Explore UCD

UCD Home >

IS41890

Academic Year 2026/2027

Statistical Modelling (IS41890)

Subject:
Information Studies
College:
Social Sciences & Law
School:
Information & Comms Studies
Level:
4 (Masters)
Credits:
5
Module Coordinator:
Dr Courtney Ford
Trimester:
Spring
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This module explores the principles and applications of statistical modelling within the context of data-driven analysis. Students will gain a foundational understanding of statistical reasoning and applied machine learning, with a focus on methods such as regression, classification, and clustering and their role in drawing insight from data.

Through both theoretical and practical applications, the module examines how statistical models are applied to domains such as information systems, data science, and other data-driven decision making. By the end of the module, students will be equipped to critically evaluate and apply a range of modelling techniques to real-world challenges relevant to Information & Communication Studies.

About this Module

Learning Outcomes:

On successful completion of this module, students will be able to:

1) Demonstrate understanding of core statistical concepts including hypothesis testing, distributions, and the theoretical assumptions of common modelling methods.

2) Apply a range of supervised algorithms including linear and logistic regression, support vector machines (SVM), k-Nearest Neighbours, decision trees, etc. to real datasets.

3) Implement and evaluate unsupervised learning methods including k-Means and hierarchical clustering.

4) Conduct model evaluation using appropriate metrics and cross-validation.

5) Interpret and communicate modelling results clearly.

Indicative Module Content:

- Foundations of statistical thinking
- Hypothesis testing (t-tests and ANOVA)
- Linear regression, logistic regression, k-NN, SVMs, decision trees
- Clustering
- Model evaluation and validation

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Proficient

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Expert

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Expert

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Competent

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Expert

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Competent

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Competent

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Competent

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Proficient

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Proficient

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Not addressed

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 5

Achieve gender equality and empower all women and girls 3

Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation 3
 

Student Effort Hours:
Student Effort Type Hours
Autonomous Student Learning

100
Lectures

12
Practical

12
Total

124

Approaches to Teaching and Learning:
The module uses a combination of teaching and learning methods to support students in developing both theoretical knowledge and practical skills, including:

Lectures, active/task-based learning, case-based learning, peer and group work, and reflective learning.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade Component repeat (in-module) Offered
Exam (In-person): Midterm exam Week 7 Graded No
40
 No
Individual Project: Modelling Assignment Week 15 Graded No
40
 No
Portfolio: Lab notebook portfolio Week 15 Pass/Fail Grade Scale No
20
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
Yes
 

Resit In Terminal Exam
Summer No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Not yet recorded.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Spring Lecture Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Wed 10:00 - 11:50
Print this page
Fill in the following details:
Enter the body of your query here.

From time to time UCD would like to send you further information that we feel, based on your enquiry, would be of interest to you.