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A resource containing a suite of approaches to achieve social presence with online teaching. Each approach is aimed at establishing a sense of a learning community, enabling meaningful and in-depth interactions where learning experiences can be shared.
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.
The EDTL student intern team has collaborated to produce advice for students for effective remote learning during Covid-19
A PDF of a webinar detailing concepts around accessibility, toolkits, checklists and the important aspects of each we need to consider.
This resource has been developed to provide a framework for programme teams and lecturers to consider the role and place of group-work in their programmes and teaching and to plan and manage it in a way that enhances learning and promotes a positive student experience.
The Centre for Educational Development (CED) at Queens University have designed the THRIVES acronym to help you to easily remember key accessibility considerations which will help to comply with UK digital accessibility legislation.
A concise guide which details the process of closing the Feedback Loop, presenting strategies for mid-semester.
An infograph guide highlighting the fact that student feedback matters.
A Case study insight from HECA’s Academic Quality Enhancement Forum’s Colloquium on Professional Development.
This Forum Insight aims to expand our understanding of the terms associated with assessment within the Irish higher education sector.
This resource is intended to prompt reflection on the breadth of potential assessment activity that can be used across the disciplines. Consider how your assessment strategy enables students to demonstrate their achievement of one or more learning outcomes and whether assessment activity is adequately aligned with workload.
Rethinking Assessment – An overview of alternative assessments to end of term exams
In the words of the authors, “this project sought to address a key issue in third level Teaching and Learning, that of assessment and assessment feedback. Assessment strategies have been shown to have a large impact on shaping how students learn and how they develop key employability skills. Learning from best practice nationally and internationally, and research from staff, students and quality documents, this project has developed a set of recommendations which will enhance practices in, and experiences of, assessments and feedback in TU Dublin”.
A resource providing guidance on enhancing team-based learning (TBL) with technology.
A resource highlighting the potential of digital technologies to support Readiness Assurance Tests in team-based learning (TBL).
In the physical classroom, and during team-based learning, low tech options like voting cards, flipchart paper and drawing pins can be very easy to set up and operate for both faculty and students. However they can limit the types of application exercise that are possible to roll out. Here the authors present digital options that can transform the type of application exercises that students can engage with.
In TBL the self-management of the team is a guiding principle and this is very much centred around peer review (Sibley, 2018). We must aim to give the students tools to be able to do this. This resource introduces some of these in a very helpful and concise way.
This Quality Checklist is designed to support DCU’s commitment to providing all students with a transformative digital learning experience. The checklist is intended to be used alongside other quality assurance processes and guidelines to help enhance course design through critical self-reflection and formative peer review.
A facilitator guide developed by lecturers at Athlone Institute of Technology to support an introduction to team-based learning (TBL) workshop. This workshop is designed to introduce participants to the basics of Team-Based Learning.
