibility of a single, standardised, university-wide placement management model.” Mary O’Donnell, Senior Technical Officer
Awards
Year
Award
Title
Collaborate Research
2022
HE Innovate
Recognition for collaborative research excellence and innovation.
Regional Skills West Award Nominee
2023
Regional Skills West Award
Nominee – Bridie Killoran.
Best Collaboration Project
2024
Education Award Shortlist
Shortlisted for excellence in collaborative educational initiatives.
Best Learning / Professional Development Programme
2024
Associates & Institutes Award Shortlist
Recognised for innovation in learning and professional development.
Most Innovative Digital Transformation
2026
Education Awards Shortlist
Shortlisted for outstanding digital transformation and innovation.
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RECOGNITION OF PRIOR LEARNING
ATU staff (from left) promoting Recognition of Prior Learning (RPL): Christine McCabe, Myra Feely and Olive Kelly.
Valuing work and life experiences The project aimed to improve access to higher education by recognising skills and knowledge gained through work, life experience, and informal learning. Atlantic Technological University (ATU) values this through the Recognition of Prior Learning (RPL) process, which allows individuals to use their prior learning for programme access or exemptions from specific modules within the QQI National Framework of Qualifications (NFQ). To complement this, ATU developed a Recognition of Prior Learning (RPL) platform as part of the Higher Education 4.0 and MyCareerPath initiatives. Built within the existing ATU Recruit v3 CRM system on Microsoft Dynamics, the platform combines digital tools, learner support services, and institutional policy to create a streamlined and accessible RPL process.
Supporting Applicants Traditional higher education entry routes often exclude learners who do not hold formal qualifications, despite having extensive professional or experiential learning. ATU also faced challenges in managing RPL processes consistently across academic and administrative units. Existing workflows could be fragmented, time-consuming, and difficult for applicants to navigate. There was a need for a unified, scalable system that could support applicants from initial enquiry through assessment while ensuring fairness, consistency, and alignment with national qualification standards.
Utilising Technologies ATU integrated dedicated RPL functionality directly into its existing Recruit v3 platform, avoiding the need for separate systems or duplicate data handling. Using technologies including Power Apps, Power Pages, and SharePoint, the solution introduced online applications, document uploads, progress tracking, and streamlined workflows. Alongside the technology, ATU established a regional RPL support infrastructure involving assessors, mentors, and career guidance professionals. Through the MyCareerPath service, applicants received tailored support to prepare CVs, reflective statements, and evidence of prior learning. Strong governance was embedded through RPL policies and assessment frameworks to ensure consistency and credibility. The MyCareerPath RPL Portfolio Preparation Pathway is designed to support learners in articulating their knowledge, competencies, and achievements to strengthen programme applications. It is delivered in two stages, with Step 1 providing an overview of RPL, including its purpose, processes, key terminology, and evidence requirements. Step 2 focuses on application preparation, incorporating the development of a professional CV and Personal Statement.
Learner-Friendly The project has created a more accessible, transparent, and learner-friendly RPL experience. Applicants can now navigate alternative pathways into higher education more easily, particularly those without traditional entry qualifications. The digital platform has improved efficiency, consistency of data collection, and user adoption across the institution while reducing development overhead through reuse of existing systems. The initiative has also increased learner engagement and strengthened partnerships with industry employers such as Medtronic, Regeneron, Optum, and Merit Medical. Overall, the project demonstrates how digital innovation, policy, and learner support can work together to make experience-based learning a recognised and credible route into higher education.
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PROGRESSION PATHWAYS From Further Education to Higher Education
Project Summary Progression Pathways identifies the barriers faced by students transitioning from Further Education (FE) to Higher Education (HE) and implements a framework to break down these barriers by creating awareness of assistance and supports available. Currently, the portion of students that transfer from FE to HE in Ireland is well below its potential, at less than 20% (HEA, 2019).
Access to Education for All The Progression Pathways programme is the brainchild of four ATU lecturers: Gillian O’Donovan (Marketing and Languages), Clodagh Caslin (Economics and Risk Management), Lorraine Murphy (Law) and Ruth Walsh (Law). By identifying and addressing barriers that prevent students moving from a Further Education (FE) course, such as those offered by Educational Training Boards (ETBs), to a Higher Education (HE) or third-level college, the aim is to create more opportunities for those wishing to pursue Higher Education and, thereby, drive equality of access to education for all. At the recent SCFET graduation were, left to right: David McGuinness, Principal of Sligo CFET; Dr. Edel McSharry, Head of School for Nursing at ATU St Angela's; Mary Madden, Director of Schools MSLETB; Peter Egan, Director of FET in MSLETB; Marian Harkin, Minister of State at the Department of Further and Higher Education, Research, Innovation and Science, with special responsibility for Further Education, Apprenticeship, Construction & Climate Skills; Lorraine Murphy, Lecturer in Law at ATU Sligo; and Ruth Walsh, Lecturer in Law at ATU Sligo.
In working towards this, a list of objectives was set out: • To undertake a pilot study • To develop a framework to support students • To expand pilot study to Sligo CFET • To create FE specific taster days and open days • To collaborate with FE colleges in the Northwest region to encourage progression • To create a community of FE students on campus • To develop an outreach project in the Northwest region to encourage progression.
Developing a Framework
The Progression Pathways team comprises four ATU lecturers (left to right): Gillian O’Donovan (Marketing and Languages), Lorraine Murphy (Law), Clodagh Caslin (Economics and Risk Management) and Ruth Walsh (Law). 22
The project identifies several barriers experienced by FE students, with the team developing a framework to help break down these barriers and increase confidence within the FE community and encourage awareness and progression across the Northwest. Launching FE specific taster and open days, the Progression Pathways team developed an outreach project visiting FE colleges in Sligo, Mayo, Cavan, Monaghan and Donegal. The team also established an advanced entry pathway onto a number of courses for Level 6 FE students who meet the criteria for advanced entry and developed a new module, ‘Studying Interpersonal Skills’, that scaffolds learners within the tertiary degree programmes. This module is currently being rolled out over seven different programmes. The lecturers were actively
involved with the validation panel in collaborating with different stakeholders involved in the introduction of these programmes across ATU. The outreach programme has led to development of strategic relationships between the FE sector and ATU as the team continues to expand its network year on year in the FE sector. As a direct result of the project to date there has been an increase in the number of students attending programmes across ATU through the FE to HE route.
Impact and Learnings The project uncovered a lack of awareness around progression pathways for QQI students in all FE colleges visited and has promoted alternative access routes to this cohort of students (around the Northwest) to all ATU courses. Feedback from students who have participated in the FE taster and open days indicates that the roll out of the framework and outreach programme is achieving the aim to break down perceived barriers and encourage FE students to take the next step on their HE journey. Feedback from guidance counsellors, students, teachers, and principals and co-ordinators of FE colleges has highlighted the importance of one-to-one communication and strong relationships between all stakeholders as key to progression from FE to ATU. Furthermore, students indicate that whilst some information is available online, the students are more likely to pursue options available to them following face-to-face meetings. One of the main barriers preventing FE students from
progressing is that they find the application process overwhelming and welcome the face-to-face meetings to find the answers to questions that may not be available online. They have found navigating the online process can be challenging at times, especially when applying for advanced entry. The FE specific taster days and inaugural FE specific open day have proved successful, with advanced entry onto programmes progressing well. Plans are currently in place for further FE open days in the next academic year. Informal meet ups with FE students currently studying in ATU Sligo has helped to integrate students and this aids retention. Other successes and learnings from the project are: • Publication of academic article on ATU’s Progression Pathways • Presented at several international conferences on the successes and outcomes of the project to date • Invited to present the project on numerous occasions to members of staff in the Faculty of Business • Attended UDL (Universal Design for Learning) conference to create awareness of our project among colleagues and acquire further knowledge to impart to FE students on our student visits • Reached out to over 3,000 stakeholders including students, guidance counsellors, teachers, and principals and co-ordinators of FE colleges across 13 different FE colleges to date • Addressing obligations under Corporate Social Responsibility (CSR) across ATU by encouraging equitable, inclusive education for all learners.
Further Education students and ATU lecturers at the Progression Pathways Open Day on the Sligo campus in November 2025.
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INNOVATION PROJECTS Theme II
bodies and support functions. It also required new internal capability: instructional design, educational technology, lean content development, digital infrastructure and processes that could support innovation at scale.
Key developments and outputs
Gavin Clinch Higher Education 4.0 Innovation Projects Lead
The Innovation Theme within Higher Education 4.0 was concerned with innovation in course design, programme development and technology-enabled learning. When HE4.0 was proposed, ATU did not yet exist; the project was designed across the three institutes of the Connacht Ulster Alliance, with the ambition of building shared capacity for a future technological university. The Innovation Theme was therefore both a delivery workstream and a capability-building exercise.
Original HE4.0 ambition The original ambition was to support the development of new flexible, online and blended models of higher education that could respond more quickly to learner and employer needs. This included work-based learning, project-based learning, micro-credential-based major and minor awards, MOOCs, reusable digital learning modules, MakerSpaces, remote labs, adaptive learning and digital credentialing. The aim was not simply to move existing teaching online, but to test new models that could make learning more flexible, authentic, industry-aligned and sustainable. At the heart of the Innovation Theme was the idea that ATU could become more agile in how it designs and delivers learning. This required new forms of collaboration with academic teams, enterprise partners, professional 24
The Innovation Theme supported a wide range of new programme and course developments. These included work-based learning degrees, micro-credential-based major and minor awards, Project-Based Learning in engineering, MOOCs, reusable learning resources, MakerSpace activity and technology pilots. Some outputs were fully delivered, some evolved from the original proposal, and others have created a foundation for further development beyond the funded project period. Work-based learning became one of the clearest examples of HE4.0’s applied learning ambition. New provision was developed in areas including Laboratory Sciences, Hospitality Management, Furniture Design, Applied Industrial Science and Sports Management, supported by work preparation activity and employability tools. Project-Based Learning also progressed, with the undergraduate engineering PBL model passing internal validation in Galway and further work continuing on external validation, content development and the practical requirements of delivery. The Innovation Theme also supported development in major and minor awards. This included the Level 8 Higher Diploma in Food Business and Product Innovation and a range of minor awards in areas such as Business Models and Emerging Technology, Logistics and Marketing, Sustainable Development Goals, Entrepreneurship and Digital Media. Some courses were completed as non-accredited learning resources, providing useful learning about how short, flexible provision can be scoped, developed and potentially positioned for future accreditation. A major achievement was the development of ATU’s free courses and MOOC ecosystem. HE4.0 contributed to 29 MOOCs, with activity promoted through events such as MOOCs for Industry and MOOCs for the Environment. The relaunch of the Free Courses website and associated communications activity generated significant public interest and positioned MOOCs as part of a wider pathway into flexible learning, micro-credentials and accredited provision. The Innovation Theme also developed the infrastructure and expertise needed to support this work. The instructional design team, supported by technical and educational technology expertise, helped academic
colleagues create digital learning content in shorter timeframes. Professional recording studios across campuses, reusable learning objects, course development guidance and rapid content development approaches have all contributed to strengthening ATU’s capacity for online and flexible learning.
Impact and institutional learning The impact of the Innovation Theme is best understood as both tangible and developmental. Tangibly, it produced courses, awards, MOOCs, resources, tools, spaces and platforms. Developmentally, it helped ATU understand what is required to support innovation across a multicampus university. One of the most important lessons was that innovation depends on more than good ideas. It requires coordinated academic leadership, instructional design support, technology infrastructure, quality assurance, marketing, student support, employer engagement and sustainable operating models The Innovation Theme showed the value of bringing these elements together, while also revealing the challenges of doing so across a newly formed university with legacy systems, varied processes and competing pressures. The work also helped shift internal understanding of flexible learning. Work-based learning demonstrated the value of learning that takes place in and through the workplace. Project-Based Learning highlighted the potential of authentic, interdisciplinary learning built around complex problems.
MOOCs and reusable learning resources showed how open and scalable learning can support access, outreach and learner progression. MakerSpace demonstrated the value of hands-on, creative and applied learning across disciplines. The Innovation Theme also strengthened institutional confidence. It created a safe space to test new approaches, including adaptive learning technologies, remote labs, AR/VR applications, digital credentialing and new forms of online content development. Not every experiment resulted in immediate mainstream adoption, but the project generated experience, evidence and capability that ATU can now build on.
Mainstreaming, sustainability and next steps The legacy of the Innovation Theme lies in the foundations it has created for ATU’s future approach to flexible, online and lifelong learning. Several outputs are already influencing mainstream practice. Rapid content development training and instructional design approaches have been taken forward within OFPD. The Free Courses platform continues to provide a public-facing route into ATU learning. The micro-credentials work has informed ATU’s institutional strategy. MakerSpace, work-based learning, reusable learning resources and technology pilots have all created evidence for future development. The next phase is to consolidate this learning and ensure that the strongest elements of the Innovation Theme are embedded within university structures.
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INSTRUCTIONAL DESIGNERS Higher Education 4.0 IDs leave a lasting legacy
6. Create and maintain a reusable learning object database (5,000+ assets). 7. Integrate, pilot and mainstream new educational technologies within ATU. 8. Develop staff training, courses and the Online Course Development Toolkit. 9. Implement continuous improvement loops for design processes and templates. 10. Disseminate outputs and best practices across ATU, conferences, and open‑access platforms.
Project Outputs
Louise Kearins Senior Instructional Designer
Under Work Packages 3.1 (Lean systems for development of digital teaching material) and 3.2 (Development of ID and educational technology unit / Development of staff training modules), Higher Education 4.0 Instructional Designers were charged with building lean processes, templates, workflows, and technology infrastructure for scalable, high‑quality digital content creation across ATU and establish an instructional design and educational technology unit that produced learning materials, trained staff, and developed an Online Course Development Toolkit.
Key Objectives There were 10 key objectives for the Instructional Designers, led by Louise Kearins and Marie Meskell. 1. Build a cross‑campus Instructional Design team. 2. Develop lean, scalable systems for digital content production. 3. Standardise learning materials using branding, templates and design guidelines. 4. Support ATU lecturers in designing and developing high‑quality learning materials. 5. Establish digital infrastructure for remote collaboration.
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A wide range of practical and long-lasting results for ATU was delivered. The Instructional Design team worked across all campuses using systems and processes developed through WP3.1 and WP3.2. This allowed the team to support staff, strengthen digital learning and create structures to benefit the university into the future. Across the project, 53 digital learning outputs were produced for ATU. These included 29 MOOCs, 15 Reusable Learning Modules, five micro-credentials, two remote lab projects and two training courses. These outputs supported teaching in Galway, Sligo and Donegal along with several internal and external partners. The variety of subjects and the number of completed projects demonstrate how deeply this work package contributed to learning and teaching across ATU. A key achievement was the development of a crosscampus instructional design team. Senior instructional designers, instructional designers, assistant instructional designers and an intern worked across Donegal, Sligo, Mayo, Galway, Cork and Dublin. This structure allowed the team to work closely with lecturers in many subject areas. Throughout the project, they supported course development, guided staff through design decisions and helped raise the overall quality of digital learning materials. The IDs also created templates, guides, workflows and design standards that remain in use across the university. The IDs also created a major legacy resource by developing more than 5,400 reusable learning objects. These are stored in a dedicated ATU repository that lecturers and instructional designers can use to build modules. The aim is to save time, reduce duplication and improve the overall quality of learning materials. Many staff reported that the repository made course development far easier and faster. This database is now one of WP3’s strongest achievements and continues to support teaching across ATU. Another large output was the set of open education courses created through the project. The 29 MOOCs cover a wide range of subjects, including sustainability, health, digital skills, biopharma, food innovation, social robotics, ocean pollution, construction and marketing.
These courses support ATU’s commitment to open education and are available through freecourses.atu.ie. They offer learners across the region and beyond free access to high-quality learning opportunities. In addition, 15 Reusable Learning Modules in subjects such as python, statistics, engineering, CAD and modelling, business analytics, design thinking, automation and built environment research were also produced, as well as two German language learning remote labs. These modules can be used across multiple programmes and provide lecturers with ready-made, high-quality content they can adapt to suit their learners. A further significant output was the Online Course Development Toolkit and the MOOC Development Toolkit. This resource brings together templates, planning materials, checklists, and short training courses to support best practice in online course design. The toolkits are available to all ATU staff and the wider public. Throughout the project, the IDs supported lecturers by offering mentoring, training and practical guidance. This included help with course planning, scaffolding, mapping, visual design, educational technology, and understanding how students interact with online content. This support helped many staff build confidence and develop new skills. The team also shared its work widely, presenting at internal ATU events and at national and international conferences. This helped raise ATU’s profile and allowed the IDs to share approaches to course design and digital learning. WP3 also delivered long-term improvements in how ATU designs and manages online courses. The project strengthened planning processes, encouraged consistency in course design, and promoted sustainable, reusable practices. The resources and systems created during WP3 will continue to support staff and students for many years.
Together, these outputs represent one of the most significant digital learning initiatives completed at ATU and provide a strong foundation for future growth and innovation.
Delivering Results The project delivered strong and lasting results and helped shape a more confident and capable digital learning culture across ATU. A wide range of high-quality courses were produced by an effective cross-campus instructional design team, creating a large bank of reusable learning objects and developing practical toolkits that continue to support staff. Alongside this work, they mentored lecturers, strengthened course design practices and introduced clearer planning approaches that led to better learning experiences. The project encouraged innovation as the IDs explored new educational technologies and shared their work within ATU and at national and international events. Through this experience, they learned the value of early planning, consistent design standards, reusable content, and ongoing support for lecturers, as well as the importance of testing new tools before adoption. These combined insights provide a strong foundation for the continued development and improvement of digital learning at ATU.
The Instructional Designers who worked on Higher Education 4.0. Top row, left to right: Louise Kearins (Senior Instructional Designer), Aidan O’Callaghan, Paul Walsh, Christopher Heffernan, Marie Meskell (Senior Instructional Designer), Madhu Kambamettu and Ciaran Comerford. Bottom row, left to right: Celeste Aúge, David Chernick, Javier Vicente Herrera, Jake Conway, Stephen O’Donnell, Frances O’Donnell and Eamonn Toland.
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REUSABLE LEARNING OBJECTS AND MODULES 5,400 RLOs available to lecturers
Project Summary Atlantic Technological University (ATU), through the Higher Education 4.0 Project funded by the Human Capital Initiative (HCI) Pillar 3, has developed more than 5,400 Reusable Learning Objects (RLOs) and Reusable Learning Modules (RLMs) to support innovative and flexible teaching practices across the university. These digital learning resources enable lecturers to refresh existing programmes and rapidly develop new courses, including MOOCs, micro-credentials, and full-time and parttime offerings. A key example of this initiative is the online Certificate in Computing, designed as a bridging course for students progressing to the MSc in Data Science. The programme combines three RLMs — Database Systems, Applied Statistics, and Programming — to provide foundational computing knowledge for learners from non-computing backgrounds. Delivered over a summer semester, the course supports learners in transitioning into data science and broadens access to postgraduate study. The project also demonstrates the value of collaboration between academic staff and instructional designers. Using tools such as H5P, lecturers have been able to create 28
engaging multimedia learning experiences featuring interactive quizzes, embedded knowledge checks, and learner feedback mechanisms. The initiative has enhanced both the quality and consistency of online learning materials while creating substantial efficiencies for academic staff.
Project Objectives The Higher Education 4.0 initiative aimed to transform digital teaching and learning within ATU by creating scalable, reusable educational content that could be shared across multiple programmes and disciplines. The project sought to support flexible and inclusive education by enabling the development of self-paced learning opportunities that cater to diverse learner backgrounds and needs. Another key objective was to improve access to specialist subject areas, particularly for learners without prior experience in these areas. For example, the Certificate in Computing was specifically designed to bridge knowledge gaps and prepare students for advanced study in data science. By combining targeted modules into a cohesive programme, the project opened pathways into computing for professionals from fields such as business, accounting, and other non-technical disciplines. The initiative also aimed to enhance academic practice through collaboration with instructional designers and the adoption of innovative educational technologies. Lecturers were encouraged to rethink how content was delivered, resulting in more interactive, accessible, and professionally designed learning experiences.
Project Outputs The project produced over 5,400 reusable digital learning resources and modules that can be integrated across a wide range of ATU programmes. It also led to the successful development of the online Certificate in Computing, which now serves as a pathway into the MSc in Data Science. Interactive H5P content, including multimedia presentations, quizzes, demonstrations, and learner feedback tools, was embedded into modules to improve engagement and support self-directed learning. Academic staff reported significant time savings and improved consistency in course delivery through the reuse of standardised learning materials. Student feedback on the Certificate in Computing was highly positive, with survey responses averaging five out of five across measures relating to course organisation, clarity, engagement, and learning effectiveness.
WORK-BASED LEARNING
Careers teams worked closely with academic colleagues to help students prepare for placement and workplace engagement from the early stages of their studies. In parallel, the wider WBL project has progressed through structured stages, including the recruitment of a WBL and Employability Coordinator, the establishment of a working group, stakeholder mapping, data collection, ethics approval, focus groups with staff and students, and engagement with industry partners. Work is also progressing on areas such as placement policy, student handbooks, employer engagement and database management requirements.
Impact and institutional learning
Work-Based Learning (WBL) was central to the original HE4.0 ambition to develop more flexible, applied and industry-responsive models of higher education. The proposal envisaged programmes where learners could remain connected to the workplace while studying online, gaining credit not only for academic learning but also for relevant learning developed through professional practice. This approach aligned strongly with HE4.0’s wider aim of creating more authentic learning pathways for students while responding directly to employer and regional skills needs.
Original HE4.0 ambition The ambition was to challenge traditional distinctions between campus-based learning, online learning and workplace learning. By combining online delivery, structured academic support and extended workplace engagement, Work-Based Learning offered a model that could support both school leavers and adult learners, while helping employers develop talent in areas of identified need.
Key developments and outputs Through HE4.0, ATU developed and introduced a suite of work-based learning degrees in areas including Laboratory Sciences, Hospitality Management, Furniture Design, Applied Industrial Science and Sports Management. These programmes reflect the diversity of ATU’s regional mission and demonstrate how WBL can be adapted across disciplines, sectors and learner groups. A significant supporting development was the creation of a Work-Based Learning Student Preparation Programme.
The WBL work has helped ATU deepen its understanding of what is required to support learners whose education is closely connected to the workplace. It has shown that successful WBL depends not only on programme approval and employer participation, but also on careful preparation of students, clear operational processes, employer communication, placement support, and strong collaboration between academic teams and professional services. For learners, WBL creates a more authentic connection between study, career development and professional identity. For employers, it provides an opportunity to engage with ATU in developing graduates with relevant skills and workplace experience. For faculties, it has created new models for curriculum design, assessment and partnership.
Mainstreaming, sustainability and next steps The legacy of HE4.0’s WBL activity lies in the creation of programmes, processes and institutional learning that can inform future applied and workplace-connected provision. The next stage is to consolidate this work, finalise operational processes, strengthen employer engagement, and ensure that student preparation and support are embedded consistently across WBL programmes. There is also an opportunity to connect WBL more explicitly with ATU’s wider flexible learning ecosystem, including micro-credentials, employability supports, RPL and career pathways. In summary, HE4.0 has helped ATU move Work-Based Learning from concept to practice, creating a foundation for more authentic, employer-connected and learnercentred higher education.
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PROJECT-BASED LEARNING Project-Based Learning was one of the more ambitious innovation strands within Higher Education 4.0. The original intention was to create a more authentic model of undergraduate learning, where students would develop knowledge, skills and professional behaviours through sustained engagement with real-world projects. Rather than relying mainly on traditional classroom-based delivery, the ambition was to design learning around complex problems, practical challenges, teamwork, selfdirected study and applied outputs.
Original HE4.0 ambition Within the original HE4.0 proposal, Project-Based Learning was closely connected to the MakerSpace concept. MakerSpaces were envisaged as physical and online environments where students could access tools, technologies and collaborative spaces to support project work. This linked PBL to HE4.0’s wider ambition to make learning more flexible, interdisciplinary, creative and connected to the challenges graduates encounter in employment and society.
Key developments and outputs The main Project-Based Learning development under HE4.0 has been the undergraduate engineering PBL initiative. The model was developed for delivery on the Galway campus and has passed internal validation. Work has since focused on external validation and on developing the teaching and learning content required for delivery. The scope of the PBL degree evolved during the project. The original ambition was for a larger four-year projectbased degree. This was subsequently reduced to a
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one-year model, with first year functioning as a pilot before students would transition into agreed ATU engineering degrees. This focused approach reflects an important learning from HE4.0: ambitious innovation can be more sustainable when tested first through a smaller, carefully designed pilot. The proposed model remains distinctive. It is intended to operate as a common entry route to second year across a range of engineering disciplines, including Mechanical, Civil, Biomedical, Manufacturing, Electrical and Agricultural Engineering. It offers a flexible and student-centred pathway into engineering, while allowing ATU to test a new approach to interdisciplinary, project-led curriculum design.
Impact and institutional learning The PBL strand has generated important institutional learning. It has shown that designing a genuinely projectbased programme requires more than curriculum approval. It requires dedicated project space, equipment, academic and technical support, carefully designed assessment, and strong coordination across disciplines. The current challenge around identifying suitable space on the Galway campus is therefore not incidental; it highlights a core requirement of this learning model. The work has also helped ATU explore how engineering education can be made more authentic and connected to practical problem-solving. PBL creates opportunities for students to learn through designing, testing, making, reflecting and iterating. It aligns with MakerSpace, reusable learning content and work-based learning, and supports transversal skills such as collaboration, communication, creativity, resilience and independent learning.
Mainstreaming, sustainability and next steps The legacy of the PBL strand lies in the groundwork it has created for a different model of engineering education at ATU. While the programme has not yet been delivered at the original scale envisaged, HE4.0 has supported the design, validation and development of a model that could become an important future pathway. Next steps are to complete remaining validation and development work, resolve space requirements, and ensure the pilot is supported by appropriate staffing, facilities and student guidance. If successfully implemented, the PBL model could provide a template for other disciplines seeking to introduce more authentic, interdisciplinary and project-led learning.
MINOR AWARDS The development of micro-credential-based minor awards was a core part of the original Higher Education 4.0 ambition to create more flexible, responsive and industry-aligned higher education provision. At proposal stage, HE4.0 committed to developing at least eight sets of micro-credential-based minor awards in areas aligned with HCI priority skills needs and in response to enterprise demand. These were intended to operate as innovative demonstration sub-projects, developed by collaborative teams across the Connacht Ulster Alliance and in close engagement with enterprise partners.
Original HE4.0 ambition The ambition was to create shorter, work-relevant learning opportunities that could support upskilling, reskilling and lifelong learning. Minor awards were seen as a way of allowing learners to access targeted higher education without immediately committing to a full major award. They also offered the possibility of building credit over time, supporting progression into larger qualifications where appropriate. In this way, minor awards formed part of HE4.0’s broader vision for flexible learning pathways, micro-credentials, online learning and employerresponsive provision.
Key developments and outputs Through HE4.0, ATU developed a broad portfolio of minor award and short award activity across a range of disciplines and skills areas. The project notes identify completed minor awards in Business Models and Emerging Technology at Level 8; Logistics and Marketing at Level 7; Sustainable Development Goals at Level 6; Entrepreneurship at Level 7; and Digital Media at Level 9. These areas reflect the breadth of the original HE4.0 ambition. They include business innovation, enterprise, sustainability, digital capability and media skills — all areas of relevance to learners, employers and regional development. The Sustainable Development Goals award is particularly important because it connects flexible learning with ATU’s wider commitment to sustainability and civic responsibility. Similarly, Entrepreneurship and Business Models and Emerging Technology align with the need to support innovation, adaptability and enterprise development across the region. The project also generated further short-course content and learning resources that, while not all accredited as minor awards, remain valuable outputs. The Prep Course for Marketing and Internationalisation@Home were completed but not accredited. Active and Sustainable Travel was well advanced and planned for delivery, while Remote Working Skills was completed and converted to a cross-campus remote working format using RosettaHUB. This mix of accredited and non-accredited outputs is important. It shows both delivery and learning. HE4.0 did
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not simply produce a list of awards; it helped ATU test the boundaries between accredited minor awards, short courses, reusable content and flexible learning resources. This has informed later institutional thinking about micro-credentials, learner demand, quality assurance, registration and the practicalities of scaling smaller units of learning.
Impact and institutional learning The minor awards strand helped ATU understand the value of shorter, more targeted learning opportunities. For learners, these awards can provide accessible entry points into higher education, focused upskilling opportunities and possible stepping stones towards larger awards. For employers, they offer a way to address specific skill needs without requiring employees to undertake full programmes of study. For academic teams, they create opportunities to repackage disciplinary expertise into smaller, more flexible and industry-relevant formats. The strand also demonstrated the importance of aligning provision with real learner and employer demand. The original proposal identified areas such as marketing and logistics, entrepreneurship, business digitalisation, digital profile, accounting technology, digital media and sustainability framework accreditation as priority areas for minor award development. These areas reflected direct engagement with industry and professional partners and were designed to show how higher education could respond more quickly to emerging skills needs. A key institutional learning point was that minor awards require the same seriousness of design, support and quality assurance as larger awards, but often with more compressed timelines and different learner expectations. Learners on shorter awards may need streamlined application processes, clear information, targeted supports and a strong sense of the value of the credential. The development of these awards helped ATU recognise the operational requirements associated with short, flexible and micro-credentialled provision. The strand also contributed to ATU’s wider microcredentials strategy work. It provided practical experience of developing smaller awards, highlighted the distinction between accredited and non-accredited provision, and reinforced the need for coherent institutional decisionmaking around which short courses should become formal awards, which should remain open or preparatory learning resources, and which might form part of stackable pathways.
Mainstreaming, sustainability and next steps The legacy of the minor awards work lies in the portfolio developed, the learning generated, and its contribution to ATU’s future approach to flexible lifelong learning. Several completed awards have provided ATU with concrete examples of how shorter, targeted provision can be developed across disciplines and levels. The nonaccredited outputs also have value as reusable learning resources, preparatory courses or possible candidates for future accreditation, depending on learner demand and strategic fit. The next stage is to align this work with ATU’s MicroCredentials Strategy and the wider “Sustain and Consolidate” approach endorsed by the Senior Leadership Team. This means focusing on quality, evidence of demand, learner experience, operational feasibility and clear pathways to further learning. It also means being selective: not every short course needs to become an accredited minor award, but strong candidates should be supported where they meet clear learner, employer and institutional needs. There is also an opportunity to connect minor awards more explicitly with ATU’s Free Courses platform, MOOCs, major awards and micro-credentials. In future, learners may encounter ATU first through a free course, progress to a minor award or micro-credential, and later build towards a larger qualification. The work undertaken through HE4.0 provides useful foundations for this pathway model. In summary, HE4.0’s minor awards strand helped ATU test how smaller, flexible awards can support upskilling, lifelong learning and employer engagement. It delivered a range of completed awards and useful learning resources, while also highlighting the operational and strategic choices required to scale this type of provision sustainably. Its future value lies in embedding minor awards within a coherent ATU learning ecosystem, where short, targeted learning can support both immediate skills development and longer-term educational progression.
The Certificate in the Sustainable Development Goals (SDGs) was developed under Higher Education 4.0.
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MAJOR AWARDS The project set out to develop at least two major awards built from smaller units of learning, demonstrating how micro-credentialled provision could contribute not only to short-course upskilling but also to full academic awards. The development of micro-credential-based major awards was a key part of the original Higher Education 4.0 ambition to create more flexible, industry-responsive and learner-centred higher education provision.
Original HE4.0 ambition In the original proposal, these were identified as a Level 8 Food Innovation award and a Level 9 Digital Design and Strategy award, both developed in response to industry need and in collaboration with enterprise partners. The ambition was significant because it positioned microcredentials as more than standalone short courses. HE4.0 sought to show how smaller, flexible units of learning could be combined into coherent award pathways, allowing learners to access education incrementally while still working towards substantial qualifications. This aligned with the wider project vision of agile programme development, flexible learning pathways, reusable content and closer engagement between higher education and enterprise.
Key developments and outputs Through HE4.0, ATU progressed the development of two micro-credential-based major awards: the Level 8 Higher Diploma in Food Business and Product Innovation, which is recorded as complete, and the Level 9 Digital Design award, which was planned for September 2024 in the capstone notes. The Level 8 Higher Diploma in Food Business and Product Innovation represents an important example of how HE4.0 supported programme development in an area aligned with regional strengths, enterprise needs and applied learning. Food innovation is closely connected to industry, entrepreneurship, sustainability, product development and regional economic development. Its development as a major award under HE4.0 demonstrates how flexible provision can be used to respond to sectoral opportunities while creating a recognised higher education qualification. The Level 9 Digital Design award reflects a different but equally important area of need. Digital design, strategy and creative digital capability are increasingly relevant across sectors, including enterprise, communications, media, education, design, technology and public services. Although we need to confirm the final delivery status, its inclusion within HE4.0 shows the project’s intent to support major awards in areas linked to digital transformation and future skills. These major award developments were supported by
Level 8 Food Innovation
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the broader HE4.0 infrastructure: instructional design expertise, lean content development approaches, digital learning resources and the wider Innovation Theme focus on flexible and online delivery. In this sense, the major awards were not isolated programme developments. They were part of a wider attempt to test how ATU could design, approve and support substantial new provision using more agile, collaborative and digitally enabled methods.
Impact and institutional learning The major awards strand helped ATU explore how flexible learning can extend beyond individual modules or short courses into full award structures. This is important because it connects the immediate appeal of microcredentials with the longer-term value of recognised qualifications. For learners, this creates the possibility of engaging with learning in stages, building confidence and credit over time. For employers, it offers the potential for more coherent workforce development pathways. For faculties, it provides a model for translating disciplinary expertise and industry engagement into new forms of awardbearing provision. The work also generated important institutional learning. Developing major awards from smaller components requires careful curriculum architecture. It is not enough to assemble a collection of modules; the overall award must have coherence, progression, appropriate assessment, quality assurance, learner support and a clear value proposition. HE4.0 helped surface these design questions and contributed to ATU’s later thinking on micro-credentials, stackability, learner pathways and award structures. The major awards work also reinforced the importance of collaboration between academic teams and support functions. Programme development of this kind requires subject expertise, instructional design, quality assurance, market insight, student support, marketing, admissions and systems alignment. This learning is now highly relevant as ATU considers how to scale flexible provision and embed micro-credentials within a coherent lifelong learning ecosystem.
Mainstreaming, sustainability and next steps The legacy of the major awards strand lies in the practical experience it created for ATU in developing larger, flexible awards connected to micro-credential thinking. The completed Food Business and Product Innovation award provides a concrete example of a major award developed through the HE4.0 innovation agenda. The Digital Design award, subject to confirmation of its current status, provides a further example of how the project sought to align major award development with digital and creative industry needs. The next step is to clarify the longer-term status, recruitment, delivery and sustainability of both awards. For the final report, it would be valuable to identify whether these awards are now part of ATU’s continuing portfolio, how many learners have enrolled or are expected to enrol, and whether employer or sectoral partnerships continue to inform delivery. There is also a wider strategic opportunity. The experience gained through HE4.0 can inform how ATU designs future major awards that are flexible, stackable and responsive to learner and employer needs. This includes clearer pathways from MOOCs and short courses into minor awards, micro-credentials and, where appropriate, full major awards. In summary, the major awards strand of HE4.0 helped ATU test how flexible and micro-credentialled learning can contribute to substantial academic qualifications. It supported the development of new provision, generated institutional learning about curriculum architecture and stackability, and created foundations for future award pathways that connect short learning opportunities with recognised qualifications and lifelong learning progression.
Level 9 Digital Design
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MICRO-CREDENTIALS Micro-credentials were one of the most forward-looking elements of the Higher Education 4.0 project. When HE4.0 was first proposed, the partner institutions were still operating as the Connacht Ulster Alliance, prior to the establishment of Atlantic Technological University. However, the proposal anticipated many themes that have since become central to national and European conversations on lifelong learning: short, flexible learning opportunities; industry-aligned provision; stackability; recognition of smaller units of learning; online delivery; and new pathways into and through higher education.
Original HE4.0 ambition The original HE4.0 ambition was not simply to create a set of short courses. Micro-credentials were envisaged as part of a wider flexible learning ecosystem, connected to employer engagement, Recognition of Prior Learning, work-based learning, project-based learning, MOOCs, reusable digital learning content, and progression to larger awards. The project proposal included the development of microcredential-based major awards, micro-credential-based
minor awards, and reusable digital learning modules in areas aligned with industry needs and HCI priority areas. It also proposed that such provision would be developed in close collaboration with enterprise partners, demonstrating the capacity of the institutions to respond in a more agile way to changing skills needs. This ambition was significant in 2020. At that point, micro-credentials were not yet as prominent in Irish higher education policy as they are today. HE4.0 therefore created an early opportunity for ATU to explore how smaller, more flexible units of learning could support adult learners, employees, employers and those seeking new pathways into higher education. The project recognised that shorter work-relevant courses could lead to minor awards and potentially contribute towards major awards, while digital credentialing could help learners display their achievements and help employers and educators verify them.
Key developments and outputs Through HE4.0, ATU developed significant experience in designing shorter, flexible, online and industry-facing learning opportunities. Micro-credentials were explored not only as individual offerings, but also as building blocks
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within larger awards and as part of a wider institutional approach to flexible provision. This included the development of micro-credential-based minor awards, reusable digital learning resources, and links between MOOCs, short courses and accredited provision. One of the most important achievements of HE4.0 was that it helped move micro-credentials from a project concept into an institutional strategic priority. The work undertaken through HE4.0 provided practical experience, evidence and momentum for the development of ATU’s Micro-Credentials Strategy. This strategy was developed through a crossfunctional Micro-Credentials Strategy Task Force, with representation from OFPD, academic faculties, Quality Assurance, Marketing and Communications, Academic Affairs, the Teaching and Learning Centre, IT, and Learning Technology Services. The Task Force was established to explore, develop and guide a strategic roadmap for microcredentials across ATU. Developing the strategy through an evidence-informed approach, it drew on interviews with Task Force members, input from more than 50 faculty members, learner surveys reaching over 18,000 current and prospective learners, specific feedback from 5,200 online learners, competitor analysis of seven Irish universities, SWOT analysis, and industry interviews across areas including FinTech, Insurance, Financial Services, Engineering, BioPharma, MedTech and Toxicology. This was an important development. It meant that ATU’s emerging approach was grounded in structured consideration of learner demand, industry need, institutional capacity, competitor activity and policy direction.
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Impact and institutional learning The strategy identified a clear opportunity for ATU. Learners and employers are increasingly seeking short, modular qualifications aligned with real-world skills. At the same time, many institutions have entered the microcredentials space without a clearly coordinated strategy. ATU’s opportunity is therefore to differentiate itself through coherence, quality, online delivery expertise, industry relevance and learner support. The strategy also recognises that micro-credentials align strongly with ATU’s established strengths in online learning, flexible provision and professional development. HE4.0 also helped ATU understand the operational realities of micro-credential development. The project demonstrated the potential of short, flexible provision, but also highlighted the systems, processes and supports needed if micro-credentials are to scale sustainably. These include streamlined admissions and registration, clear learner records, appropriate learner support, quality assurance, marketing, digital credentialing, platform integration and coherent governance. This learning is an important part of the project legacy. HE4.0 did not simply show that micro-credentials are possible; it helped clarify what ATU must put in place to deliver them well at scale. The HE4.0 micro-credentials work also strengthened ATU’s partnership model. Professional and industry partnerships are central to the future credibility and relevance of micro-credentials. The ATU-NIBRT collaboration is a strong example. In December 2024, ATU validated four new five-credit micro-credentials with NIBRT, linked to NIBRT Global Qualifications in Cleanroom Behaviours, Upstream Processing, Downstream Processing, and Fill Finish and Aseptic Processing. These industry-focused, modular and stackable qualifications provide a model for how ATU can work with expert partners to accredit high-value professional learning while reducing development risk and strengthening learner and employer confidence. The impact of this work can be seen in several ways. For learners, micro-credentials offer flexible entry points into higher education, opportunities to upskill without committing immediately to a full award, and potential stepping stones into larger qualifications. For employers and professional bodies, they offer a way to address targeted skills needs quickly and credibly. For faculties, they create opportunities to reframe existing expertise into shorter, more accessible forms of provision. For ATU, they provide a strategic mechanism to connect online learning, lifelong learning, enterprise engagement, flexible pathways and future workforce development.
Mainstreaming, sustainability and next steps The legacy of HE4.0 in micro-credentials is not limited to individual awards or courses. Its deeper legacy is institutional capability. HE4.0 helped ATU develop a more mature understanding of micro-credentials as part of a wider learning pathway, from consumer-level entry and Springboard-type provision, through enterprise collaboration and CPD, to integration with degree programmes and postgraduate pathways. The Senior Leadership Team endorsed a “Sustain and Consolidate” direction for micro-credentials. This approach focuses on continuing delivery through existing award types such as Special Purpose Awards, Minor Awards and Supplementary Awards; addressing operational barriers such as registration, recognition and platform integration; and using structured, low-cost testing to inform future decisions. Rather than attempting rapid scale-up without sufficient evidence, ATU is now positioned to grow its microcredential portfolio carefully, using data, learner feedback, industry engagement and institutional learning to guide future development. A further legacy is the development of practical tools and frameworks to support future decision-making. These include the 10-Question Micro-Credential Checklist and Rubric, the use of the MicrocredX Opportunity Scoping Tool, a proposed Market Fit & Learner Demand Testing framework, and a planned annual self-assessment using the European Maturity Model for Microcredentials. Market Fit & Learner Demand Testing has not yet been implemented, and the European Maturity Model selfassessment has not yet been completed. However, both now form part of ATU’s planned approach to moving from project-enabled innovation to evidence-informed institutional practice. The next phase is to sustain, consolidate and scale with care. ATU will need to continue refining governance structures, clarify roles and responsibilities, resource micro-credential development appropriately, improve registration and learner management systems, and deepen industry engagement. It will also need to prepare for the evolving national policy environment, including QQI’s potential inclusion of quality-assured microcredentials within the NFQ by the end of 2027. A further national development is the transfer of the MicroCreds portal to the Higher Education Authority. The HEA has indicated that it plans to begin a pilot process for expanding membership of the portal, and ATU anticipates exploring this opportunity as the model develops.
Inclusion in a national platform could support the visibility of ATU micro-credentials and strengthen alignment with the wider Irish higher education ecosystem, subject to further clarity on eligibility, cost, operational requirements and institutional fit. In summary, HE4.0 gave ATU the opportunity to explore micro-credentials before they became a mainstream institutional priority. It supported the development of provision, capability, partnerships, evidence and strategy. It also helped ATU understand both the promise and the operational complexity of micro-credentials. The project has positioned ATU to move forward with a clear, sustainable and evidence-informed approach: building on its strengths in online and flexible learning, responding to learner and employer needs, and embedding micro-credentials as a core part of its future lifelong learning offer.
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MASSIVE OPEN ONLINE COURSES Massive Open Online Courses (MOOCs) were central to Higher Education 4.0’s ambition to widen access to flexible, high-quality learning. The aim was to develop free, short, online courses that could be accessed by learners regardless of location, prior educational background or employment status. MOOCs were intended to provide an open entry point into higher education, allowing learners to explore new subjects, build confidence, develop skills and make informed choices about future learning. A MOOC is a free, flexible short course designed for learners of all backgrounds. Learners can study at their own pace and in their own time, using structured online materials and activities.
Original HE4.0 ambition Within HE4.0, MOOCs were not seen simply as standalone courses, but as part of a wider learning ecosystem. They had the potential to introduce learners to new areas of knowledge, support upskilling and reskilling,
and provide pathways into micro-credentials, accredited programmes and lifelong learning. This ambition aligned strongly with ATU’s wider mission as a technological university serving learners across the west and north-west of Ireland and beyond. By making learning freely available online, HE4.0 sought to remove barriers to participation and demonstrate how digital education could support access, regional engagement and workforce development.
Key developments and outputs HE4.0 has made a major contribution to ATU’s free online learning portfolio. The project had direct involvement in almost 30 of ATU’s 55 free courses, supporting the development of educationally robust, accessible and engaging online learning resources. Working with academics, instructional designers and industry experts, HE4.0 supported the creation of MOOCs across a range of subject areas. The focus was on developing clear, accessible and engaging learning experiences that learners could complete independently. Courses were designed to combine expert input with learner-centred online design, enabling participants to progress through content, check their understanding and access further resources where appropriate.
Chair of ATU’s Micro-credentials Strategy Task Force and Higher Education 4.0’s Innovation Projects Lead, Gavin Clinch, presenting at the ‘MOOCs for the Environment’ event at ATU Galway in November 2024. Photo: Mike Shaughnessy.
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These courses are hosted through ATU’s Free Courses platform, which has become an important public-facing expression of ATU’s commitment to open, flexible and lifelong learning. The platform provides a coherent location for learners to access free learning opportunities and helps position ATU as a university that supports learning beyond traditional full-time, campus-based study. HE4.0 also supported promotion and engagement activity around MOOCs. In November 2024, two evening events were held to raise awareness of ATU’s free courses. The first focused on upskilling and reskilling opportunities for industry, while the second focused on environmental themes. These events helped communicate the value of MOOCs to employers, communities and prospective learners, and positioned free online learning as part of ATU’s broader contribution to regional skills development.
Impact and institutional learning The MOOC strand has demonstrated the value of free online courses as both a learning opportunity and an engagement mechanism. MOOCs allow learners to try a subject before committing to further study. For some, they provide a first step back into education. For others, they support professional development, career exploration or personal interest. HE4.0 has shown that MOOCs can also support ATU’s wider flexible learning ecosystem. They can act as discovery points for micro-credentials, short courses and accredited programmes. They can help learners build confidence before progressing to more formal study. They can also help ATU engage with industry and community partners by providing accessible learning in areas of current and future skills need. A key institutional learning is that effective MOOCs require more than recorded content. They need careful learning design, clear structure, accessible language, appropriate pacing and learner guidance. HE4.0 helped build internal capability in these areas and demonstrated the value of collaboration between academic experts, instructional designers and external partners. The work on MOOCs also reinforced the importance of visibility. Free courses have greatest impact when they are easy to find, clearly presented and connected to wider learning pathways. The Free Courses platform therefore represents not only a repository of courses, but a strategic interface between ATU and learners who may not otherwise engage with the university.
Mainstreaming, sustainability and next steps The legacy of the HE4.0 MOOC strand lies in the scale of the portfolio developed, the capability built and the public platform now available to ATU. MOOCs have become an important part of ATU’s open and flexible learning offer, supporting access, lifelong learning, industry engagement and progression. The next phase is to ensure that MOOCs are mainstreamed as part of ATU’s wider learning ecosystem. This includes maintaining and updating existing courses, identifying new areas of demand, strengthening links to micro-credentials and accredited pathways, and ensuring that learners can clearly understand how free courses may connect to further study. There is also an opportunity to use MOOCs more strategically as part of ATU’s engagement with enterprise, communities and regional partners. Free courses can provide a low-barrier entry point into areas such as digital skills, sustainability, health, engineering, business and emerging technologies. In summary, HE4.0 has helped establish MOOCs as a visible and practical expression of ATU’s commitment to open, flexible and lifelong learning. The future value of the MOOC portfolio lies in sustaining quality, strengthening pathways and using free online learning as a gateway to wider participation, skills development and educational progression.
MOOCs to Major awards.
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ATU MAKERSPACE: DELIVERING REAL IMPACT A practical model for innovation in education
live issue, this is a serious achievement. The extremely knowledgeable facilitators on the ground (Stuart Lawn, Leo Scarff, Hassan Dabbagh and, now, Jostein Robstad) have succeeded in creating an environment that was practical, welcoming and connected to real coursework and real projects rather than being framed as technology for technology’s sake.
Community Engagement
Noel Mulkeen HE4.0 Innovation Projects Manager
ATU MakerSpace is one of the clearest examples of how external funding for innovation projects can create real impact when goals and aspirations are translated into practice. The MakerSpace project has grown into far more than a fabrication space. It has become a working innovation platform: open to all disciplines, connected to the region, useful to business, and relevant to learners at very different stages of their journey. What stands out most is that MakerSpace has not remained confined to one school, one faculty, or one type of student but has genuine cross-campus and interdisciplinary adoption. In Sligo, for example, Interior Architecture & Design emerged as the strongest user of 3D printing, which tells us that digital fabrication was not treated as a niche technical activity but as a core part of creative and applied learning. At the same time, usage insights show notable use of STEAM activities among Early Childhood Care and Social Science students among others. This matters. It shows that MakerSpace succeeded in doing what many innovation projects aim to do but often struggle to achieve: it made advanced tools accessible and relevant well beyond traditional engineering audiences. The gender story is equally important. 46% of student users at the ATU Sligo facility were female. The usage analysis showed relatively strong female participation in engineering-related activities, especially 3D scanning and 3D printing. In a sector where gender imbalance is still a 40
Another major success is that the project was outward facing from the start. MakerSpace is a vibrant communityfacing initiative, operating at the interface between the university, community and businesses in the Northwest of Ireland, with a role in supporting micro-enterprises and widening access to advanced maker technologies. This approach moved MakerSpace beyond an internal university facility and made it part of the regional innovation infrastructure. That outward facing regional role is visible in the breadth of outreach, particularly to secondary schools. MakerSpace has collaborated with over 60 schools and with partners including Mayo Sligo Leitrim Educational Training Board (MSLETB), Sligo Libraries and Foróige. MakerSpace also ran open days, taster events and school-facing activities, while also facilitating TY-focused STEM sessions, Youthreach engagement, and publicfacing events such as Sligo Library Comic Con. This is one of the strongest indicators of success: the project was not waiting for people to find it. It went out to meet learners and communities where they were. The project also demonstrated that innovative support can be practical and business-facing. In 2025, ATU MakerSpace used a Pop-Up model in both Castlebar and Belmullet to engage small businesses and startups – helping them to prototype in fast and efficient ways, thereby translating ideas into tangible prototypes, products and design improvements. Invaluable for small cash-constrained enterprises. Just as important is the fact that the project has left behind a structured service model. In collaboration with Data2Sustain, MakerSpace developed a clear offering spanning laser cutting, 3D scanning, rapid prototyping, product design support, digital fabrication training, MakerSpace consultancy and workshop development for organisations wishing to engage beyond prototyping. That is a significant legacy. It shows that the project matured from funded initiative to repeatable capability or local and regional enterprises. In terms of embedding the MakerSpace identity more broadly in ATU, in 2026 MakerSpace established a pilot collaboration with the Yeats Library in Sligo to ensure students continue to have multiple access points to the skills and equipment available in MakerSpace.
Effective Innovation Noel Mulkeen, ATU MakerSpace Manager, said: “The most effective innovation projects are not defined by equipment lists or by short-term activity counts. They are defined by whether they change behaviour, widen participation, create new routes for collaboration and remain useful after the initial funding cycle. “On that basis, I believe that ATU MakerSpace has been a wonderful success. It has supported learning, encouraged participation in STEM from a more diverse range of students, connected the university to the region, and shown that making, prototyping and experimentation can be central to modern higher education rather than peripheral to it.”
The strongest endorsement of the project is simple: MakerSpace lives on because it proved its value. It created a space that is practical, inclusive and outwardlooking. It helped students test ideas, helped schools experience STEM in a more engaging way, and helped businesses access tools and thinking that support innovation. That is exactly the kind of outcome externally funded projects should aim for. ATU MakerSpace did not just complete a project. It built momentum, capability and embedded a model worth carrying forward.
The official launch of the ATU MakerSpace facility on the Sligo campus in March 2024.
ATU MakerSpace technician Hassan Dabbagh at work in the Sligo facility.
Promoting MakerSpace at an ATU event were Leo Scarff, John Hough and Stuart Lawn.
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ATU MAKERSPACE THROUGH THE LENS
An ATU MakerSpace crane kit ready for assembly by secondary school students.
Students at Grange Post Primary School, Co. Sligo, building cranes.
Secondary school students construct a geodesic dome.
HE4.0 Innovation Projects Manager Noel Mulkeen giving a presentation on ATU MakerSpace at a Makerthon event in Belmullet, Co. Mayo.
MakerSpace technician Hassan Dabbagh chats an interested attendee at the Pop-Up Fab Lab for the public at ATU’s Castlebar campus.
The Student Inc. group was just one of many to attend ATU MakerSpace on the Sligo campus.
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MAKERSPACE Imagine It – Create It
A virtual MakerSpace has been created through ATU’s Free Courses platform, providing guidance, instructions, videos and supplementary learning material, and extending the concept beyond individual rooms and campuses. The MakerSpace van has supported outreach across the ATU region, bringing practical STEM engagement directly to schools and communities.
Impact and institutional learning
Drs Perry Share and John Pender and PhD student Jack McAteer Wallace working with ATU MakerSpace technician Stuart Lawn on their Social Care Practice Social Robotics project in ATU MakerSpace, Sligo campus.
The MakerSpace initiative was one of the most practical innovation strands within Higher Education 4.0. The ambition was to create physical, mobile and online spaces where learners, staff and partners could design, make, test and learn through doing. MakerSpaces were intended to support problem-solving, project-based learning, transversal skills and STEAM engagement.
Original HE4.0 ambition The ambition was not simply to purchase equipment, but to develop a replicable creative learning model supporting practical outputs, portfolios, digital badges, microcredentials and links between education, enterprise and community.
Key developments and outputs Through HE4.0, MakerSpace facilities and equipment have been developed across ATU. Galway and Sligo are operational, while Donegal has completed equipment procurement and is awaiting a dedicated location. The facilities provide access to digital fabrication and prototyping technologies, including 3D printing, laser cutting, robotics, 3D scanning and Internet of Things kits.
The MakerSpace strand has demonstrated that making can operate as a meaningful learning approach, not only as a technical service. It supports learners to move from idea generation to prototyping, testing, iteration and reflection. This makes it relevant to project-based learning, design thinking, entrepreneurship and interdisciplinary curriculum development. The initiative has highlighted the practical conditions required for sustainability. Effective provision depends on accessible space, technical expertise, supervision, staff awareness, curriculum links, outreach capacity and maintenance. HE4.0 has generated useful learning about what is needed to embed maker education within ATU’s learning and innovation infrastructure.
Mainstreaming, sustainability and next steps The legacy of HE4.0 MakerSpace is both physical and developmental. It has left ATU with equipment, facilities, digital resources, outreach experience and evidence that maker-based learning has value across disciplines. The next phase will require careful mainstreaming. Oncampus provision should continue with faculties, libraries, enterprise supports and student entrepreneurship. The Donegal MakerSpace requires a dedicated location to realise the value of equipment already procured. Outreach activity will need a sustainable funding and operating model. In parallel, ATU is exploring MakerSpace-related microcredentials, which could embed maker education within the university’s flexible learning portfolio. HE4.0 has helped move MakerSpace from innovation concept to practical platform for applied learning, creativity, enterprise engagement and regional development.
Jostein Robstad, MakerSpace technician.
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MIDTERM REPORT PRAISES HIGHER EDUCATION 4.0’S ENGAGEMENT WITH INDUSTRY Team attend HCI Pillar 3 Midterm Conference
Multiple achievements from Higher Education 4.0 were recognised and praised in the HCI Pillar 3 Midterm Report, which was launched at the HCI Midterm Conference in the Convention Centre, Dublin, on 29 June 2023. Several examples of innovation supported by the project were cited, most notably: • MyCareerPath and its services, with over 436 industry learners and 337 ATU undergraduate learners completing their career and learning pathway on www. mycareerpath.ie by June 2023. • The development of a ‘MakerSpace’ for ATU students, which was also to be accessible to local schools and youth groups. • The implementation of the ‘Connect’ adaptive learning system for first-year Engineering modules.
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• Work Based Learning (WBL) programmes, including a WBL programme in Furniture Design and Manufacturing. • The creation of bridging courses, for example, Computing for MSc Data Science, which opened up this in-demand skill to a new cohort who would not have been able to engage with the course due to an absence of a computing degree. • The development of micro-credentials and digital badges in collaboration with the Insurance Institute of Ireland to support rapid upskilling for in-demand skills. The report also lauded Higher Education 4.0 for collaborating with other HCI-funded projects, such as The Advance Centre, and exploring the provision of flexible learner pathways and support for skills identification. The assessment in the Midterm Report was that Higher Education 4.0 project had successfully established governance and project management structures, and that overall delivery was on target with adjustments to timelines. The report concluded: “HCI funding has already enabled the development of work-based learner courses as it has allowed teaching staff to spend time engaging with industry to ensure the courses can meet their needs.” The report showed that the overall HCI Pillar 3 programme, which incorporated Higher Education 4.0, was exceeding its targets on the creation of new courses, with over 1,000 created – 800 more than the initial target. A very impressive 4,000 additional student places were achieved through direct funding, with a significant increase expected as projects matured. The event exhibition provided a showcase for all 24 projects, innovations, and collaborations, that make up the HCI Pillar 3 collaboration nation. The event afforded the Higher Education 4.0 team the opportunity to meet members from the other projects and observe the inspiring and innovative work that was taking place in third-level education in Ireland. A highlight for the team was introducing the project to Minister for Further and Higher Education, Research, Innovation and Science, Simon Harris. If you would like to read the HCI Pillar 3 midterm report, it is available on the HEA website: https://hea.ie/resources/publications/.
MOVING FROM HIGHER EDUCATION 4.0 TO SOCIETY 5.0 Higher Education 4.0 Exhibition and Symposium
The Higher Education 4.0 Exhibition and Symposium attracted a capacity crowd to Hume Hall, Atlantic Technological University Sligo, on 21 March 2024, with the theme of the event titled ‘Moving from Higher Education 4.0 to Society 5.0’. The objective of the symposium was to explore what type of society we are building for future generations; the role that education, employers and policy makers must play; and, as technology advances at a rapid pace, what role will human skills have to play in Society 5.0? Greeted on arrival by an ATU MakerSpace demonstration, attendees got an insight into the energy, innovation and enthusiasm generated by the event, while the exhibition stands, representing Careers and Learning Pathways (Theme I) and Innovation Projects (Theme II), lining the walls of Hume Hall were a hive of activity from early morning. MC Darrin Morrissey, CEO of NIBRT and Chair of the Higher Education 4.0 Steering Committee, opened proceedings by welcoming ATU President Dr Orla Flynn to deliver the opening address. Dr Flynn reflected on the success of the project, particularly the introduction of innovative methods of supporting the lifelong learning ecosystem for ATU students. Project Lead Professor Jacqueline McCormack gave a comprehensive overview of the progress of Higher Education 4.0 and shared some statistics that emphasised the scale of the project beyond what was on show in Hume Hall. She remarked, for example, that there were over one thousand Reuseable Learning Objects (content) already created by March 2024 under the Higher Education 4.0 Project, which is funded by the Human Capital Initiative (HCI) Pillar 3. The first keynote speaker was Associate Professor Deirdre Hughes. Professor Hughes specialises in careers, employment and skills policies, research, and practice at an international, national and regional level and she gave an inspiring talk on the theme of ‘Navigating the Future: Higher Education 4.0 in the Era of Society 5.0’, which left attendees with plenty to think about.
A lively discussion, directed by Mr Morrissey, followed. Professor Hughes joined the panel of speakers, which also comprised William Beausang, Assistant Secretary, Department of Further and Higher Education, Research, Innovation and Science; Bridie Killoran, ATU Careers and Learning Pathways Manager; JP McGonigle, Head of Business Improvement, Forward Emphasis International; and Ciaran Hastings, MyCareerPath student learner and Merit Medical Galway employee. In the afternoon, the second keynote speaker, Professor George Siemens, spoke about Artificial Intelligence (AI) in education. Professor Siemens is a leading expert in AI and a founding President of the Society for Learning Analytics Research. Professor Siemens emphasised the importance of universities recognising and planning for the transformations that AI are going to bring to the learning landscape. This was followed by a ‘fireside chat’ with Noel Mulkeen, Higher Education 4.0 Innovation Projects Manager, and a Q&A from the audience, with librarians getting a special mention for their levels of innovation. A jam-packed schedule also included the launch of ATU MakerSpace on the Sligo campus. Higher Education 4.0 funded state-of-the-art facilities on three ATU campuses, to give students better access to cutting edge technology. Meanwhile, exhibition stands on the day included: MyCareerPath.ie; ATU MakerSpace; Strengths Path Programme; Social Robotics; Recognition of Prior Learning; VR Courtroom; Innovation Tools for Access Programmes; MOOCs; Adaptive Learning; and Project Based Learning.
Symposium guest speaker Associate Professor Deirdre Hughes.
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Dún Aonghasa on Inis Mór.
IRELAND’S FIRST SUSTAINABLE TOURISM OBSERVATORY ATU website transforming evidence-based tourism planning
Atlantic Technological University (ATU) launched a pioneering digital platform designed to support the Atlantic Sustainable Tourism Observatory Ireland (ASTOI), a major initiative focused on advancing sustainable tourism management across Ireland’s Atlantic region. Supported by Higher Education 4.0, the website was developed under the Sustainable Tourism and Visitor Experience Research Lab at ATU (STORYATU), a collaboration involving all nine ATU campuses. The platform acts as the central hub for ASTOI and provides open access to tourism sustainability data for communities, tourism enterprises, researchers and policymakers. ASTOI officially became a member of the United Nations World Tourism Organisation’s International Network of Sustainable Tourism Observatories (INSTO) in November 2023, joining a prestigious global network dedicated to monitoring the economic, environmental and social impacts of tourism at destination level. The initiative reflects the UN Tourism Organisation’s long-standing commitment to sustainable and resilient tourism growth through evidence-based management and transparent data collection. STORYATU seeks to address the most pressing social, cultural, economic and environmental challenges facing the tourism sector across Ireland by building partnerships with local authorities, tourism enterprises, state agencies and communities.
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Speaking about the project, Dr James Hanrahan, ATU Department of Business and Social Sciences, said the website was created to make sustainability data more accessible and meaningful for communities and tourism stakeholders. “A good place to live is a good place to visit. To ensure this we ensure all the sustainable tourism indicator data is open transparent and shared with community enterprises and destination managers to ensure evidence informed planning.” he said. The observatory is a collaboration between ATU campuses in Donegal, Galway and Sligo, working closely with communities and tourism organisations across the Atlantic seaboard to support more sustainable tourism. This data is essential in transitioning to sustainability. Recently, the observatory has worked closely with Clare County Council who were the first destination in Ireland to become third party certified under the GSTC standard by Earth Check as a sustainable tourism destination.
Publicly Accessible Platform The Sustainable Tourism and Visitor Experience Research Group spent two years working towards securing ASTOI’s recognition as a member of the UNWTO INSTO network. One of the key challenges was developing a dynamic and publicly accessible platform capable of supporting tourism destinations committed to regular sustainability monitoring. ASTOI works with more than 50 internationally recognised sustainable tourism indicators developed by organisations including the UNWTO, the European Commission and the Global Sustainable Tourism Council. These indicators are used to monitor environmental impacts, economic performance and community wellbeing in tourism destinations. The data collected through STORYATU is intended to support evidence-informed planning and decision-making by providing tourism stakeholders with critical real-time information. According to Dr Hanrahan, the project required extensive collaboration and technical innovation to bring together complex datasets in a way that was both accessible and
useful for communities and policymakers. The project involved engagement with communities across Ireland’s western seaboard, including Tory Island, Árainn Mhór, Inishbofin, Inis Mór and destinations across Clare and Sligo. “We had to go into those communities and ask them would they like us to do research with them,” Dr Hanrahan explained. “Then we had to get permission to collect the data, feed it back and share it.” The research also highlighted the challenges rural and island communities face in balancing tourism growth with sustainability. The observatory research examines issues ranging from carbon footprints and water use to transport patterns and resident satisfaction levels. “We measure and monitor all those different aspects, from water use to energies,” said Dr Hanrahan. “It’s about balancing tourism in a way that keeps communities happy while supporting economic development.”
Long-Term Vision The ATU and HCI-Higher Education 4.0 branded website now hosts the ASTOI observatory as a publicly accessible information platform and aims to become a trusted source of transparent and regularly updated sustainability data. The long-term vision for the platform includes supporting scientific, political and socio-cultural sustainable tourism development, strengthening relationships within destinations and enabling communities to learn from other international INSTO members. Dr Hanrahan said the website has already attracted international attention. “I was showing this to destination managers in the Netherlands as they don’t have this data available. They are currently using this good practice to apply a similar system in their destinations,” he remarked. The platform allows users to visualise tourism data through dashboards and mapping tools, helping destinations identify trends and areas requiring intervention. One
example highlighted through the observatory involves measuring resident satisfaction levels in tourism destinations and using the findings to shape local policy decisions. “That’s called evidence-informed planning,” he said. “We use this data and evidence to instigate actions and change policy to ensure destinations become more sustainable.”
Practical for Policymakers The website has been designed to make sustainable tourism data more accessible, transparent and practical for both policymakers and the wider public. Data dashboards present key tourism indicators in a user-friendly format, while Power BI integration allows destinations to visualise visitor behaviour, carbon emissions, tourism spending and community sentiment in real time. The platform also supports ATU’s educational mission by providing students with access to real-world tourism data for research and learning. “Students all around Ireland can now access this data and test different scenarios,” said Dr Hanrahan, who also acknowledged the role of the HE4.0 development team in helping bring the observatory to life online. “It was great to have access to people who could bring it alive for us. We’re more about collecting the data and working in tourism, but the support behind the website has been phenomenal.” Positioning Ireland as a leader in sustainable tourism monitoring and evidence-based destination management, by combining international sustainability frameworks with local community engagement and open-access digital tools, STORYATU and ASTOI aim to help tourism destinations transition towards a more resilient and sustainable future.
Cliffs of Moher in County Clare.
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THE CHANGE-MAKERS CLUB An inclusive network connecting ATU staff
The Change-Makers Club at Atlantic Technological University has rapidly become one of the university’s most dynamic forums for collaboration, innovation and crossdisciplinary discussion. Originally established by Eamon Walsh and Aine Friel as the ‘Innovators Club’ under the Higher Education 4.0 initiative, the club evolved in 2024 into a broader, more inclusive network designed to connect staff from every corner of university life. As part of a renewed communications and engagement focus within the Higher Education 4.0 project, Dónal Loftus, Chair of The Change-Makers Club, together with Stephen Glennon, the club’s co-ordinator, worked to expand the initiative beyond its original innovation remit, opening participation to colleagues across academic, professional, operational and support functions throughout ATU. Its transformation reflected a growing belief that innovation is not confined to technology alone, but can emerge through leadership, inclusion, teaching, entrepreneurship and organisational change. The decision to relaunch the initiative as The Change-Makers Club was intended to create a more welcoming and cross-functional space where colleagues could openly share the changes and developments taking place across the university community. The decision to rename the initiative as The ChangeMakers Club was carefully considered by Chair Dónal Loftus and co-ordinator Stephen Glennon, who wanted to widen participation and create a more diverse and representative forum across ATU. Internal discussions highlighted the importance of reaching all ATU colleagues, while still retaining the innovative spirit that had defined the original club. The new identity was intended to create “a culture of action” and encourage more cross-functional collaboration.
Growing membership Since its relaunch, the club has developed into a vibrant online gathering held every six weeks or so on Microsoft Teams. Organisers describe it as a welcoming and relaxed space where colleagues can discuss projects, exchange ideas and celebrate meaningful advances taking place across ATU. Membership has grown significantly, expanding from fewer than 50 members in 2024 to almost
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200 staff across the university today. A defining feature of The Change-Makers Club has been the diversity of its speakers and themes. Sessions have explored equality, sustainability, entrepreneurship, student success, Irish culture, environmental change and emerging technologies. Contributors have included researchers, lecturers, project leads and professional services staff from across ATU.
Artificial Intelligence Artificial intelligence has increasingly become a central theme within the club’s discussions. Presentations have explored AI-enhanced employability, virtual reality and cognition, and the growing impact of AI on teaching, assessment and professional practice. One of the standout presentations came from PhD researcher Tianran Zhang, who explored the impact of real and virtual natural environments on cognition and brain activity using portable EEG technology and virtual reality. The research examined whether immersive VR simulations could replicate the mental health and cognitive benefits associated with spending time in nature. AI-enhanced employability tools also featured prominently through Bridie Killoran’s presentation on MyCareerPath, which demonstrated how artificial intelligence can support career resilience and personalised learning. One of the club’s most significant events took place in March 2026 with a major cross-disciplinary discussion on ‘AI in Education’. The session featured a keynote address by cyberpsychology lecturer Dr Máire Carr, followed by a panel discussion involving Gavin Clinch, Dr Eoghan Furey, Dr Muslim Jameel Syed, Frances O’Donnell and Emanuel Covasa. Discussions focused on critical AI literacy, assessment redesign and the opportunities and challenges AI presents for higher education.
Meaningful connections Today, The Change-Makers Club stands as a powerful example of how a university can foster collaboration beyond traditional academic boundaries. By creating an inclusive space for discussion and shared learning, the initiative continues to strengthen connections across ATU while encouraging staff to collectively shape the future of education and university life.
The Change-Makers Club coordinator Stephen Glennon and Chair Donal Loftus.
ATU lecturer Dr Kenneth Monaghan, guest speaker at The Change-Makers Club.
Chair Donal Loftus presents Sharon Sherlock with a CMC hoodie.
Original Innovator Club founder Eamon Walsh.
Áine Friel, Innovator Club comms.
The Change-Makers Club coordinator Stephen Glennon presents ATU lecturer Gabriel Farragher with a hoodie sponsored by Higher Education 4.0
ATU PhD student Beth Brown, guest speaker, and Stephen Glennon, The Change-Makers Club.
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LECTURERS, LIGHTS, CAMERA, ACTION! Higher Education 4.0 installs recording studio on ATU campuses
One Higher Education 4.0 sub-project to leave a rich legacy at Atlantic Technological University are the new professional two-touch recording studios installed in multiple campuses. The latest was in Killybegs in February 2025, bringing the total number of installations to eight. The other seven campuses to benefit are Sligo, St. Angela’s, Castlebar, Mountbellew, Letterfrack, Wellpark Road (Galway), and Dublin Road (Galway). The process of rolling out professional recording booths to all campus locations to support ATU staff in creating state-of-the-art online content began in December 2023. Each studio includes professional microphones, controlled lighting, high-definition cameras, and green screen capability. In some locations, teleprompters and Stream Deck controllers are built in, making it easy to record, switch scenes, and manage content with minimal setup. For example, a lecturer can show just their PowerPoint, or themselves, or use the ‘picture in picture’ mode which allows them to appear in the presentation. The studios, which are only available to ATU staff, also feature the Epic Pen annotation app which allows users to annotate their slides as they work through their presentation. It can be used in delivering or recording online classes. The custom two-touch design means it is easy to use for all staff regardless of their familiarity with recording infrastructure. Facilitating the recording of high-quality audio and video, this initiative has enhanced the quality of online content as these studios have been equipped with all mod cons. Higher Education 4.0 Innovation Projects Manager Noel Mulkeen said: “These two-touch pro recording studios help in two important ways. Firstly, they enable academic staff to easily create a richer learning experience for our students and provide good quality input to instructional designers, thereby reducing their workload on any subsequent postproduction that may be needed. “Secondly, these studios help lecturers and content creators represent the ATU brand in a way that is more consistent from a look and feel perspective,” added the Higher Education 4.0 Innovation Projects Manager.
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He noted that the latest iteration in Killybegs was a perfect example, adding: “The team in Killybegs really embraced this initiative and I’m sure they will reap the benefit in the months and years ahead.” Noting that the spaces are consistent across the campuses, Learning Technologist John Hough, who carried out the installations, said once you’ve used one, you can use any of them. He continued: “Initial staff feedback has been very positive, particularly around how easy the studios are to use. Staff can contact their local AV teams for access and support.” Delighted with the installation of the new recording studio in Killybegs, Head of Department, Tourism and Sport at ATU Donegal, Nicola Dunnion, said: “On behalf of all the staff on the Killybegs campus I would like to extend our gratitude to Higher Education 4.0 and to John Hough for the addition of the recording studio. “This is a beneficial asset for our lecturers and ATU staff living in the region to enable their teaching,” she concluded. All installations have been supported by Higher Education 4.0, which is funded under the Human Capital Initiative (HCI) Pillar 3. For more information: https://highered4.ie/recording-studio
Technician John Hough installing the recording studio on the ATU Sligo campus.
The recording studio on ATU Galway’s Wellpark Road campus.
John Hough demonstrating what can be done in the recording studio.
The recording studio on the ATU Donegal Killybegs campus.
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INNOVATION IN ACTION HE4.0 present at HCI Pillar 3 conference
Members of Atlantic Technological University’s Higher Education 4.0 team attended the ‘Innovation in Action’ conference on 20 November 2024 at the Gibson Hotel, Dublin, where the achievements of the 24 Human Capital Initiative (HCI) Pillar 3 funded projects were celebrated. Higher Education 4.0 Theme I (Careers and Learning Pathways) Co-Lead and Theme II (Innovation Projects) Lead Gavin Clinch presented at the event, with Project Director Kyle Griffiths-Maher, Careers and Learning Pathways Manager Bridie Killoran, Innovation Projects Manager Noel Mulkeen and Communications Officer Stephen Glennon also in attendance. Gavin delivered a succinct overview on the various strands of the project, incorporating over 120 subprojects, from MyCareerPath to ATU MakerSpace and from MOOCs to Micro-credentials, demonstrating the far-reaching impact Higher Education 4.0 has had. He also highlighted how the ATU project was partnering with enterprise to meet future skill needs, exploring innovation and agility, and focusing on transforming teaching and learning, sustainability, and digital transformation in alignment with national priorities. Indeed, the majority of the 24 nationwide projects featured in the ‘Innovation in Action’ brochure boasted of strong industry engagement and the development of new, flexible learning pathways.
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Dr Vivienne Patterson, Higher Education Authority’s Head of Skills and Engagement, paid tribute to all the projects for “building on existing enterprise engagement” while also highlighting the impact of the €208 million invested from the National Training Fund over the five years in HCI Pillar 3 initiatives. She emphasised that this investment was to support “future skills focused projects that sought deep collaboration between enterprise and the higher education sector”, noting that HCI projects reported over 70,000 enterprise engagements. A brochure titled ‘HCI Pillar 3 Innovation in Action’ was produced for the event, containing project summaries, objectives and outputs, along with a focus on each project’s most innovative achievement. Higher Education 4.0 featured the storyatu.ie website, which it funded. The Sustainable Tourism and Visitor Experience Lab at ATU seeks to tackle the social, cultural, economic, and environmental challenges facing the tourism industry across Ireland and includes information on Atlantic Sustainable Tourism Observatory Ireland, hosted by ATU, which became a member of the UN Tourism International Network of Sustainable Tourism Observatories (INSTO) in November 2023. As Ireland’s first INSTO observatory, the observatory collaborates closely with tourism destinations along the Atlantic coast, Ireland’s islands, and heartlands.
ATU Higher Education 4.0 Theme I Co-Lead and Theme II Lead, Gavin Clinch, speaking at the Innovation in Action event.
COMMUNICATING CHANGE: BRINGING HIGHER EDUCATION 4.0 TO LIFE Message from HE4.0 Communications Lead
Dónal Loftus Communications Lead Higher Education 4.0
When I assumed responsibility for communications within the Higher Education 4.0 project in 2024, one of my key priorities was to broaden and deepen engagement with the project across Atlantic Technological University and beyond. Working closely with Communications Officer Stephen Glennon, our aim was to ensure that the transformative work taking place across Higher Education 4.0 reached a diverse audience and highlighted the people, projects and partnerships driving change. Higher Education 4.0 has always been about more than programmes and technologies. At its heart, it is about people - learners, staff, employers and communities and creating pathways that support lifelong learning, employability and innovation. Our communications approach sought to reflect that. One of the most successful initiatives to emerge during this period was The Change-Makers Club. Building on the foundations of the original Innovators Club, we repositioned the initiative as a more inclusive forum where colleagues from across academic, professional, operational and support functions could come together to share ideas, showcase projects and discuss the changes taking place across ATU.
Membership has grown significantly and the Club has become a vibrant platform for conversations on topics ranging from sustainability and entrepreneurship to artificial intelligence, student success and inclusion. Another highlight was the development of themed events showcasing the project’s MOOCs and wider impact. The MOOCs for the Environment event in ATU Galway brought together contributors including Dr John Scahill, Dr Róisín Nash and Bloom Gold Medal winner Leonie Cornelius. The event demonstrated how free, accessible learning resources can help raise awareness of important environmental issues while supporting communities, schools and voluntary organisations. A panel discussion explored the role of MOOCs in promoting lifelong learning and community engagement. Beyond events, the communications programme utilised podcasts, webinars, social media, radio interviews, newspaper coverage and video content to amplify project activity. Topics ranged from career development and the future of work to adaptive learning technologies, innovation projects and environmental sustainability. Through these channels, Higher Education 4.0 was able to engage learners, staff, industry partners and community stakeholders in meaningful conversations about the future of education. As the project draws to a close, one of its most enduring legacies will be the connections it has fostered between disciplines, campuses, industries and communities. Communicating those stories has been both a privilege and a reminder that meaningful change happens when people are given the opportunity to connect, collaborate and share ideas.
Speakers at the MOOCs for the Environment event in Galway were (left to right): Donal Loftus (MC), Louise Kearins, Gavin Clinch, Dr Roisin Nash, Leonie Cornelius and Dr John Scahill.
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MULTIMEDIA STORYTELLING AT THE HEART OF HE4.0 Higher Education 4.0 Communications & Dissemination
From the outset, the Higher Education 4.0 communications strategy aimed not only to promote project outcomes, but also to foster engagement, collaboration and awareness around the future of higher education, lifelong learning and workforce development. A key communications pillar of the project was the development of multimedia storytelling through podcasts, video production and social media engagement. The project podcast series explored a range of timely and relevant themes under ‘The Learning Journey’ and ‘HigherEd4Life’. These discussions examined career choices and career change, challenging traditional pathways, reskilling and upskilling within industry, and the evolving role of universities in preparing learners for the future of work. Additional podcast content highlighted innovation projects, such as adaptive learning technologies and the development of MOOCs, and helped to showcase the project’s innovative educational approach and learnercentred ethos. Social media channels played an important role in amplifying project visibility and maintaining engagement with stakeholders throughout the project lifecycle. The project maintained an active presence across LinkedIn, Instagram, BlueSky and YouTube, while also leveraging legacy platforms such as X. Social media activity supported the promotion of events, learner opportunities, webinars, micro-credentials and project milestones. The communications team worked collaboratively with partner initiatives, including the ATU MakerSpace, to maximise audience reach and ensure consistent dissemination of project achievements and learner stories. Video production formed another major component of the dissemination strategy. A diverse range of videos was produced to capture learner experiences, staff insights and project impact. These included interviews with instructional designers, MOOC learners, MyCareerPath staff and students, micro-credential participants and ATU MakerSpace representatives.
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Video content also documented progression pathways and highlighted innovative initiatives such as ‘Social Robotics – Future of Care, Society and Welfare’. Shortform video clips created for YouTube and social media provided accessible highlights from major project events, while full event coverage offered deeper engagement opportunities for audiences unable to attend in person. The project also secured extensive regional and national media coverage, significantly increasing public awareness of Higher Education 4.0 activities and outcomes. Coverage focused particularly on initiatives such as MyCareerPath and the development of MOOCs. Regional newspapers including The Connacht & City Tribunes, The Tuam Herald, Galway Advertiser, Mayo News, Connaught Telegraph, Western People, Sligo Champion, Sligo Weekender, Leitrim Observer, Roscommon People, Roscommon Champion, Donegal News and Donegal Democrat featured project stories and learner-focused content. National media exposure included coverage in The Irish Independent, further reinforcing the project’s profile within the higher education and skills development landscape. Radio interviews provided another valuable dissemination channel, enabling project representatives to discuss topics including ocean pollution, MyCareerPath, MOOCs and specialist programmes such as The Fundamentals of Garden Design. Broadcasts aired across a wide range of regional stations including Galway Bay FM, Ocean FM, Midwest Radio, Highlands Radio, Raidió Connemara and Shannonside Radio. These interviews helped extend project reach into local communities while promoting the accessibility and relevance of lifelong learning opportunities. Events and stakeholder engagement activities were central to the project’s communications programme. Major events included the Higher Education 4.0 Symposium, MOOCs for Industry, MOOCs for the Environment and a series of themed webinars aligned to the project’s key thematic strands. The End of Project Gathering served as both a celebration of achievements and an opportunity to reflect on lessons learned and future opportunities. Additional dissemination activities included extensive promotion of The Change-Makers Club and participation in external conferences such as HEA/HCI’s Innovation in Action, ensuring the project remained connected to broader national conversations around innovation and educational transformation. Through a strategic and multi-channel communications approach, the Higher Education 4.0 project successfully raised awareness, promoted engagement and demonstrated the transformative potential of flexible, inclusive and future-focused higher education.
Communications and Dissemination Officer Stephen Glennon.
ATU MakerSpace technician Hassan Dabbagh chatting to regional radio.
In studio recording an episode of ‘The Learning Journey’ podcast were HE4.0 Innovation Project Lead Gavin Clinch, host Joseph Murray, JP McGonigle (Director of People Solutions at Forward Emphasis) and Bridie Killoran, HE4.0 Careers and Learning Pathways Manager.
Taking part in ‘The Learning Journey’ podcast were (back row, left to right) Mark Willis (RPL), Caoimhe Heery (barrister), Bridie Killoran (HE4.0 Career and Pathways Manager), and Eamon Walsh (former HE4.0 Innovation Projects Manager) and (front row, left to right) Joseph Murray (presenter) and Tony Óg Regan (life coach).
Examples of newspaper coverage on Higher Education 4.0 projects.
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ATU’S FREE MOOCS EXPAND ACCESS TO EDUCATION AND WORKFORCE SKILLS Events showcase strengths of ATU’s free courses
A major promotional campaign in late 2024 significantly increased engagement with Atlantic Technological University’s free online learning platform, freecourses. atu.ie, broadening access to education and workforce development through its growing range of Massive Open Online Courses (MOOCs). As part of the Higher Education 4.0 initiative, ATU hosted two high-profile events in November 2024 — MOOCs for Industry at ATU Sligo and MOOCs for the Environment at ATU Galway — highlighting the role online learning can play in supporting lifelong education, professional upskilling, and community awareness. The campaign surrounding the events included mainstream media coverage, social media promotion, radio interviews, and podcast engagement. As a result, more than 2,500 additional learners registered on ATU’s free online learning platform, freecourses.atu.ie, bringing total registrations to almost 36,000 users. The MOOCs for Industry event showcased courses designed to meet workplace and industry needs, including Health & Safety, Lean Construction, Social Robotics, and Introduction to Marketing. Speakers at the event included ATU OFPD Head of Innovation Projects, Gavin Clinch, and Senior Instructional Designer Louise Kearins, who discussed the development and growing impact of MOOCs in Ireland and the UK. A number of academics and industry experts also delivered short presentations on specialist subjects, including sustainable development, food waste repurposing, marketing, and social robotics. The event highlighted the practical value of online learning in helping businesses adapt to changing economic and technological demands. Speaking at the event, Gavin Clinch described MOOCs as an important tool for workforce transformation and lifelong learning. “MOOCs are transforming the way we approach lifelong learning and workforce development,” he said.
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“By offering free, flexible learning opportunities, we’re helping industries across the West of Ireland – and nationwide – to upskill and reskill their workforce in a way that meets the evolving needs of our economy.” The second event, MOOCs for the Environment, focused on sustainability and environmental education. Held at ATU Galway, it featured guest speakers discussing topics such as Sustainable Development Goals (SDGs), ocean pollution, and environmental design. Award-winning garden designer Leonie Cornelius, winner of a Gold Medal at Bloom 2024, was among the contributors. Both events also featured information stands from initiatives including MyCareerPath and ATU MakerSpace, providing visitors with opportunities to learn more about career guidance services, STEM education, and flexible learning pathways. A key moment during the campaign was the relaunch of the freecourses.atu.ie platform by ATU President Dr Orla Flynn. Dr Flynn emphasised that MOOCs could offer an accessible entry point into higher education for people who may not previously have considered returning to learning. “These short online courses will give those learners a little bit of confidence,” she said. “They will see that education is not all that scary and that they can come in and learn and enjoy it.” Dr Flynn also noted that MOOCs can act as a stepping stone toward accredited qualifications, including microcredentials and major awards. ATU currently offers more than 50 free courses, almost half of which have been developed under the Higher Education 4.0 project funded through the Human Capital Initiative (Pillar 3). The university has also partnered with FoodCloud to develop courses aimed at reducing food waste in industry and in the home, demonstrating ATU’s commitment to addressing both economic and environmental challenges through education. Dr Flynn highlighted that ATU’s strength in online and flexible learning has grown further since the merger of its nine campuses in 2022. She stressed that the university’s reputation for delivering quality accredited programmes gives credibility to its MOOCs in an increasingly crowded online learning market. “So, an organisation like ATU is coming at this with some credibility,” she said. “The approach we have to our MOOCs should be valid and interesting and relevant – and based on informed research.” As demand for flexible education continues to rise, Higher Education 4.0’s promotion of ATU’s MOOCs generated enough visibility to secure thousands of learners seeking accessible, practical, and high-quality educational opportunities.
The fishbowl discussion at the MOOCs for Industry event at ATU Sligo. Photo: James Connolly
Senior Instructional Designer Louise Kearins who presented at both the MOOCs for Industry and MOOCs for the Environment events. Photo: Mike Shaughnessy
At the MOOCs for the Environment event were (l-r) Clare McGinty-Ryan, Maria Hannigan and Hilda O’Grady of Kinvara Tidy Towns with guest speaker Dr John Scahill, ATU lecturer. Photo: Mike Shaughnessy
Attending the MOOCs for the Environment event were guest speaker Leonie Cornelius, Garden Designer, Dr João Frias, ATU Marine & Freshwater Research Centre, and Dr Roisin Nash, ATU lecturer. Photo: Mike Shaughnessy
ATU President Dr Orla Flynn relaunches the new look freecourses.atu.ie platform at the MOOCs for Industry event. Photo: James Connolly
Higher Education 4.0 Communications Lead Donal Loftus hosts the MOOCs for the Environment panel discussion at ATU Galway. Photo: Mike Shaughnessy 59
CASE STUDIES The following case studies showcase a selection of innovative sub-projects delivered through Higher Education 4.0. Spanning areas such as adaptive learning, smart agriculture, digital credentials, social robotics, virtual reality, and sustainable development, these examples highlight how technology-enhanced teaching, learning, and industry collaboration are shaping the future of higher education. Together, they offer a snapshot of the creativity, impact, and real-world relevance at the heart of the Higher Education 4.0 initiative. For further case studies and project insights, visit the Higher Education 4.0 website.
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Case Studies
Adaptive Learning
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Case Studies
Smart Agri
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Case Studies
RosettaHUB
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Case Studies
Digital Credentials
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Case Studies
Work Based Learning
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Case Studies
WBL Civil Engineering
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Case Studies
Project Based Learning
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Case Studies
Marketing & Logistics
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Case Studies
Introduction to Marketing
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Social Robotics
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Smarttalk
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VR Assembly Lab
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SDGs
Case Study
ADAPTIVE LEARNING Brian Mulligan, Gavin Clinch, Eamon Walsh, Noel Mulkeen, Orla Warren and Aurora Dimache
Through the Higher Education 4.0 Project, educational technology provider McGraw Hill introduced adaptive learning technologies across a range of programmes into Atlantic Technological University. The project aimed to enhance learner engagement, strengthen independent learning, and improve academic outcomes through personalised and flexible digital learning experiences. The initiative formed part of ATU and Higher Education 4.0’s commitment to creating agile, technology-enabled education that responds to the evolving needs of learners and employers. By embedding McGraw Hill’s Connect platform into courses such as Anatomy and Physiology and Engineering, ATU sought to provide students with accessible, interactive, and data-informed learning supports while also giving lecturers valuable insight into learner progress and engagement.
The Challenge A number of challenges impacting student learning and engagement were identified. Large class sizes and varying levels of prior knowledge meant that learners often required additional support to keep pace with course material. Many students were balancing commuting, work, and personal commitments, making flexibility and accessibility increasingly important within programme delivery. Academic staff also recognised the need for more effective ways to monitor student progress and identify learners who may be struggling before issues escalated. Traditional teaching approaches did not always provide sufficient opportunities for personalised learning or timely intervention. The university therefore sought a solution that could support diverse learner needs while encouraging greater student participation and independent study habits.
The Solution To address these challenges, ATU’s Higher Education 4.0 implemented McGraw Hill’s adaptive learning platforms, including Connect for Anatomy and Physiology and Connect for Engineering. These platforms provided students with personalised learning pathways, adaptive reading assignments, interactive quizzes, and automatically graded, low-stakes assessments designed to reinforce understanding and maintain consistent engagement.
Lecturers embedded the activities directly into course assessment structures and established clear expectations from the beginning of the semester. The platforms also offered accessibility features such as readaloud functionality and offline access, helping students engage with content regardless of location or learning style. Importantly, the technology generated real-time learner analytics, enabling lecturers to identify students who were at risk or in need of additional support. This data-informed approach allowed staff to intervene earlier and provide more targeted guidance to learners.
The Result The project produced strong positive outcomes for both students and staff. Courses using adaptive learning tools recorded high levels of engagement, with some modules achieving completion rates of over 80% for assigned activities. Student surveys reflected strong satisfaction with the platforms, with 73% of learners rating the tools four or five stars (out of five) for ease of use and learning effectiveness. Lecturers reported that the adaptive technologies improved student participation, strengthened independent learning, and provided valuable insights into learner progress. The structured integration of low-stakes assessments and adaptive activities also supported better academic performance and more consistent weekly interaction with course materials. Overall, the initiative demonstrated the value of adaptive learning technologies in creating more flexible, inclusive, and student-centred learning experiences at ATU.
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Case Study
SMART AGRI REMOTE LAB Stephen Foy, Noel Mulkeen, Eamon Walsh, Gavin Clinch and Brian Mulligan
The agriculture sector in Ireland is currently facing a significant shortage of professionals skilled in smart agriculture technologies and sustainability practices. This gap hinders the industry’s ability to adopt innovative solutions, optimise resource use, and contribute to sustainable food production and environmental conservation. Focusing on integrating Internet of Things (IoT) technology with smart agriculture to enhance sustainability and efficiency, the Smart Agri Remote Lab utilises sensors (moisture, humidity, temperature, and light) and LoRaWAN communication for real-time environmental monitoring and data-driven decision-making. The solution aims to optimise resource use, improve crop yields, and support sustainable farming practices.
The Challenge The purpose of this project was to develop a remote lab for smart agricultural systems, leveraging Internet of Things (IoT) technology. The initiative aims to enable efficient data capture, storage, and analysis to enhance agricultural productivity. This includes field-based sensing using soil and weather sensors and the deployment of an intelligent gateway to facilitate Machine-to-Machine (M2M) and Machine-to-Cloud (M2C) communication. Traditional agricultural monitoring systems are limited in their ability to collect and analyse real-time data across vast areas. This limitation hinders predictive decisionmaking, sustainability practices, and the optimisation of resources. The challenge was to create a scalable and cost-effective solution for data-driven agriculture using advanced IoT technologies.
The Solution To address the challenges of traditional agricultural systems, the proposed solutions integrates advanced IoT technologies into a smart agricultural remote lab. • Field Capture and Sensing: Soil and weather sensors are deployed to collect environmental data in real time in the field. • Intelligent Gateways: The SenseCAP Gateway, operating on the LoRaWAN EU868 protocol and 4G, ensures robust communication between field sensors and the centralised cloud platform. • Cloud Integration: Data captured is transmitted using MQTT protocols to a cloud platform, allowing secure storage and real-time access for analytics and decision-making.
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• Data Analytics and Machine Learning: The system incorporates machine learning models using NodeRED to analyse trends, anomalies, and provide actionable insights to optimise agricultural productivity using Node-RED framework.
The Result The integration of moisture, humidity, temperature, and light sensors with the SenseCAP Gateway delivered exceptional results in monitoring agricultural environments. The sensors provided real-time, accurate data on critical parameters, enabling better understanding and control of field conditions LoRa technology stood out for its long-range, low-power capabilities, achieving reliable communication over distances up to 10km in open fields and 2km in urban areas. The LoRaWAN protocol ensured low-power, robust data transmission with mutual authentication and encryption. This technology was easy to deploy using the SenseCAP Mate App and Cloud Portal, enabling rapid scalability for broader applications. Data analysis, performed using AI within the Node-RED framework, provided actionable insights to optimise irrigation schedules and improve crop yields. The durable, industrial-grade design ensured reliable performance even in harsh environments over long time periods, making this solution a powerful example of how IoT and LoRa technology can revolutionise smart agriculture.
Case Study
ROSETTAHUB Domenico Carbone, Mark Porter, Gavin Clinch, Eamon Walsh and Noel Mulkeen
The objective of RosettaHUB was to implement a Unified Cloud-as-a-Service (UCaaS) platform to support teaching and learning in cloud computing and related technologies. The project was designed to create scalable, cloud-based teaching laboratories that provide students and staff with secure, automated, and flexible access to computing resources without relying on expensive on-premises infrastructure. Supporting a range of disciplines, including Cloud Computing, Big Data, Artificial Intelligence, System Development, and Digital Media, by integrating leading cloud providers such as AWS, Microsoft Azure, and Google Cloud into a single managed environment, the platform enables students to develop industry-relevant skills while giving lecturers greater flexibility in delivering practical learning experiences. The project aligns with the goals of Higher Education 4.0 by promoting innovation, digital transformation, and workforcealigned learning while supporting remote and flexible education models.
The Challenge The adoption of cloud technologies in education presents several significant challenges. Cloud environments are often complex to manage and typically require specialist technical expertise, creating barriers for both academic staff and students with limited cloud experience. This skills gap can slow adoption and reduce confidence in integrating cloud technologies into teaching. Managing cloud infrastructure also introduces concerns around cost control, compliance, and security. Without proper oversight, cloud usage can quickly exceed budgets, while ensuring compliance with regulations such as GDPR adds further complexity. Institutions must also manage permissions, resource allocation, and accountability across multiple users and projects. Another challenge was the risk of vendor lock-in, where reliance on a single cloud provider limits flexibility and future scalability. As cloud adoption increases across institutions, maintaining interoperability between different platforms becomes increasingly important. ATU therefore required a solution that would simplify cloud access, support teaching at scale, and provide secure and costeffective management of resources.
The Solution To address these challenges, ATU Sligo partnered with RosettaHUB to deploy a Unified Cloud-as-aService platform that centralises and automates cloud management for teaching and learning.
The platform integrates AWS, Microsoft Azure, and Google Cloud into a single environment, enabling lecturers and students to access cloud resources securely and efficiently. The system provides automated cloud labs, granular budget controls, and centralised management of access, compliance, and security. Students can access labs remotely at any time, allowing them to complete continuous assessments, projects, and practical exercises from anywhere. The platform also supports a ‘learn once, apply everywhere’ approach, helping students develop transferable skills across multiple cloud providers while reducing the complexity often associated with cloud technologies.
The Result The project has delivered strong outcomes in student engagement, scalability, and operational efficiency. During the 2023–2024 academic year, more than 180 Computing Science students at ATU Sligo used the platform, with this figure increasing in the ensuing years. The UCaaS platform has enabled 24/7 remote access to cloud labs while maintaining full budget control and secure resource management. The initiative also explored collaborations with industry leaders such as AWS, Microsoft, and Google, helping to ensure graduates gain practical, industry-aligned cloud computing skills.
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Case Study
DIGITAL CREDENTIALS Gavin Clinch, Domenico Carbone, Kyle Griffiths-Maher, Mark Porter, Brian Mulligan, Noel Mulkeen, Eamon Walsh
Atlantic Technological University (ATU) partnered with Canvas to implement a scalable digital credentialing infrastructure that supports the issuing, management, and sharing of accredited and non-accredited achievements. The initiative aimed to modernise academic credentialing, improve employability, and provide learners with secure, verifiable recognition of skills and achievements through digital badges and micro-credentials. The project also included pilot collaborations with industry partners such as the Insurance Institute of Ireland and Irish Manufacturing Research (IMR).
The Challenge Traditional academic transcripts and certificates were no longer meeting the needs of a fast-moving, digitally connected learning environment. ATU faced several challenges, including limited interoperability between legacy systems, difficulties for employers in verifying learner achievements, and growing demand from learners for portable, shareable digital credentials. There were also concerns around data security, privacy, and the absence of a centralised institution-wide framework for issuing and managing digital credentials consistently across campuses and partnerships.
The Solution ATU implemented Canvas Credentials to create a secure and interoperable digital credentialing ecosystem. The platform enabled the university to issue verifiable digital badges for formal and informal learning, including microcredentials, workshops, and professional development programmes. Learners could easily store and share their credentials across platforms such as LinkedIn, Facebook, e-portfolios,
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and job applications. The initiative also supported industry collaboration through targeted pilot programmes, including specialist insurance awards and robotics training delivered with external partners. Internally, ATU introduced Open Badges and Learning Pathways to enhance MOOCs and support lifelong learning.
The Result The project delivered measurable success across ATU campuses and external partnerships. Since 2023, nearly 1,000 digital badges have been awarded across a range of programmes and initiatives. Learners actively shared credentials online, increasing visibility of skills and improving employability outcomes. The implementation demonstrated strong engagement from students, staff, and industry partners, while also establishing the foundation for a university-wide digital credentialing ecosystem. The initiative has positioned ATU as a leader in innovative, learner-centred credentialing and created a scalable framework for future growth in digital recognition and skills validation.
Case Study
WORK BASED LEARNING Brian Mulligan, Gavin Clinch, Eamon Walsh, Noel Mulkeen, Dermot O’Donovan, Paul Leamy and Shemeem O’Toole
A year-long work placement programme was developed by ATU Connemara for third-year students on the B.Sc. (Hons) in Furniture Design and Manufacture (FDM) and the B.Sc. (Hons) in Furniture Making and Architectural Woodworking (FMAW) programmes. Introduced through the Higher Education 4.0 initiative, the programme combined professional industry placement with online academic delivery to strengthen the connection between education and industry. Students spent four days each week working within furniture and wood manufacturing companies in Ireland and overseas, while also completing online modules and assessments. The initiative aimed to provide students with practical workplace experience, enhance employability, and support the development of technical, creative, and professional skills relevant to the modern furniture and interiors sector. The placement programme also strengthened collaboration between ATU Connemara and industry partners, creating opportunities for shared learning, innovation, and long-term engagement between education and employers.
The Challenge The furniture and interior fit-out sectors are made up largely of small and medium-sized enterprises dispersed across different geographic locations, with each company operating in unique and project-driven environments. This created challenges in ensuring consistency in student learning experiences and placement quality. Students entering placement had developed strong creative, practical, and digital skills during their first two years at ATU but often had limited experience of professional workplace environments. Preparing students for the realities of a year-long industry placement became a key challenge. ATU also needed to support lecturers in redesigning module content, assessments, and teaching approaches to suit online delivery and work-based learning methodologies. In addition, host companies needed clear guidance on academic requirements, student expectations, and learning outcomes to ensure placements delivered meaningful educational experiences.
The Solution To address these challenges, ATU Connemara introduced a series of supports and collaborative initiatives. Academic staff redesigned modules and learning resources for online delivery, while assessment methods were adapted to align with workplace-based learning.
Students were prepared for placements through company visits, field trips, industry research, and annual on-campus industry days, where employers presented career opportunities and discussed industry projects. Workshops were also held with placement companies to clarify programme expectations and address potential challenges before placements began. Alongside the 40-credit placement module, students completed two 10-credit online modules linked directly to their workplace experience, encouraging them to apply academic learning within real business operations.
The Result Between 2022 and 2024, 62 students successfully completed the programme across 42 companies in Ireland, the UK, and New Zealand. The initiative enhanced student employability by developing practical workplace skills, confidence, self-evaluation, and professional experience. Students gained exposure to real-world manufacturing, design, and operational processes while applying their academic knowledge directly within industry settings. The programme also strengthened ATU’s relationships with industry partners and contributed to a growing reputation for collaborative, industry-led education. Both students and employers highlighted the value of the placement experience, with companies recognising the benefits of maintaining a strong learning culture within the workplace.
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Case Study
WBL CIVIL ENGINEERING Trevor McSharry, Emma Britton, Noel Mulkeen, Eamon Walsh, Gavin Clinch and Brian Mulligan
In early 2020, a proposal from IT Sligo’s Department of Civil Engineering and Construction was submitted to Higher Education 4.0 to develop a Masters programme through work-based learning. The programme was designed in collaboration with key industry employers and Engineers Ireland to create an embedded qualification route where students could gain their initial professional development while achieving their educational base. The long-term aim was to provide a sustainable pathway to attract new talent, upskill existing staff, and create a transformational career route into the Civil Engineering profession in Ireland.
The Challenge The Civil Engineering profession in Ireland is experiencing a shortage of suitably qualified graduates. The profession is often perceived as being closely linked to the construction industry and therefore viewed as volatile and dependent on the country’s economic strength. This has contributed to a significant decline in Civil Engineering undergraduate awards. Many students are unaware of the wide range of career opportunities available in Civil Engineering, including designing and maintaining infrastructure, protecting communities from climate change, and delivering sustainable environmental solutions. In 2021, the Expert Group on Future Skills Needs identified skills shortages in Ireland’s built environment sector as a significant obstacle to the successful delivery of Project Ireland 2040 and Ireland’s Climate Action Plan 2019.
The Solution Following discussions with industry partners, it was decided that an apprenticeship and work-based learning route was best suited to the profession. Students and apprentices would gain hands-on experience of the modules they were studying while in the workplace, giving them a deeper understanding of what they were doing and why they were doing it. An industry consortium was formed in 2021 including members of the Connacht Ulster Alliance (now Atlantic Technological University), Engineers Ireland, Transport Infrastructure Ireland, Irish Water, and other key industry bodies.
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The programmes were designed to ensure transferable skills were developed before graduation and to create more attractive pathways into the profession, including addressing the gender imbalance within the industry.
The Result Initial proposals for four standalone apprenticeships, ranging from Higher Certificate (Level 6) to Master of Engineering (Level 9), were submitted to the National Apprenticeship Office. Approval was received for all four programmes, with funding provided by SOLAS. The Civil Engineering apprenticeship programme is transformational, helping to bridge the shortfall in the supply of engineers in Ireland while providing the skills critical to the delivery of Project Ireland 2040.
Case Study
PROJECT BASED LEARNING Carine Gachon, Maébh Coleman, Brian Mulligan, Eamon Walsh and Noel Mulkeen
Atlantic Technological University’s MEng in Automation and Digital Manufacturing addresses the growing demand for highly skilled automation engineers within the Irish manufacturing industry. Supported by Higher Education 4.0, the programme was designed as a project-based learning initiative that enables working professionals to upskill from Level 8 to Level 9 while remaining employed full-time. The two-year programme combines online learning with an industry-focused applied project worth 50 credits, supported by four online modules in the first year. Central to the initiative is the creation of a digital support ecosystem that provides students with access to technical expertise, specialist equipment, and an online repository of research materials and industry knowledge. The programme supports Ireland’s wider digital transformation agenda by helping manufacturing organisations implement automation and digital manufacturing technologies through workforce upskilling and innovation.
The Challenge The manufacturing sector in Ireland is increasingly dependent on automation and digital manufacturing to remain competitive, yet there is a shortage of highly skilled automation engineers available to lead this transformation. One of the primary challenges was designing a Master’s programme that could be completed by busy industry professionals while balancing full-time employment and personal commitments. Students were required to complete 90 credits within 24 months, including a substantial work-based project directly linked to their employer’s operations. Another challenge related to the rapidly evolving nature of automation and digital manufacturing technologies. Much of the latest research and innovation takes place within industry and is often proprietary, meaning traditional academic literature can be limited. Students therefore required access to current technical information, industry case studies, and practical resources to support project implementation and research activities.
The Solution To address these challenges, the project developed a flexible project-based learning model supported by an online platform and specialist technical infrastructure. The platform acts as a repository for articles, white papers, previous projects, and technical resources, helping students accelerate literature reviews and focus on applied implementation within their workplaces.
The programme also provides students with access to advanced technologies, equipment, and academic expertise to support proof-of-concept development. Expertise has been developed in areas including Digital Twin software, virtual reality technologies, 3D vision systems, collaborative robots (Cobots), and advanced automation systems. An automated robotic cell integrating precision robotics and machine vision technology was also developed to support practical experimentation and innovation.
The Result The project successfully established the infrastructure and support ecosystem required to deliver the MEng in Automation and Digital Manufacturing. The online platform is operational and continues to expand as students and lecturers contribute additional resources and knowledge. Advanced technical expertise and specialist equipment are now available to support research, innovation, and proof-of-concept development in automation and digital manufacturing technologies. Students enrolled on the programme benefit from flexible, industry-aligned postgraduate education while contributing directly to digital transformation within their workplaces. Overall, the initiative has created a scalable model for supporting lifelong learning, workforce development, and innovation within the manufacturing sector.
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Case Study
LOGISTICS & MARKETING Vicky O’Rourke, Michael Gill, Declan Hoban, Noel Mulkeen, Eamon Walsh, Gavin Clinch and Brian Mulligan
The Level 7 Certificate in Logistics and Marketing micro-credential was developed to support organisations in responding to rapidly changing market demands. Delivered collaboratively across ATU’s Galway, Mayo, Sligo and Letterkenny campuses, the programme was designed to demonstrate how logistics and marketing tools can help businesses bring products and services to market more quickly, efficiently, and competitively. The blended, part-time course focuses on developing learner understanding of supply chain agility, customer value creation, digital innovation, and emerging market trends. Through online learning, experiential workshops, case studies, guest speakers, and industry engagement, the programme aims to equip learners with practical, workplace-focused skills relevant to modern business environments. The course formed part of the Human Capital Initiative (HCI) and Higher Education 4.0 strategy, supporting flexible lifelong learning and stronger links between higher education and industry.
The Challenge One of the primary challenges facing the project was attracting sufficient learner numbers to ensure the viability and sustainability of the programme. Despite extensive promotional efforts and strong collaboration across ATU campuses, the first delivery of the course in January 2024 enrolled just six students, although this number did increase substantially for subsequent in-takes. The project also sought to respond to broader industry challenges. Organisations are increasingly required to analyse large volumes of data, improve operational agility, and adopt innovative digital technologies to remain competitive in rapidly changing markets shaped by Brexit, post-COVID economic conditions, and evolving customer expectations. Another challenge was ensuring that learners understood the growing importance of integrating logistics and marketing functions within organisations. Businesses increasingly require employees who can combine operational efficiency, customer insight, and digital innovation to identify new opportunities and deliver products and services more effectively.
The Solution To address these challenges, a flexible blended-learning programme combining online classes with experiential on-campus workshops was delivered. The course was collaboratively developed by the former GMIT, IT Sligo,
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and Letterkenny IT under the Human Capital Initiative before the institutions merged to form ATU. The programme incorporated case studies, industry engagement, guest lecturers, and a site visit to a logistics company in Mayo to provide learners with practical exposure to real-world logistics and marketing operations. The curriculum focused on topics such as supply chain management, digital agility, market responsiveness, and customer value creation. Extensive marketing and recruitment efforts were also undertaken, including social media campaigns, newspaper advertising, online prospectuses, direct engagement with industry stakeholders, and information sessions delivered both online and in person.
The Result Although the initial cohort size was modest, the first delivery of the programme was considered successful based on positive student feedback and strong learner engagement. The inclusion of guest speakers and industry site visits demonstrated the practical value of the course and enhanced the overall learning experience. The project also established a strong collaborative model across multiple ATU campuses and departments, supporting ongoing programme development and promotion. Overall, the programme has created a flexible, industryfocused learning opportunity that supports workforce development in logistics, marketing, and supply chain innovation.
Case Study
AN INTRODUCTION TO MARKETING Lisa Dunne, Noel Mulkeen, Eamon Walsh, Gavin Clinch and Brian Mulligan
Atlantic Technological University’s Introduction to Marketing consisted of the development of four online short courses with associated digital badges covering some of the main concepts of marketing. The project aimed to: • Build awareness among transition year students of marketing via online courses with associated digital badges. • Introduce marketing for business owners and employees whose remit expands into marketing. • Provide additional resources for students considering a Level 7 marketing degree. The four free courses created were: Introduction to Marketing Concepts, Introduction to Digital Marketing, Introduction to Marketing Research, and Introduction to Services Marketing. On successful completion of each course, learners receive a digital badge, while completion of all four courses leads to a milestone badge.
The Challenge The challenge was to develop courses suitable for three distinct target groups while ensuring the content remained self-directed, interactive, enjoyable, and informative. The courses needed to include knowledge checks throughout, as well as an end-of-course assessment. Another key challenge was creating short courses that would appeal to all three markets and could be completed at a time that suited each learner. In addition, the project required the development of digital badges that could be easily shared online and used to display new technical skills in marketing.
The Result Four free online courses – culminating in a Massive Open Online Course or MOOC – with associated digital badges and an overall milestone badge were successfully developed and launched. Supporting promotional resources included an infographic, information video, dedicated webpage, and a dedicated email address for learner queries monitored by an academic. The rollout of the courses commenced in September 2024, helping ATU build stronger connections with schools and interested communities while creating greater awareness of educational opportunities in marketing.
The Solution Four self-directed online courses were created using ATU Open Free Courses. The courses included multiplechoice quizzes, knowledge checks, and end-of-course assessment quizzes. Once successfully completed, learners were awarded a digital badge relevant to the course. Each course takes approximately two hours to complete, with no deadline for completion, giving learners flexibility. Learners are invited to claim and digitally share their badges after successful completion. The project team also liaised with the School Liaison Officer at ATU Sligo, the New Frontiers Programme Manager, and Sligo College of Further Education and Training to promote the courses to target groups.
ATU lecturer in Marketing Lisa Dunne, who spearheaded the initiative.
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Case Study
SOCIAL ROBOTICS John Pender, Perry Share, Noel Mulkeen, Gavin Clinch, Eamon Walsh and Brian Mulligan
Under ATU’s Higher Education 4.0, three Massive Open Online Courses focusing on social robotics were developed by Drs Perry Share and John Pender. These have been designed to introduce learners to the rapidly evolving field of social robotics while encouraging informed discussion around its social, ethical, and practical implications. The MOOCs were created to make learning about robotics accessible to a broad audience, particularly those from nontechnical backgrounds. As robotics and artificial intelligence continue to shape areas such as healthcare, education, customer service, and workplace environments, the project aimed to equip learners with foundational knowledge and critical awareness of how humans and robots may interact in the future. The initiative also built upon previous Erasmus+ work through the PRoSPEro project, extending educational opportunities in this emerging field through flexible online learning.
The Challenge Despite growing public interest in robotics, opportunities to study social robotics in an accessible and engaging way remain limited. Many educational and training programmes outside technical disciplines have not fully addressed the impact of robotics and artificial intelligence on society, workplaces, and human relationships. Social robotics also presents complex ethical and societal questions, including issues relating to privacy, autonomy, emotional attachment, and the role of robots in humancentred environments. Without accessible educational resources, learners may struggle to critically evaluate both the opportunities and limitations of these technologies. The interdisciplinary nature of social robotics created an additional challenge. The field combines elements of computer science, psychology, sociology, ethics, and design, meaning the course needed to appeal to diverse learners while remaining approachable for those with no prior technical experience. The project also sought to move beyond science-fiction perceptions of robots and provide balanced, evidence-based understanding of realworld applications and challenges.
The Solution To address these challenges, three introductory MOOCs have been designed for students, educators, professionals, and members of the public interested in learning about social robotics. The courses are structured to provide accessible, engaging, and flexible online 70
learning experiences that require no previous knowledge of robotics. The MOOCs explore topics including human-robot interaction, ethical considerations, workplace integration, healthcare applications, and user-centred design. Learners are encouraged to critically examine the societal impact of social robots and consider how these technologies could be responsibly integrated into everyday life. The courses include interviews with leading robotics experts from Ireland, Denmark, and Sweden, alongside interactive activities and discussions developed in collaboration with instructional designers. This combination of expert insight and learner-focused design created an engaging and practical learning experience.
The Result The project successfully delivered three MOOCs that broadened access to learning in social robotics and stimulated discussion around the future role of robotics in society. The courses created opportunities for learners from non-technical backgrounds to engage with emerging technologies in a critical and informed way. By combining academic research, industry expertise, and accessible online learning design, the initiative supported responsible engagement with robotics while helping learners develop awareness of both the opportunities and ethical challenges associated with human-robot interaction. See freecourses.atu.ie to access ATU’s MOOCs.
Case Study
SMARTTALK: A NEW LEARNING PARADIGM FOR LANGUAGES Una Carthy, Michael Margey, Jessica Lysart, Juan Espinosa, Noel Mulkeen, Eamon Walsh, Gavin Clinch and Brian Mulligan.
This collaborative project was developed to support the goals of the government’s Languages Connect Strategy, which identifies language education as central to Ireland’s future prosperity. Both the HEA and the Expert Group on Future Skills Needs have highlighted foreign language upskilling as essential to Ireland’s international trade and economic competitiveness. In response, Atlantic Technological University (ATU) created an innovative digital learning initiative called Smarttalk, designed to widen access to language education through flexible online learning pathways that combine synchronous and asynchronous tools.
The Challenge Ireland continues to face significant challenges in foreign language education, particularly within the Technological University sector. Despite the growing importance of multilingual skills, empirical research has shown a perceived lack of traditional curricular space for language provision in the TU sector. Declining uptake of languages has also raised concerns about Ireland’s ability to meet the ambitious targets outlined in the Languages Connect Strategy. Research further suggests that learners often disengage from language learning due to limited emphasis on oral communication and insufficient opportunities for meaningful interaction. These challenges created a clear need for ATU to develop new virtual learning spaces that transcend geographic and time constraints and bring language learning into the 21st century.
innovative opportunities for students who may never previously have studied a foreign language.
The Result The project has successfully created sustainable digital learning platforms that widen access to language provision and support national upskilling goals in foreign language competence. By creating engaging and inclusive online learning spaces, the initiative enables learners to develop linguistic and intercultural skills in a flexible environment. The project also positions ATU at the forefront of innovative language education, helping Ireland build the multilingual workforce needed for future international growth and competitiveness.
The Solution The project harnessed new technologies to create customised online learning pathways with a strong focus on building oral competencies and learner engagement. Through the Smarttalk model, learners benefit from interactive digital learning environments that prioritise speaking skills, social presence and live interaction with native speakers. The initiative developed two German language pathways: a six-week A1 beginner programme and a six-week A2 Business German programme. Aligned with two national strategies, the project provides flexible access to language learning across all disciplines and creates
Two German language pathways were developed
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Case Study
VIRTUAL REALITY ASSEMBLY LAB Karol Dempsey, Mark Porter, Noel Mulkeen, Eamon Walsh, Gavin Clinch and Brian Mulligan
The Department of Civil Engineering and Construction in Atlantic Technological University Donegal developed a Virtual Reality Assembly Lab, an immersive virtual reality learning environment designed to support construction education. The project aimed to create a proof-of-concept application that allows students to simulate the assembly of construction components collaboratively within a fully interactive virtual space. Using Oculus Quest 2 headsets, students engage with digital construction assemblies, interact with components, and collaborate with lecturers and peers in real time. The project focuses on demonstrating how virtual reality can enhance teaching and learning by enabling students to visualise, test, and assemble construction details in a safe, controlled, and cost-effective environment. The initiative also explores how virtual environments can support the construction industry more broadly by allowing projects to be reviewed and coordinated before physical construction begins.
The Challenge The project faced several technical and educational challenges in integrating virtual reality into existing construction programmes. One of the primary challenges was identifying a construction assembly complex enough to demonstrate meaningful interaction in VR while remaining manageable for students in the early stages of their studies. The development team also needed to establish an effective digital workflow capable of transferring construction models from design software into a VR platform where users could manipulate individual components. Additional challenges included selecting affordable and practical VR hardware suitable for student use and overcoming infrastructure limitations relating to space, Wi-Fi connectivity, and integration into current teaching modules. Ensuring student comfort and usability within collaborative VR environments was another important consideration, particularly when introducing students with limited prior experience of virtual reality technologies.
The Solution To address these challenges, the project team developed a VR assembly exercise based on a window assembly within a masonry cavity wall – a construction detail with an appropriate level of complexity and strong relevance to construction students. 72
The assembly was first modelled in Revit before being exported into Unity, where interactive functionality, component manipulation, and collaborative environments were developed. Oculus Quest 2 headsets were selected due to their affordability, portability, and untethered multiplayer capabilities. Students tested the application in collaborative VR settings to identify potential issues relating to interaction, comfort, and workflow efficiency. The exercises were designed for use within existing campus rooms and studios, requiring minimal physical space while relying on strong Wi-Fi connectivity for effective group interaction.
The Result The VR Assembly Lab successfully demonstrates that interactive construction assemblies can be created and experienced effectively within virtual reality environments. Testing confirms that students can interact with components, assemble construction details, and collaborate within the immersive VR space. The project also highlights opportunities for future development, including expanding the library of building components, integrating sketches directly into the application, and incorporating in-app assessments. Student testing further identified the importance of VR induction sessions to support learners unfamiliar with virtual environments. Overall, the project established a strong proof of concept for integrating immersive VR technologies into construction education, supporting innovation, collaboration, and experiential learning at ATU.
Case Study
CERTIFICATE IN SUSTAINABLE DEVELOPMENT GOALS John Scahill, Noel Mulkeen, Gavin Clinch and Brian Mulligan
Atlantic Technological University (ATU) developed a series of accredited online micro-credentials focused on the United Nations Sustainable Development Goals (SDGs) to support organisations, businesses and individuals seeking to align with sustainability targets. The programme, led by ATU lecturer and researcher Dr John Scahill under the Higher Education 4.0 Project, consists of four themed modules: SDGs & Partnership, SDGs & People, SDGs & Planet and SDGs & Prosperity. Each module is worth five credits, with successful completion of all four leading to a Level 6 Certificate in Sustainable Development Goals: Partnership, People, Planet and Prosperity.
The Challenge As society works towards achieving the United Nations 2030 Agenda for Sustainable Development, there is growing recognition that sustainability awareness and knowledge are essential future skills. Employers and industries are increasingly looking for people who understand sustainability and can align practices with the SDGs. At the same time, Ireland and other nations continue to face significant environmental, social and economic challenges in meeting SDG targets. ATU recognised the need to respond directly to national and international calls for increased sustainability education and to provide accessible, practical learning opportunities that connect the SDGs with regional and industry contexts.
The Solution ATU created a fully online and flexible programme designed to make sustainability education accessible to a broad audience. The modules introduce learners to sustainability terminology, climate science, the history and operation of the SDGs, and the interrelationship between people, planet and prosperity, with partnership described as “the glue that allows that all to happen”. The programme also focuses on the regional application of the SDGs in the west and northwest of Ireland through local examples, interviews, case studies and applied learning. Learners can complete individual modules, combine two modules for a Special Purpose Award, or complete all four to gain the full Level 6 qualification. The programme was developed in response to the Human Capital Initiative
(HCI) Pillar 3 call to develop courses focused on present and future skills.
The Result Since launching in January 2023, the programme has attracted learners from varied backgrounds and helped participants develop a much deeper understanding of sustainability and the SDGs. Students described the course as thought-provoking, practical and highly engaging, with many noting that their learning had “mushroomed” and that the programme gave them a much stronger understanding of how the SDGs apply in real-world settings. The course also supports industry demand for sustainability awareness and provides learners with a recognised qualification that can help organisations align with global sustainability goals.
ATU lecturer John Scahill speaking on the Sustainable Development Goals (SDGs)at the ‘MOOCs for Industry’ event in Sligo in November 2024. 73
END OF PROJECT GATHERING but Higher Education 4.0 continues!
11 December 2024 Higher Education 4.0 Project Lead, Professor Jacqueline McCormack, paid tribute to all those who made the €12.3 million HCI-funded project, which uses innovation and technology to provide pathways into and through higher education and employment, an outstanding success. In her welcome address at the ‘End of Project Gathering’ at Hume Hall, ATU Sligo, in December 2024, Prof. McCormack recognised the contributions of all Higher Education 4.0 stakeholders and said that she and her colleagues were “very proud of what has been achieved.” Prof. McCormack continued: “In the Higher Education 4.0 Project, we had a criterion for the sub-projects that they had to be sustainable beyond the lifetime of the project, as we wanted to create things that were going to live beyond the end of the funding. This has certainly been the case. “Under Career and Learning Pathways (Theme I), there has been over 2,600 users of MyCareerPath while 133 companies engaged with it and its platform. And then, there has been the great progress with RPL (Recognition of Prior Learning). “In Theme II, Innovation Projects, Higher Education 4.0 has delivered work-based courses, project-based courses, eight major and minor awards, over 20 MOOCs, over 4,000 Reusable Learning Objects (RLOs), instructional design, remote labs, digital credentials, adaptive learning, ATU MakerSpaces and its outreach programmes, recording studios, micro credentials – just so many outputs.” She said that Higher Education 4.0 was fortunate to boast a great team of imaginative and hard-working colleagues. “So, thank you so much for all of the work you have done on it,” added the Project Lead, who noted the occasion was also an opportunity now “to reflect on future possibilities for the next call for funding”. Also among the speakers at the gathering were Brian Mulligan, one of those who developed the concept for Higher Education 4.0; James Hanrahan of the Atlantic Sustainable Tourism Observatory; Stuart Lawn of ATU MakerSpace; and Louise Kearins, Senior Instructional Designer. A series of elevator pitches on several sub-projects were delivered, including Maria Dermiki, Repurposing Surplus 74
Food for Industry; David Collery, Lean Construction; Lisa Dunne, Introduction to Marketing; and Neville McClenaghan, Applied Industrial Science, and Keith Higgins, Strength & Conditioning, both of whom spoke on the merits of work-based learning. Overviews of Theme I (Career and Learning Pathways) and Theme II (Innovation Projects) were provided by the respective managers, Bridie Killoran and Noel Mulkeen, while the MyCareerPath and the Progression Pathways teams also made presentations on their innovative programmes. The gathering was concluded by contributions from ATU’s OFPD Head of Innovation Gavin Clinch, Co-Lead on Theme I and Lead on Theme II of Higher Education 4.0, and Project Director, Kyle Griffiths-Maher. Gavin Clinch spoke on the sustainability and legacy of the project, reiterating that the occasion was “an opportunity to celebrate the remarkable achievements of Higher Education 4.0 and reflect on the journey so far.” In wrapping up the gathering, Kyle Griffiths-Maher thanked everyone for their contributions and attendance, noting that “there are still a number of sub-projects that will be continuing, which is exciting”. Higher Education 4.0, which is funded under the Human Capital Initiative (HCI) Pillar 3, continued to operate under a No Cost Extension into 2025.
• A further €1 million of HCI funding was subsequently allocated to Higher Education 4.0, allowing the project to run until December 2026.
Professor Neville McClenaghan, Head of Department Life Science, speaks on Work-Based Learning (WBL).
Careers and Learning Pathways Advisor Maura Fallon contributes to the MyCareerPath presentation.
At the ‘End of Project’ Gathering in December 2024 were (left to right): Leroy Lenehan, Assistant to Vice President for EDI and Online & Flexible Learning; Kyle Griffiths-Maher, Higher Education 4.0 Project Director; Allan Maguire, Higher Education 4.0 Project Accountant; Brian Mulligan, former ATU Head of Online and Distance Learning; and Gavin Clinch, OFPD Head of Innovation and HE4.0 Innovation Projects Lead (Theme II).
Keith Higgins, David Collery, Lisa Dunne and Maria Dermiki, all of whom worked on Higher Education 4.0 sub-projects.
Professor Jacqueline McCormack, ATU Vice President with responsibility for Equality, Diversity & Inclusion and Online Development and HE4.0 Lead.
Dr James Hanrahan, Department of Business and Social Science, speaking about the Sustainable Tourism and Visitor Experience Laboratory at ATU (STORYATU).
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HIGHER EDUCATION 4.0 WORK PACKAGES AND SUB-PROJECTS Work Package
Sub-Project Title
Sub-Project Leader(s)
1.1
Establishment of RPL infrastructure
Gavin Clinch / Bridie Killoran / Simon Stephens / Carina Ginty
1.2
RPL Process Integration
Gavin Clinch / Bridie Killoran / Simon Stephens / Carina Ginty
1.3
Development of RPL policies
Simon Stephens
2.1
Infrastructure for careers and learning pathways service for flexible & online learners
Gavin Clinch / Domenico Carbone / Bridie Killoran / Carina Ginty / Mark Porter
2.2
Delivery of careers employability model
Carina Ginty / Bridie Killoran
2.3
Employability framework for flexible & online learners
Carina Ginty / Bridie Killoran
2.4
Educational and career pathways programme for disengaged youth
Carina Ginty / Bridie Killoran
2.6
Employer and industry liaison committee
Jacqueline McCormack / Carina Ginty / Bridie Killoran
2.7
Careers CRM integration
Carina Ginty/ Gavin Clinch / Bridie Killoran / Domenico Carbone / Mark Porter
2.8
Progression Pathways from FE to HE
Clodagh Caslin / Gillian O’Donovan / Lorraine Murphy / Ruth Walsh
2.9
Capital Hills Project
Breda McTaggart/ Clare Finnegan/ Paula Ryder/ Sandra Hallinan
3.1
Development of lean systems for development of digital teaching material
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Louise Kearins / Marie Meskell
3.2
Development of instructional design and educational technology unit
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Louise Kearins / Marie Meskell
3.3
Self-Service Recording Studios
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / John Hough / Domenico Carbone / Mark Porter
4.1.1
WBL degree Civil Engineering
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Trevor McSharry / Emma Britton
4.1.2
WBL degree Laboratory Sciences
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Thomas Smith / Sarah Best
4.1.3
WBL degree Hospitality Management
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Michael Margey / Nicola Dunnion / Gary McGill
4.1.5
WBL degree Furniture Design
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Dermot O’Donovan / Paul Leamy / Shemeem O’Toole
4.1.6
WBL degree Applied Industrial Science
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Neville McClenaghan
4.1.7
Sports Management
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Michael Margey / Nicola Dunnion/ Keith Higgins
4.2.1
Level 8 Food Innovation
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Michael Margey / Nicola Dunnion/ Gary McGill
4.2.2
Digital Design / Emergent Technologies for Creative Practices
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Masa Ruane Bratusa / Emmet O'Doherty / Adrian Durcan / Muireann Charleton / Brendan Hurley
4.3.1
Entrepreneurship
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Vicky O Rourke / Isobel Cunningham
4.3.2
Business Models & Emerging Tech
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Declan Hoban/ Michael Gill / Vicky O’Rourke
4.3.6
Digital Media - Synergies cross-campus in digital media, marketing and society
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Meghann DruryGrogan / Tracey Burke / Janine McGinn / Noreen Henry / Laura Hegarty / Alan Kelly / Aine Doherty
4.3.7
Sustainability Framework
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / John Scahill
4.3.8
Logistics & Marketing
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Declan Hoban / Michael Gill / Vicky O’Rourke
4.3.9
Prep Course for Entry to Masters in Marketing
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Lisa Dunne
4.3.10
Internationalisation at Home (COIL)
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Patrick Lynch / Jill Murphy / John Joe O’Farrell
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Work Package
Sub-Project Title
Sub-Project Leader(s)
4.3.11
Active and Sustainable Travel
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Patrick Sweeney / Brian McCann / Deirdre Greaney
4.3.12
Internationalisation Abroad (Agent Training Project)
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / John Joe O’Farrell
4.3.13
Applied Green Manager
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / James Hanrahan
4.3.14
Innovative Net Zero teaching environment at ATU
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / James Hanrahan
4.4.1
An Introduction to Mechanical Engineering
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Oliver Mulryan / Carine Gachon
4.4.1
Architectural Technology
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Irene Hayden / Gerard Nicholson
4.4.1
Database Systems
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Angela Sweeney
4.4.1
Applied Statistics
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Jennifer Hyndman
4.4.1
Programming
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Kevin Meehan
4.4.1
Mathematics/Statistics/Data Analytics using Jupyter notebooks
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Ian McLoughlin
4.4.1
Built Environment Research
Irene Hayden / John Scahill
4.4.1
Applied Health Statistics
Aimee Schwab-McCoy
4.4.2
Transversal skills
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Bridie Killoran / Carina Ginty
4.4.2
Fundamentals of Pastry & Desserts
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Maria O’Grady
4.4.2
Operations Management / Business Statistics
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / George Onofrei
4.4.2
Fluid Dynamics
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Brian de Souza
4.4.2
Programming Fundamentals
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Ian Craig
4.4.2
Programming Communications/interfacing
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Ian Craig
4.4.2
Automation Programming
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Rudie Coppieters
4.4.2
Pneumatic, E-pneumatic and Hydraulic Systems
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Rudie Coppieters
4.4.2
Reinforced Concrete Design I
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Tomas O'Flaherty
4.4.2
Structural Steel Design I
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Tomas O'Flaherty
4.4.2
Programming with C & C++
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Stephen Foy
4.4.2
Advanced Automation
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Gabriel Farragher
4.4.2
5 proposals - Understanding Theory, Introduction to Dynamics, Qualitative Research Methods, Interactive Hydraulics, Introduction to Statistics
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Garry Lohan
4.4.2
Blockchain Technology
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Trevor Clohessy
4.4.2
Human Physiology
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Cormac Flynn
4.4.2
Statistics for Business Analytics
Phelim Murnion / Meghann Drury-Grogan
4.4.2
CAD - Geometric Dimensioning and Tolerencing
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Eddie Dunbar
4.4.2
Programming with Python
Stephen Foy / Paul Greaney
4.4.2
Communications and the Creative Process (design thinking)
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Crona O’Donoghue
4.4.2
Site Organisation
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Eleanor Diver
4.4.2
Mechatronic Engineering/Sensor Fusion
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Marion McAfee
4.4.2
CAD & Modelling
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Paul Ferry
4.4.2
Micro WIRIS quizzes
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Caroline McNulty
4.4.2
An introduction to Electrical Engineering
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Oliver Mulryan
4.4.2
An introduction to Engineering Mathematics
Oliver Mulryan
4.4.3
Remote working skills
Valerie McTaggart / Marie Moran
4.4.4.1
PBL MEng in Automation and Digital Manufacturing
Carine Gachon / Maébh Coleman / Brian Mulligan / Eamon Walsh / Noel Mulkeen
4.4.4.2
PBL ATU Undergrad Eng
Carine Gachon/Maébh Coleman / Brian Mulligan / Eamon Walsh / Noel Mulkeen
4.5.1
Autonomous Vehicles
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Shane Gilroy
4.5.2
Regulatory Affairs for BioPharma
Darrin Morrissey (NIBRT) / Gavin Clinch / Stephen Daly
4.5.3
OpEx
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Brian Coll / Caroline Mullan / John Donovan
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Work Package
Sub-Project Title
Sub-Project Leader(s)
4.5.4
Lean Construction
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Trevor McSharry / David Collery
4.5.5
Mentoring for Food Innovation and Entrepreneurship
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Lisa Ryan / Maria McDonagh
4.5.6
Ocean Pollution
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Roisin Nash
4.5.7
MOOC Social Robotics
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Perry Share / John Pender
4.5.8
ATU freecourses.atu.ie revamp
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Gavin Clinch / Domenico Carbone / Mark Porter
4.5.9
Forensic Toxicology
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Geraldine Dowling
4.5.10
Sustainable Development Goals
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / John Scahill
4.5.11
MOOC Machine Vision
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Sean Mullery
4.5.12
FoodCloud project
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Thomas Smyth / Perry Share / Paul Sullivan / Maria Dermiki / Michelle (Shelly) Fox
4.5.13
MOOC: Module in Garden Design
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Leonie Cornelius
4.6
Development of makerspaces
Neville McClenaghan / Gavin Clinch / Kyle Griffiths-Maher / Noel Mulkeen / Eamon Walsh / John Hough
5.3
Remote assessment of teaching
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen
5.4.1
RosettaHUB
Gavin Clinch / Domenico Carbone / Eamon Walsh / Noel Mulkeen / Mark Porter
5.4.2
Language Learning
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Una Carthy / Michael Margey / Jessica Lysart / Juan Espinosa
5.4.3
Remote Labs
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Paul Press / Domenico Carbone / John Hough / Mark Porter
5.4.3.1
Smart Agri Systems
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Stephen Foy
5.4.3.2
Virtual Courtroom
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Bronagh Heverin
5.4.3.3
BIM for Virtual Design and Construction
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Karol Dempsey / Mark Porter
5.4.3.4
Remote Hydralic Lab
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Trevor McSharry / John Casserly / Joe Kelly
5.4.3.5
Digital Twin
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Carine Gachon
5.4.3.6
AR & VR Lab
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Pat Moffatt / Kevin Peyton / Trevor McSharry
5.4.4
UN WTO Observatory - Live Interactive Data as Learning Resource
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / James Hanrahan
5.5
Virtualisation of mechatronics
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Marian McAfee / Brian Mulligan
5.6.1
Adaptive Learning incl ALEKs and Cogbooks
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Auora Dimache / Louise Duggan / Etain Kiely
5.6.2
Adaptive content development with ‘Connect’
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Orla Warren / Aurora Dimache
5.7
Digital Credentials infrastructure
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Kyle Griffiths-Maher / Domenico Carbone / Mark Porter
6.2
Micro-Credentials strategy, policies and processes
Brian Mulligan / Gavin Clinch / Eamon Walsh / Noel Mulkeen / Kyle Griffiths-Maher
8.2
Communication & Dissemination
Áine Friel / Stephen Glennon / Gavin Clinch / Donal Loftus / Ian O’Connor
9.1
Development Plan for MyCareerPath
Jacqueline McCormack / Michéle Glacken / Carina Ginty / Bridie Killoran
10.1
Exploring External Partner Opportunities with the MyCareerPath Platform Integration and Future Development
Jacqueline McCormack / Michéle Glacken / Carina Ginty / Bridie Killoran
11.1
Maintaining, developing and integrating MyCareerPath and Work Placement including student pathways
Jacqueline McCormack / Michéle Glacken / Carina Ginty / Bridie Killoran
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HIGHER EDUCATION 4.0 STAFF We have attempted to name the key stakeholders who have worked on Higher Education 4.0, but, inevitably, there will always be someone who is missed. If so, please accept our sincere apologies. Higher Education 4.0
is extremely grateful to everyone who worked on the project, no matter how big or small the contribution. In addition to those named on sub-projects, the following is a breakdown of staff.
• Jacqueline McCormack, Project Lead;
• Olive Kelly, RPL Coordinator;
• Gavin Clinch, Co-Lead Theme I & Lead Theme II;
• Maebh Coleman, PBL Programme Developer;
• Brian Mulligan, Lead Innovation;
• Shemeem O’Toole, Staff Officer, Work Placement
• Carina Ginty, Co-Lead Theme I and Lead Theme I; • Simon Stephens, Policy Development Manager; • Noel Mulkeen, Innovation Projects Manager; • Eamon Walsh, Innovation Projects Manager; • Donal Loftus Communication and Dissemination Lead; • Bridie Killoran, Career Learning Pathway and RPL Project Manager;
• Kyle Griffiths-Maher, Project Director; • Leroy Lenehan, Project Admin Support; • Áine Friel, Communications & Dissemination Officer; • Stephen Glennon, Communications & Dissemination Officer;
• Jake Conway, Project Admin Support; • Melissa Kerins, Project Admin Support; • Sharon Conway, Project Accountant;
Officer WBL Degree Furniture Design;
• Madhu Srivastava, Learning Data Analyst; • Theresa Dempsey, Project Manager – WBL Mechatronics;
• Jorge Guadalupe Dos Santos, Agent Training – Content Creator Internationalisation Abroad;
• Haleigh Joyce, Content Creator Ocean Pollution; • Bridget Cleary, Business Development & Trade Strategist;
• Dylan Clancy, Placement Support; • Jessica Duffy, WBL and Employability Coordinator; • Bernie Merry, WBL and Employability Coordinator; • Ken Lyons, Project Manager, WBL Hospitality Management/Food Innovation;
• Gary Gill, Project Manager, WBL Hospitality Management/Food Innovation;
• Allan Maguire, Project Accountant;
• Anne Marie Kelly, RPL Coordinator;
• Domenico Carbone, Senior IT Officer;
• Christine McCabe, RPL Coordinator;
• Mary O’Donnell, Senior IT Officer;
• Keith Higgins, Project Manager, WBL Sports
• Myra Feely, RPL Co-Ordinator 1; • Sarah Johnston, RPL Co-Ordinator 2;
Management;
• Louise Kearins (Senior Instructional Designer);
• Sarah Best, Project Manager, WBL Laboratory
• Marie Meskell (Senior Instructional Designer);
• John Hough, Remote Labs Engineer;
• Paul Walsh (Instructional Designer);
• Lorraine McGinty, Career Learning Pathway Advisor;
• Madhu Kambamettu (Instructional Designer);
• Maura Fallon, Career Learning Pathway Advisor;
• Javier Vicente Herrera (Instructional Designer);
• Patrick Calvey, RPL Admin Support;
• Aidan O’Callaghan (Instructional Designer);
• Aidan Corbett, RPL Admin Support;
• Stephen O’Donnell (Instructional Designer);
• Shazray Khan, RPL Admin Support;
• Ciaran Comerford (Instructional Designer);
• Ciara McConn, RPL Admin Support;
• Christopher Heffernan (Instructional Designer);
• Anne Sexton, Employment/Enterprise Liaison Officer;
• Celeste Aúge (Instructional Designer);
• Eileen Larkin, RIP, Employment/Enterprise Liaison
• Eamonn Toland (Instructional Designer);
Sciences;
Officer;
• Peter Smith, Career Learning Pathway Advisor; • Mark Willis, Career Learning Pathway Advisor;
• Frances O’Donnell (Instructional Designer);
• David Chernick (Instructional Designer); • Jake Conway (Instructional Designer).
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