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The Digital Learner Support Hub (DLSH) is a framework implemented through UL’s) Learning Management System (LMS) that allows Learning support to be deployed easily and sustainably, acting as a ‘one-stop-shop’…
Unlocking the power of Universal Design for Learning was hosted by CTL in collaboration with LEAD, Mary Immaculate College. The event provided professional learning for staff in both insitutions for…
This project was based on Second Year Applied Languages and Arts student perceptions as part of the planning process for extending Critical Digital Literacies and AI literacies .The aim was…
Article provides framework for academic misconduct conversations.
It was developed as a collaboration between two departments at UL: Special Collections and Archives (Specoll) at UL Library, and the then Department of History. It facilitates excellence in teaching…
The project was conducted in three phases. In the first phase, student teachers were encouraged to reflect on their initial school placement through sociology-related modules. They revisited their lesson plans…
This project aimed to develop a process collaboratively between the Department of Nursing & Midwifery (DNM), Disability Services Office (DSO) UL, and associated healthcare providers in developing pre planning processes…
Service user involvement in healthcare education, enriches students, building deeper empathy and person-centred communication skills. However, there remain gaps in understanding service user perspectives on their role, with tokenism an…
Upskilling staff in simulation pedagogy, co-creating clinical simulation scenarios, sustaining simulation pedagogy
Team who oversee development and implementation of academic integrity and academic misconduct policy and procedures in UL. Also lead and support educational initiatives that foster a culture of academic integrity
UDL Lead position to drive the strategic priority of embedding of Universal Design for Learning across practices across the University. This work involves designing, delivering and evaluating a flexible range…
The LevUL Up Digital Skills Hub (DSH) is CTL’s institution-wide platform on Brightspace for developing students’ (and increasingly staff’s) universal baseline digital capabilities. Built by the CTL Digital Skills team,…
To Develop Awareness Infographic for Young Carers and Staff in UL
‘GAI in Campus: Student perspectives’ sought to learn from students on how they are using Generative AI for learning, taking a positive attitude towards the use of GAI for learning,…
The AI-LIT@UL project applied UDL-informed students as partners and co-design approaches to GenAI literacy development and academic integrity awareness. Through an in-person co-design workshop, surveys, and structured resource evaluations carried…
The project addressed science-related misinformation by strengthening students’ understanding of academic integrity, research ethics, and scientific communication. It mapped relevant topics across the science curriculum, including peer review, preprints, retractions,…
The project developed a framework for designing, delivering, deploying, and analysing computer-based examinations. It explored approaches that extended existing virtual learning environment capabilities while addressing student needs, Universal Design principles,…
The project promoted a positive culture of academic integrity in online assessment by partnering with students to develop instructional tools that could be embedded within individual modules. Interviews, focus groups,…
The project developed a Science Literacy Competence Framework to guide undergraduate and postgraduate curriculum and module design. The framework identified key concepts relating to the norms, values, and philosophy of…
The project established a student-champion approach to promoting academic integrity as a positive and integral part of learning. Student champions engaged with their peers around the core values of honesty,…
The project developed an online Sustainability Toolkit providing accessible resources on climate change, sustainability, and practical actions students could take in their lives and communities. The toolkit was piloted with…
The project developed a student-led toolkit of curriculum, teaching, and assessment approaches designed to promote sustainable wellbeing across the university. Students were positioned as experts in their own educational experiences…
The project co-designed and evaluated a technology-enhanced interdisciplinary learning and simulation intervention for postgraduate education in cardiovascular healthcare. The intervention combined an interactive online resource exploring the roles of three…
The project developed an evidence-based Assessment for Inclusion framework to support equitable assessment and feedback practices that recognise student diversity and promote fairness and justice. It provided practical design principles…
The project developed a set of evolving web resources to help educators understand and navigate the use or non-use of generative artificial intelligence in teaching, learning, and assessment. The resources…
The project evaluated an online, authentic, case-based, open-book assessment designed to assess students’ clinical reasoning. It examined both the effectiveness of the assessment format and the learning strategies students used…
The project developed a comprehensive, interactive online dashboard mapping university infrastructure, activities, and initiatives relating to sustainability. The accessible, user-friendly platform increased awareness of sustainability work across campus and encouraged…
The project co-created an open educational resource containing more than 140 real-world academic integrity and ethical dilemma scenarios developed by students and staff. Designed for use across disciplines and teaching…
The project introduced a cloud-based virtual community platform, integrated with the university’s learning environment, to support peer-to-peer learning and collaboration across disciplines. It provided module coordinators and programme teams with…
The project empowered educators and students to create accessible, interactive 3D learning materials without relying on costly, vendor-controlled platforms. It addressed gaps in the availability and accessibility of multimedia resources…
The project investigated the opportunities and risks presented by artificial intelligence in engineering doctoral education, with particular attention to structured tutoring and research skills development. Through targeted case studies, it…
The project developed a gamified online training module on academic integrity and ethical practice for students and academic staff. Through interactive, scenario-based learning, the module strengthened participants’ ability to recognise…
A living systems, phronetic, and technology-enhanced approach toward sustainable leadership education across disciplines.
The project partnered with students to investigate the impact of large language models on teaching, learning, assessment, and academic integrity. It examined students’ awareness, perceptions, and patterns of AI use…
The project explored the impact of AI text-generation tools on higher education, using biology and environmental science modules as a foundation. It aimed to support educators and students in adopting…
PaPOR TRaIL is a free course on open research for Masters level and undergraduate students. It is a self-paced online course that students can take independently and/or that can be…
The project introduced students from diverse subject areas to the Net Zero climate transition through online and interactive learning. It delivered expert-led workshops, educational materials, and hands-on tutorials covering climate-transition…
The initiative developed an institutional framework for academic advising to support student success, aligned with the university’s mission and values. Developed in partnership with students and through consultation with the…
The project explored inclusive, ethical, and learner-centred responses to AI text generators in Arts and Humanities education, informed by Universal Design for Learning principles. Through research, expert masterclasses, information campaigns,…
The project investigated the use of high-profile artificial intelligence tools in higher education and their implications for teaching and learning. Drawing on a recognised digital competence framework, it critically evaluated…
The project examined the threats and opportunities presented by large language models in relation to assessment integrity. It identified modules and assessment approaches most vulnerable to AI-assisted academic misconduct while…
The project designed and delivered an interactive, experiential pilot module on climate change and business sustainability. It introduced students to environmental sustainability, international and national climate targets, the Sustainable Development…
The project developed and expanded sustainable chemistry activities within undergraduate teaching laboratories. It benchmarked the environmental and sustainable chemistry programme against comparable undergraduate programmes, identifying gaps in subject coverage and…
The project investigated how students read for academic purposes in digital environments, including when, how, and how much they read and the challenges they experience when engaging with lengthy or…
The project developed digital literacy support for students in professionally accredited programmes, preparing them to study and work effectively in rapidly evolving online environments. Its principal outputs were a self-paced…
Script Concordance Tests (SCTs) are written authentic clinical scenarios in which students have to interpret data to make decisions. Students are presented with clinical vignettes with incomplete data. More data…
Bookended by puberty and culturally defined adult roles, it is now accepted that adolescence extends from 10-24 years, meaning that the majority of undergraduates are still adolescents, without fully developed…
The 2023 UCC Learning and Teaching Showcase provided a space to exchange ideas and approaches and to connect with colleagues in a collective discussion about all things learning and teaching…
‘Visit to the Epic Museum: Migration and National Identity’ was a SATLE-funded project that allowed a group of students of Italian postcolonial literature at UCC to make a trip to…
Appointment of a multiannual lecturer post in Digital Education (Teaching and Learning Centre) in 2022. Provides staff with continuing professional development (CPD) opportunities in Digital Education through workshops, seminars, and…
The European Network for Academic Integrity recommends that staff and students be guided on the benefits and limitations of AI tools and that students be provided the opportunity to develop…
Appointment of multiannual Academic Integrity Education Officer post (Skills Centre) in 2023. The Academic Integrity Officer develops an educational approach to academic integrity at UCC. They create, manage, and deliver…
Creating an inclusive, co-designed counter-narrative centred on the authentic voices and lived experiences of those within the DP and refugee system, this work foregrounds the individual subjectivities of the people…
There is a gap whereby the steps involved in developing and delivering a CEL module are clearly demarcated. CEL can be intimidating, and it can be hard to get to…
Fieldwork is central to the discipline of geography. However, many students with disabilities, financial constraints or illness may never be able to practice fieldwork and gain basic field skills. This…
Each year a community-engaged learning (CEL) project is undertaken as part of PD6113 Information and Engagement Skills, a core module on the Masters in Planning and Sustainable Development (MPlan) programme.…
The Department of English Undergraduate Journal Enhancement Initiative was built on an existing Teaching and Learning initiative, a student-run undergraduate research journal. The need for the Initiative is best explained…
Biasutti (2015) noted that removing third-level environmental-learners from the traditional classroom and immersing them with their peers in a learner-centred natural environment, produced higher quality learning and environmental awareness by…
This study investigated student experiences and evaluations of accredited Project Based Learning (PBL) (otherwise termed as Work-Integrated Learning) in the business discipline. Students were provided with project briefs from industry,…
Designing appropriate assessments is essential in driving student learning. Building on previous Learning, Teaching and Assessment (LTA) Enhancement Funding, we explored the knowledge demands embedded in a pharmacology assessment. Using…
Inclusion Health is a way of working where health professionals, researchers and those with lived experience of social exclusion, such as people living in poverty, people who are homeless, people…
In the post COVID era, face-to-face (F2F), or blended, learning is preferred by most higher education students (Irish Survey on Student Engagement National Report, 2022). We also know from the…
Mainstreaming Active Teaching and the Craft of History (MATCH) aimed to introduce small group teaching as a core module in First Year History, as part of a wider curriculum reform.…
In a/y 2021-22, the School of Law introduced a new 12-week inter-disciplinary undergraduate module, LW2216 Humanitarianism and the Law, for students from law, public health and international development. The module…
The purpose of the project was to explore the incorporation of open educational resources (OER) into teaching and learning in UCC. OER provide a more sustainable, inclusive, and equitable alternative…
The purpose of this project was to develop an evidence base to inform a toolkit to support research supervisors and supervisees at UCC. To meet this purpose, the project examined…
Leveraging our experience in educational co-creation and successfully building and implementing multiple pedagogical artefacts, we have designed a Simple Hermeneutics-inspired Learning Analytics Model for Modules (SHLAM²) that has the potential…