Learning Analytics and Data Protection in Ireland
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This infographic contains findings from 29,929 students and staff who teach across the five themes of the recent Irish National Digital Experience (INDEx) Survey.
Institutions have access to vast amounts of valuable information. This guide details some of the many potential sources of data and how they can be used effectively
This report discusses the major policies and initiatives through which public authorities in 28 European higher education systems support the enhancement of learning and teaching. It is a follow up to Trends 2018.
A Case for Slow Scholarship: Implications for Programme Assessment Design
The fundamental role of Learning Analytics is to answer questions. These questions should provide actionable insights that institutions, teaching staff and students use to drive effective change. Identifying the initial…
An Introduction to Horizontal and Vertical Approaches to Programme Assessment Integration
The EDTL Approach has been developed to support effective remote teaching in the context of COVID-19 and outlines a pathway with key considerations for those who are adapting a programme that is normally taught, wholly or partly, face-to-face.
The EDTL Approach has been developed to support all staff who support learning for effective remote teaching in the context of COVID-19 and outlines a pathway with key considerations for those who are adapting a lab based module that is normally taught, wholly or partly, face-to-face.
The EDTL student intern team has collaborated to produce advice for students for effective remote learning during Covid-19, to accompany the EDTL Approach for modules and programmes.
Case Study O: Assessing Students’ Engagement with Online Quizzes over the Course of their Programme
Guide for teams who are interested in applying for the DELTA Award
The EDTL Approach has been developed to support effective remote teaching in the context of COVID-19 and outlines a pathway with key considerations for those who are adapting a module that is normally taught, wholly or partly, face-to-face.
This appendix infograph comes from a recent literature review which aims to demystify the ways in which those who teach can partner students by exploring initiatives such as involving them as self or peer assessors, as co-creators of assessment activities and marking criteria, and the use of collaborative opportunities to co-own the assessment process.
This resource is an executive summary of a key literature review which stemmed from an interdisciplinary project that examines how qualitative and quantitative student feedback and evaluation of teaching methods, at module and programme level, can help to enhance student learning and contribute to the continuing professional development of staff who teach.
This resource stems from an interdisciplinary project that examines how qualitative and quantitative student feedback and evaluation of teaching methods, at module and programme level, can help to enhance student learning and contribute to the continuing professional development of staff who teach.
This literature scoping review aims to demystify the ways in which those who teach can partner students by exploring initiatives such as involving them as self or peer assessors, as co-creators of assessment activities and marking criteria, and the use of collaborative opportunities to co-own the assessment process.