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While Generative AI technologies have existed for many years, recent rapid advances in the field have pushed these technologies into mainstream use across society. As higher education institutions grappled with these new technologies, initial responses focused on potentially significant threats to academic integrity. However, as our understandings have evolved, there is an increasing awareness that these developing technologies also present opportunities for teaching, learning, assessment and research in higher education.

Against this rapidly evolving backdrop, we in the Centre for Academic Practice (Trinity College Dublin) found ourselves faced with new challenges. How could we best support our educators to respond to the challenges of GenAI? How might we influence and support strategic initiatives and policy development regarding GenAI for teaching, learning and assessment at the institutional level? Conscious that our colleagues across the sector were facing similar challenges, we decided to initiate a cross-institutional collaboration with teaching and learning leaders from across the sector, where we could tackle this together!

Using GenAI in Teaching, Learning and Assessment in Irish Universities

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An interactive learning tool that explains academic integrity at University College Dublin. The unit features short videos, quizzes, and scenarios designed to help students reflect on ethical learning.

UCD Academic Integrity Policy

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The case studies highlight the excellent teaching and learning practices that are in place across MIC. Each case study provides a detailed description of the approaches implemented, the benefits and challenges of such approaches, and tips for those who wish to implement similar approaches in their own teaching.

MIC Teaching Excellence Case Studies

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This online tutorial introduces the fundamentals of Generative AI and LLMs, explaining their functionality, capabilities, and limitations. It explores key applications, ethical considerations, and practical examples, providing learners with a foundational understanding of how these technologies impact education and creativity.

An Overview of Generative AI and Large Language Models Tutorial & Quiz

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The TU Dublin IMPACT initiative transformed teaching and learning (T&L) through:

1. A repository that collates new and existing quality open access educational resources (OER) was established, supported by a bespoke peer review model that encourages an evidence-based approach to T&L OER creation.
2, A teaching team culture within a University-wide engaged learning community was launched, recognising and encouraging best practice in programme design to enhance the student experience. Staff who teach were supported through continuous professional development (CPD) through an associated CDPD framework.
3. A rigorous ‘As Is’ review captured the breadth of University T&L projects (past, present and pipeline projects), explored areas of alignment to, and identified gaps within, the TU Dublin T&L strategy and the student experience.
4. A model to drive sustainable awareness of, and interest and enthusiasm in, T&L was established and included a communication strategy that showcases learning enhancement project findings across TU Dublin.
5. An operating model that supports the sustainable integration of ongoing T&L project outcomes into T&L policy, process and practice, was developed through consultation and collaboration across the initiative.
Ultimately the initiative galvanised our innovative T&L practice for student success through widening our community, enhancing our capacity and changing culture.

TUDublin IMPACT: Teaching and Learning for Student Success (Various Resources)

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Bookended by puberty and culturally defined adult roles, it is now established that adolescence extends from age 10 to age 24. Funded by the National Forum SATLE2019 scheme, and launched during VIT&L 2021 week, the new Canvas course Brainpower developed by Dr. Eithne Hunt (Occupational Science & Occupational Therapy / Graduate Attributes Programme, UCC); Dr. Samantha Dockray (Applied Psychology, UCC); and Professor Yvonne Nolan (Anatomy & Neuroscience, UCC) with input from students and higher education staff explores the ramifications of this research and gives participants an opportunity to reflect on what this information may mean for them within their work or role in higher education.

The inner workings of the adolescent brain and how these workings develop and are expressed in behaviours and engagement with the external world have been the focus of an explosion of research inquiry. Seated in the pre-frontal cortex of the brain, cognitive abilities such as decision-making, planning, self-control, social interaction and self-awareness are only fully developed by the mid-twenties. In addition, the brain regions governing risk-taking and reward are intensely active in adolescence, and so influence behaviour, which is also shaped by context and expectations of others.

To realise student success, higher education (HE) institutions must take into account that the majority of their students are still adolescents, without fully developed cognitive, social, emotional and self-regulatory capacities, living and learning in a socio-cultural environment that offers less external regulation than ever before. The knowledge that many students in higher education are in developmental transition spotlights opportunities to construct academic and campus contexts that supports this transition.

Brainpower is a free, online, self-paced course, focusing on harnessing the power and potential of adolescent brain and behaviour for enhanced learning, wellbeing and student success in higher education. Within each of the six modules (each approximately 60 minutes duration) there is a variety of instructive media, including recorded Panopto lectures, videos and short readings. Supplemental information in the form of suggested reading lists, podcasts, and videos is provided. The Brainpower modules are provided in a predefined sequence with content unlocked step by step. Modules will be unlocked once the previous module is completed. 

Brainpower – Harnessing the Power and Potential of Adolescent Brain and Behaviour for Enhanced Learning, Wellbeing and Student Success in Higher Education

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EDIN Impact Analysis Tool

The online EDIN Impact Analysis Tool, is an easy to use, step-by-step, online tool that allows you to plan, evaluate or think more generally about the impact of an educational development activity.

EDIN Impact Analysis Tool

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Maynooth University Library OER libguide

This guide has been developed in collaboration between the MU IUA Enhancing Digital Teaching and Learning Initiative and MU Library to provide an introduction to the benefits and challenges associated with finding, using and sharing OERs in Teaching, Learning and Assessment.

Maynooth University Library OER libguide

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Exemplars and Case Studies of Technology-Supported Assessment (& Feedback) in FE and HE institutions

The Irish Universities Association has launched a three-year project to mainstream digital in teaching, learning and assessment through an ambitious professional development programme. The aim is to move away from individual champions, towards effective engagement of all staff with digital technologies. This includes attempts to diversify the assessment methods utilised across the university.

Exemplars and Case Studies of Technology-Supported Assessment (& Feedback) in FE and HE institutions

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