The “Recycling Art” project engages children in transforming waste into creative toys, fostering sustainable living habits and environmental consciousness in line with SDG 13, through imaginative and fun activities.
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The 10-dot Matrix is a quick and easy way to assess how well employability is embedded in classroom activities or module assessments. The video explains how to use 10 key criteria (4 graduate attribute criteria and 6 employability criteria), to quantitatively or qualitatively measure employability in your module or programme.
This project explores the impact of AI text generation on 3rd-level education in Ireland, using modules delivered in the UCD School of Biology and Environmental Science (SBES) at University College Dublin. It was co-created by students and staff.
This book is divided into two major sections. The first, Instructional Design Practice, covers how instructional designers understand, explore, create, and evaluate situations requiring educational interventions and the products or systems used to support them. In this section, chapters address how we understand diverse learners and their needs; how to explore and frame the educational problems one is solving; how to analyze the context and tasks associated with the problems; how to iteratively generate decisions, prototypes, and solutions; and how to evaluate and understand the effectiveness of an instructional design.
The second part, Instructional Design Knowledge, covers the sources of design knowledge, a variety of instructional design processes, approaches for designing instructional activities, and the relationships important for instructional design practice. This section includes chapters addressing learning/instructional theory, design precedent, both systematic and agile design processes, and practical strategies for using technology wisely, managing projects, and creating instructional activities.
The report includes a ‘baseline’ of the challenges, practices and new developments during the pandemic, examples of research and innovation in online assessment, and the supportive (or non-supportive) national policies and frameworks that define the context of assessment for the institutions. It also includes practical examples (‘Good practices’) from SIG members that can help, if not inspire developing better practice and new thinking in other member institutions.
The Irish Journal of Academic Practice (IJAP) is published online once annually at Technological University Dublin. IJAP is a peer-reviewed journal that welcomes scholarly and practice-based articles, case studies, opinion & reflective pieces and reviews relating to learning, teaching, assessment and technology within higher education.
Your Brainpower is a free, online, self-paced course, focusing on harnessing the power and potential of adolescent [age 10 – 24 years] brain and behaviour for enhanced learning, wellbeing, and student success in higher education.
Throughout this workbook students are asked to engage with the PCs Graduate Attribute & Mindsets Framework via a suite of activities or exercises. This engagement will provide students with the language of skills and attributes best suited to job application and success.
This Facilitator Checklist has been compiled from our experience as facilitators delivering the PACT Open Course with the National Forum. From our reflection, we created this resource to aid fellow facilitators save time and outlined key pre-Course, during-Course, and post-Course activities essential to the smooth running of all Open Courses.
Via the lens of graduate attribute development this toolkit highlights best examples of employability activities for higher education curriculum. Designed to enhance employability skills development as class activities and module assessments, namely via the Employability Superfoods, lecturers can enhance students’ employability learning with ease.
The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age: not so much the IT skills, but the thinking and attitudes to learning that will bring them success. Book release date (third edition): 18 August, 2022. For subsequent updates, see Updates and Revisions in the front matter of the book.
The aim of this report is to explore how stronger relationships between higher education and business can address barriers to mainstream adoption and development of innovative and sustainable models and policies for Open Educational Practices (OEP). In this report, we explore how educational institutions and business interests can work together to better leverage the potential of Open Educational Resources (OER) in the service of OEPs. The report provides an overview of existing literature and research in the field of OER and presents a series of business models and approaches to supporting the development of OER, as well as their policies and practices. The issue of sustainability and longevity of OER materials, content and communities is discussed and three case studies are presented to illustrate different business models for supporting capability development, knowledge exchange and Communities of Practice. The report concludes with recommendations and provides some points to consider for organisations interested in developing business models, policies and practices to support the development of sustainable OER and in promoting OEP. The term OEP is used in this report as an umbrella concept reflecting the wider goals of creating more open educational and organisational cultures that support more diverse, equitable and inclusive approaches to teaching, learning and assessment (Cronin, 2017, p.1). Seminal and commonly accepted definitions of key concepts are provided as part of the report.
This seminar presented an overview of current policy, research and practice relating to student wellbeing in higher education and how the curriculum can be leveraged to enhance wellbeing. It showcased a range of innovative curricular wellbeing initiatives in UCC and MTU.
This Forum Insight summarises the background and preliminary findings from the research undertaken by Brett Becker of University College Dublin as part of his National Forum Teaching and Learning Research…
This Forum Insight summarises the background and preliminary findings from the research undertaken by Dr Barry Ryan of TU Dublin as part of his National Forum Teaching and Learning Research…
This Forum Insight summarises the background and preliminary findings from the research undertaken by Professor Chris Lynch of University College Cork as part of his National Forum Teaching and Learning…
This Forum Insight summarises the background and preliminary findings from the research undertaken by Geraldine O’Neill of UCD Teaching & Learning as part of her National Forum Teaching and Learning…
The toolkit is a set of 8 modules, delivered and accessible asynchronously, online, incorporating elements of information literacy, critical thinking and academic writing skills to allow students prepare for and complete an assignment in line with best practice in academic integrity.
Video playlist of recordings from UCC Library’s Enhancing Teaching and Learning Using Virtual and Immersive Technologies Seminar.
Drawing on this knowledge, and expertise in occupational science/therapy, psychology and neuroscience, the ‘DOTS – Developmental Opportunities for Transitions in Students’ seminar sought to inform stakeholders of the biobehavioural transitions that influence undergraduate wellbeing and academic achievement in the current socio-cultural climate.