A Y1Feedback case study describing automated, immediate feedback for novice programmers through Moodle’s Virtual Programming Lab, including implementation lessons and student responses.
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Teaching and Learning Enhancement Fund 2014-18
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A project reflection on using digital technologies to improve first-year feedback, describing early case studies, evaluation findings and implementation challenges.
A research article using the project’s international-student survey to identify preparation needs around academic study, daily life and social adjustment in Ireland.
A conference poster paper explaining the Student Success Toolbox approach to digital readiness, flexible-learner transition and the use of eight preparation tools.
A Y1Feedback case study on designing a coherent assessment and feedback approach across a humanities programme, connecting module tasks, programme outcomes and first-year student support.
A conference paper presenting Y1Feedback findings on first-year feedback practice and outlining technology-enabled approaches for strengthening student transition.
Assessment in architecture and creative arts schools has traditionally adopted a ‘one size fits all’ approach by using the ‘crit’, where students pin up their work, make a presentation and…
This project addresses the goals of the national languages’ strategy, Languages Connect, published in December 2017 by the Department of Education and Skills, which aims to improve the quality of…
We live in a diverse society, but diversity of thought and experience is not always reflected in the classroom. The DISCs project will support staff who teach in higher education…
The aim of the PROGRESS project is to develop a professional development plan for all teaching staff at Letterkenny Institute of Technology (LYIT). The project aims to develop a sustainable…
The Teachers’ Research Exchange is an online community of practice for educational research in Ireland. It provides a platform for increasing research literacy and engagement through collaboration between pre-service teachers,…
Clinical legal education is a form of experiential learning that enhances law students’ practical legal skills, graduate attributes and aptitude for life-long learning. Yet, experiential learning in law remains under-developed…
The Building Information Modelling (BIM) – Futures Toolkit: Designing, developing and piloting a professional development capacity framework for staff, students and industry stakeholders involved in BIM-related practice The BIM-Futures project…
Teaching staff in higher education cite time constraints as a significant barrier to engaging in professional development (Brownell and Tanner, 2012). To address such issues, the literature highlights the need…
The SPEEDS project sought to expand social policy educators’ digital capacities and improve their confidence in integrating digital skills into curricula. Social policy educators were partnered with learning technologists within…
Focusing on the professional development needs of graduate teaching assistants, the Alignment and Development of an Online Programme for Graduate Teaching Assistants project developed an online module for graduate teaching…
Using a reflective and evidence-based approach, ATLAS sought to interpret the National Professional Development Framework within the context of existing accredited provision across technological higher education institutions in Ireland. This…
The DSTEP project used focus groups to inform a number of workshops and events and the creation of a suite of over 40 open educational resources that may be used…
The Professional Development Capacity Building in the Shannon Consortium project saw a recently developed UL Graduate Diploma/MA in Teaching, Learning and Scholarship in Higher Education programme being enhanced and aligned…
The Crannóg project worked with those in senior leadership positions in higher education institutions, such as heads of school/department and deans, to build capacity in leadership in relation to teaching,…
L2L began as a collaboration between staff in three Libraries: Dundalk Institute of Technology, Institute of Technology, Carlow and Dublin Institute of Technology. Using the National Professional Development Framework, library…
The Teaching and Learning Champions project enhanced the capacity of middle and senior managers for leadership in digitally-engaged teaching and learning. It did so through the establishment of a Teaching…
DALTAÍ is a collaborative project running across all three campuses of TU Dublin (City, Blanchardstown and Tallaght) and Galway-Mayo Institute of Technology. The project aims to increase digital skills amongst…
Students contribute significantly to the life of Dundalk Institute of Technology (DkIT), particularly in roles such as class representatives, student ambassadors, clubs and societies officers. While these contributions have the…
The aim of this project is to enhance teaching and learning capacity on the Higher Certificate of Arts in Custodial Care (HCCC). The programme is co-designed and co-delivered by the…
Executive skills are the hidden skills required for self-management: Planning/prioritisation, Organisation, Time management, Sustained attention, Task initiation, Goal-directed persistence, Flexibility, Response inhibition, Working memory, Emotional control, and Metacognition. The ExS…
In the context of the need for continued economic growth, language skills and proficiency are essential. Against this backdrop, and the need for more flexible support for language learners during…
Despite the growth of online education many online programmes are considered to be content centred and focused on individual work (Lehman and Conceição, 2014). This focus disregards the social and…
The Street Law project involves teaching practical law to grassroots audiences using interactive teaching methodologies. The trainers (law students) develop professional and other transferable skills, while post-primary students are introduced…
The project is led by Mary Immaculate College, University of Limerick and is being completed in collaboration with: · Mid-West Enterprise Plan · Mid-West Regional Skills Forum · Smart Limerick…
The Levitus project sought to bring all stakeholders involved in engineering education within three institutions together to talk about and reflect upon professional development within their discipline and to look…
The #OpenTeach: professional development for open online educators’ project aims to address the challenge of effectively supporting the professional development of part-time educators involved in teaching online higher education programmes.…
The Aligning Maynooth University’s Accredited T&L Programmes with the National PD Framework project set out to benchmark Maynooth University’s Professional Certificate in Teaching and Learning for Tutors and Demonstrators and…
Student retention is a central focus in the education and policy-making communities. National and international data shows how students further into their studies are less likely to withdraw, so retention…
Building on the expertise of a project team that included international officers, education managers, researchers, instructional designers and academics, the Live and Learn in Ireland project produced open-source digital resources…
This project involved the development of formative assessment tools for use in large-group classes, including UniDoodle, an app-based student response system for use first year undergraduate mathematics modules to support…
The Transformation through Collaboration project focused on demonstrating the ways in which technology can be used to solve education challenges across disciplinary contexts. The project involved the recruitment and training…
The Digital Skills in Action project focused on embedding digital skills into everyday teaching and learning practice. The project worked with members of academic communities in the creation of digital…
Recognition of Prior Learning (RPL) is defined as a process whereby prior learning is given a value. RPL can operate to provide recognition for advanced entry and non-standard admissions to…
The What Works and Why project aimed to build digital literacy and engagement for students and teachers in Irish higher education. The basic premise was there is no ‘one-size-fits-all’ approach…
The Take 1 Step initiative encouraged staff and students to take one step in engaging with digital literacy. The campaign built on the National Digital Skills Framework, thereby embedding the…
The ePortfolio Strategy to Enhance Student Learning, Assessment and Staff Professional Development project aimed to foster new ways to encourage academic staff to reap the benefits that ePortfolios can bring…
All Aboard set out to develop a national framework for digital skills. Informed by an extensive review of all existing digital skills and digital literacies frameworks, this national framework was…
The GeoLab project was designed to deliver teaching and learning resources to improve the development of essential petrological skills at the four national higher education geoscience units across Ireland. The…
The TEL Tools project involved the development of a collection of online micro-learning courses designed to help those who teach to optimise their use of technology to enhance teaching and…
Irish Engineering Graduates Advancing Global Manufacturing Competitiveness: Design Simulation for the Process Industries For chemical engineering, one of the cornerstones of the curriculum is the ‘design project’, which encompasses ab…
The TEAME project leveraged the potential of Numbas, an online assessment tool originating at the University of Newcastle, to construct localised formative e-assessment for first year mathematics and statistics courses.…
The Technology Enhanced Assessment Methods (TEAM) in Science and Health Practical Settings project developed a framework for applying the principles of good assessment and feedback to practical assessment, and piloted…
The Student Success Toolbox project was focused on addressing the problem of effective transitions and the foundations for student success during the initial stages of the study lifecycle with a…
The ‘REX’ project brought together three higher education institutions involved in initial teacher education to build a digital bridge between academic and professional practice through the creation of a web-based…
The ePrePP project was designed to enhance student learning in healthcare placements to ease the transition from student to professional. The project was led by a group representing medicine, nursing,…
The Using Digital Technology to Enhance Inter-Professional Education (IPE) project focused on professions learning with, from and about one another to foster collaborative practice. This project implemented and evaluated the…
The Get Ready Education – A Learning Journey project centred on the development of a Massive Open Online Course (MOOC) designed to address the needs of students making the transition…
The Y1Feedback involved a study of feedback practice and experience across partner institutions and a synthesis of the feedback-related literature. Building on this evidence, the project team then sought to…
An October 2019 video project report from the #OpenTeach team at Dublin City University. The presentation outlines the professional development needs of part-time online educators, findings from staff and student research, the literature on effective online teaching, and the design of an open, scenario-based course using the ABC learning design approach.
A mapping tool and consultation pack to help educational developers and programme teams align accredited teaching and learning provision with Ireland’s National Professional Development Framework. The March 2019 pack includes a PDF guide and an editable Excel workbook for mapping programme and module learning outcomes, assessment methods and programme philosophy to the Framework’s five domains.
This literature review examines how alternative practical-class formats, assessment approaches and digital technologies can enhance learning in science and health disciplines. Written by Ronan T. Bree for the TEAM project, it explores practical learning environments, pre-practical resources, assessment and feedback, self-assessment and reflection, and digital capacity and literacy.
The What Works & Why project website brings together materials on using digital technologies in higher education teaching and learning. It includes discipline-focused briefing guides, teaching-group and innovation-project outputs, seminar recordings and the TEL_Tales online book, alongside information about the project and its partner institutions.
A 2016 Y1Feedback synthesis of research on effective feedback in higher education, with a particular focus on technology-enabled approaches that support students in their first year. It explores feedback dialogue, feedforward, self-regulation, assessment and feedback literacies, and practical features of effective feedback.
A 2016 Y1Feedback report examining first-year assessment and feedback practices across Maynooth University, Athlone Institute of Technology, Dublin City University and Dundalk Institute of Technology. It draws on a staff survey and student focus groups to examine feedback purposes, assessment approaches, timing, access, peer feedback and the use of technology.