This OER notes four WEC-Inspired Ideas for Understanding Writing and the Curriculum.
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This OER provides a brief overview of the ways in which institutions can support WEC programmes.
This OER provides a brief overview of potential considerations for colleagues considering the introduction or development of WEC.
This OER provides an overview of the benefits of Writing-Enriched Curriculum (WEC) for both faculty and students.
This OER provides a brief overview of the research underpinning Writing Enriched Curriculum (WEC).
This OER provides a brief overview of the principles and themes which typically underpin WEC work.
This OER provides a brief description of Writing-Enriched Curriculum.
The 10-dot Matrix is a quick and easy way to assess how well employability is embedded in classroom activities or module assessments. The video explains how to use 10 key criteria (4 graduate attribute criteria and 6 employability criteria), to quantitatively or qualitatively measure employability in your module or programme.
Since March 2020 higher education has experienced one of the most disruptive phases in its recent history. In a sector typified by considered, researched and incremental change, overnight everyone began emergency remote teaching, learning and assessing. The dramatic shift resulted in positives and negatives, and posed a series of questions for students, staff and other stakeholders. Though still living through the pandemic, in March 2021 fifteen partners from a range of stakeholders across the sector agreed to work together to answer one shared persistent and urgent question: In the context of Covid-19, what have we learnt and what does it mean for the future of teaching and learning in Irish higher education?
A Review of the Existing Higher Education Policy Landscape for Digital Teaching and Learning in Ireland
Guide to Developing Enabling Policies for Digital Teaching and Learning
8 Steps to Developing Enabling Policies for Digital Teaching and Learning
Resources Accompanying the Guide to Developing Enabling Policies for Digital Teaching and Learning
The EAT Framework: Considerations for Programme Leaders and their Students
Using ISSE Data to Inform and Enhance Changes to Assessment OF/FOR and AS Learning
This talk will explore these questions and the relationship between the growth of micro-credentials, new digitally-enabled models of education, and the drive to develop more work-ready graduates and 21st Century lifelong learners.
To help campuses ensure that their online courses are learner centered and well designed, a team of SUNY staff and campus stakeholders has designed the OSCQR rubric, a customizable and flexible tool for online course quality review.
To help staff in designing an effective blended approach, LEaD have developed an online resource to support staff in planning, designing, teaching and evaluating blended learning programmes, modules and activities.
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”.