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Assessing the Success of Analytics-led Interventions
Analytics is an evidence-based methodology that prizes empirical information. As such it is appropriate that institutions should be able to provide an evidential foundation for the success of analytics itself. HEIs should seek to iteratively assess the effectiveness of their analytics strategy to ensure that it is having a positive impact on students’ experience. This document briefly discusses some of the considerations and challenges that should be born in mind when institutions are attempting analytical self-reflection.
Creative Commons Attribution (CC BY)
This work is licensed under a CC BY license, allowing sharing and adaptation with proper attribution.
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Teaching and Assessment for Learning Checklists aimed at early career & seasoned lecturers. The checklists provide guidance & reliable curated resources for lecturers who want to deliver an engaging and positive learning experience for their students. They act as a guide to check existing approaches, and help analyse how improvements can be made.
This resource was created to share the learning from teaching adults with intellectual disabilities (ID) in IADT college as part of a national suite of pilot projects.
This case study outlines a first-year intervention at SETU Waterford using a timetabled weekly session to tackle common causes of academic failure such as time management, assessment planning. and study skills. It is intended for programme teams seeking practical, low-resource approaches to improving student progression and retention.
This OER presents findings from a comparative study of novice programmers engaging in face-to-face and hybrid pair programming. It explores collaboration patterns, role switching, satisfaction, and challenges, offering evidence-based insights for educators seeking to prepare students for effective teamwork in modern hybrid software development.
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