Sort by
Filter by
The aim of this interdisciplinary initiative is to create a sustainable, long-term intervention to embed technology enhanced learning in research led teaching, ensuring that students have a highly developed awareness of the potential for proactive learning through digital methodologies, and to help teaching staff further develop their capacity to integrate our portfolio of digital resources and datasets into their teaching materials.
These resources – A web page “Short Guide 8: Reimagining Practicals” and article “The Use of Virtual Reality in the Teaching of Challenging Concepts in Virology, Cell Culture and Molecular Biology” (link below) – come from the initiative: Enhanced Active Learning in Virology, cell culture and molecular bio Technology (ELEVATE).
https://www.frontiersin.org/articles/10.3389/frvir.2021.670909/full
The ELEVATE initiative brought together disciplinary experts from the School of Microbiology, the School of Computer Science and IT, and the Centre for the Integration of Research, Teaching and Learning (CIRTL) at University College Cork. This initiative was built on a strong pedagogical foundation and it was guided by a vision to create and explore experiential and immersive learning approaches to teaching and learning, in partnership with students. In addition to co-creating innovative bespoke virtual simulations in Virology and Molecular/Cellular Biology, the team also applied active learning approaches to the study of abstract molecular concepts.
The successful development of bespoke virtual simulations was a significant breakthrough for the ELEVATE initiative and it provides a roadmap for future initiatives to follow. Multilingual realisation of abstract challenging concepts has been made possible and the knowledge gained through this experience will be shared openly with colleagues. It is important to note that while the technology underpinning virtual and augmented reality (VR/AR) has advanced at pace, knowledge around the integration of virtual simulations into teaching and learning practice remains scarce, particularly in the areas of virology and molecular/cellular biology. Dissemination through the ELEVATE initiative will therefore provide leading guidance to disciplinary and non-disciplinary experts.
This is a Moodle alternative to tools like Trello, Padlet, wallwisher etc. The plugin has many advantages over the existing commercial alternatives including areas such as accessibility, data protection and the fact that the student contributions when they use this tool can be easily used for assessment. The plugin will be available for all Moodle users worldwide free of charge.
This report arises from the #Openteach: Professional Development for Open Online Educators project, which is funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education.The #Openteach project team are based in the Open Education Unit (OEU) at Dublin City University (DCU).
The main aim of the #Openteach project was to produce, and evaluate, evidence-based open professional development for part-time online educators. In anearlier phase of the project a literature review called Teaching Online is Different: Critical perspectives from the literaturewas completed in order to identify online educator roles and the associated competencies for effective online teaching (Ní Shé, Farrell, Brunton, Costello, Donlon, Trevaskis, Eccles, 2019). Concurrently, we conducted a needs analysisreport of the target population, online students and their online educators (Farrell, Brunton, Costello, Donlon, Trevaskis, Eccles, Ní Shé, 2019). These reports were used to guide the development of the professional development resources for the #Openteach open online course.
This resource is developed from the SATLE 2018 initiative: #OpenTeach: Professional development for open online educators
Teaching online is different. In this report we attempt to explain why. This report arises from the #Openteach: Professional Development for Open Online Educators project, which is funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education. In this project we plan to uncover and promote the keys to effective online teaching practice, while recognising that effective teaching is an art, craft and science. We aim to harness this knowledge to support the professional learning of online educators. Ultimately we want to support online students to learn online by helping and inspiring their educators. This report was developed to help lay a foundation for the project through a critical analysis of relevant literature
This work arises from the #Openteach: Professional Development for Open Online Educators project, which is funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education. The #Openteach project team are based in the Open Education Unit (OEU) at Dublin City University (DCU). Formally known as the National Distance Education Centre and subsequently Oscail, the OEU is a provider of online, off-campus programmes through the DCU Connected platform. Throughout the years the mode of delivery moved gradually from that of a traditional distance education provider to incorporate more elements of online learning. A significant step in this process came in 2011, with the introduction of synchronous live online tutorials and the electronic delivery of modules in a virtual learning environment (Delaney & Farren, 2016; Farrell & Seery, 2019). Following an open and online learning philosophy, the OEU aims to afford educational opportunities to students who have not managed to access more traditional entry routes into higher education.
The #Openteach project aims to generate new knowledge about effective online teaching practice and to harness this new knowledge to support the professional development of online teachers and to more effectively support online student learning experiences.
ExS is a short self-directed learning programme that can help you to develop your executive skills. Executive skills are the higher-order thinking skills essential for self-management and academic success. We all have our own particular strengths and weaknesses and by understanding what these are, we can then play to our strengths and make accommodations or try to develop weaker skills. This online programme will help you develop this self-awareness so that you can begin the journey to improvement if necessary.
This resource was developed from the 2018 SATLE initiative: Higher Education Language Educators’ Competences (HELECs).
The Higher Education Language Educator Competences (HELECs) Framework has been developed by
an inter-institutional team of language teachers and applied linguists in Ireland. The project was
funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education
and supported by the four partner institutions, University College Cork (lead), Dublin City University,
Maynooth University and Waterford Institute of Technology. The aims of the HELECs framework are:
• To work toward the goals of the national languages strategy, Languages Connect: Ireland’s
Strategy for Foreign Languages in Education (2017), with particular reference to increasing
capacity and enhancing the learning environment.
• To provide a tool for language educators and their managers with which they can self-assess
and articulate their competences.
• To work toward a professionalisation of the field of language teaching and learning in higher
education in Ireland.
In the following sections we outline our target audience for this framework, describe the
development process, and provide the details of the framework including the competence
identifiers, the competence domains and the competence descriptors.
This resource was created from the SATLE 2018 initiative: Higher Education Language Educators’ Competences (HELECs ).
This resource was developed from the SATLE 2018 initiative: Higher Education Language Educators’ Competences.
The HELECs Project is funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education.
This inter-institutional project investigates the range of language teacher skills needed in higher education (HE). The purpose of the project is to develop an empirically informed professional development framework.
The framework will provide individual teachers and programme developers with a reference point and practical tools, based on a comprehensive profile of language teaching skills, to ensure that all HE language teachers are appropriately supported in their work.
The HELECs Team comprises Applied Linguists and language education experts from four partner universities , UCC (Lead), DCU, MU and WIT.
This resource was developed from the SATLE 2018 initiative: Developing All Learners Through Analytics Initiative (DALTAÍ)
This report is a resource developed from the SATLE 2018 Initiative: Professional Development Capacity Building in Higher Education: Extending provision for national impact through a flexible pathways approach.
This report is a resource developed from the SATLE 2018 Initiative: Professional Development Capacity Building in Higher Education: Extending provision for national impact through a flexible pathways approach.
The Graduate Certificate in Academic Practice recognises that each participant has a preferred mode of professional development (PD), consequently, the programme aims to combine a variety of methods of PD to provide an optimum flexible professional development pathway for all those who teach. This guide provides an overview of the mentoring model adopted as part of the Graduate Certificate in Academic Practice and guidelines based on best practice to help to maximise the mentor-mentee relationship. We realise that every mentoring relationship is unique and so they can be adapted as required to meet the individual needs of both mentor and mentee. It is recommended that mentors and mentees discuss the models below and decide what approach will best suit their context and objectives. Mentoring is a supportive process in which a mentor and a mentee engage in semi-structured dialogue over a period of time with the objective of assisting a mentee achieve a specific set of goals. Rather than providing advice, mentoring is concerned with empowering mentees to
critically consider and identify their own goals in a mutually respectful manner (Cambridge University 2020).
This report is a resource developed from the SATLE 2018 Initiative: Professional Development Capacity Building in Higher Education: Extending provision for national impact through a flexible pathways approach.
This resource was developed from a SATLE 2018 Initiative: Enhancing the digital teaching capabilities of experienced online instructors and the digital learning capabilities of their students .
Using interaction to build vibrant live online classes is an essential aspect of teaching and learning in an era of remote and online learning. Interaction in live classes helps to promote a sense of belonging and enhances learning through feedback and dialogue. Interaction is a shared endeavour which requires co-production between educators and students to flourish.
This project asked educators and students to share their experiences of online learning to identify what interaction looks like in an online class and what behaviours can enhance interaction.
Simon Harris TD, Ireland’s Minister for Further & Higher Education, Research, Innovation & Science officially launches the report and findings from the national sectoral partnership project- Next Steps for Teaching and Learning: Moving Forward Together. The overarching aim of the ‘Next Steps’ project was to address the question, in the context of COVID-19, ‘What have we learnt and what does it mean for the future of teaching and learning in Irish higher education?’
This launch is the centre-piece of VIT&L Week events and activities. This event shares the findings from the project. These findings are discussed by a panel which includes student, staff, senior management, sector, system and international representatives. This Ministerial launch event is chaired and presented by Irish print and broadcast journalist Matt Cooper.
