Items where Author is "O'Neill, Geraldine"

McMahon, Sinead, O'Donoghue, Grainne, Doody, Catherine, O'Neill, Geraldine, Barrett, Terry and Cusack, Tara (2016) Standing on the Precipice: Evaluating Final-Year Physiotherapy Students' Perspectives of Their Curriculum as Preparation for Primary Health Care Practice. Physiotherapy Canada, 68 (2). pp. 188-196. ISSN 0300-0508

O'Neill, Geraldine (2015) Curriculum Design in Higher Education: Theory to Practice.

O'Neill, Geraldine and Galvin, Aine (2014) A research-informed approach to the design of blended learning modules for large classes. In: The 15th Educational Technology Conference of the Irish Learning Technology Association (ILTA). May 29th and 30th, UCD, Dublin, Ireland.

O'Neill, Geraldine, Noonan, Elizabeth, Galvin, Aine and Jennings, David (2013) First Year Assessment ReDesign – A Programme Approach. In: QAA Scotland, Enhancement and Innovation in Higher Education conference, Glasgow.

Kieran, Patricia, Malone, Dermot and O'Neill, Geraldine (2011) Embedding Peer-Assisted Tutoring in a Chemical Engineering Curriculum: Tutor and Tutee Experiences. [Conference Proceedings]

O'Neill, Geraldine and Noonan, Elizabeth (2011) Integrating theory and practice to design a framework for enhancing assessment in the First Year. [Conference Proceedings]

O'Neill, Geraldine (2011) A Practitioner’s Guide to Choice of Assessment Methods within a Module. UCD Teaching and Learning, DUBLIN.

O'Neill, Geraldine (2010) Initiating curriculum revision: exploring the practices of educational developers. International Journal for Academic Development, 15 (1). pp. 61-71. ISSN 1360-144X

O'Neill, Geraldine (2010) A programme wide approach to assessment: a reflection on some curriculum mapping tools. In: AISHE.

Kieran, Patricia and O'Neill, Geraldine (2009) Peer-Assisted Tutoring in a Chemical Engineering Curriculum: Tutee and Tutor Experiences. Journal of Peer Learning, 2 (1). pp. 40-67. ISSN 2200-2359

O'Neill, Geraldine and Moore, Ivan (2008) STRATEGIES FOR IMPLEMENTING GROUP WORK IN LARGE CLASSES:  LESSONS FROM ENQUIRY-BASED LEARNING. In: Emerging Issues ii: Changing Roles and Identities. UNSPECIFIED.