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This open educational resource supports pre-service teachers in developing practical approaches to social justice in Physical Education. Through visual case studies, reflective prompts, and introductory concepts, it encourages critical reflection, collaborative discussion, and informed decision-making based on authentic school placement experiences
This overview introduces the Higher Education Authority’s Education for Sustainable Development (ESD) Framework for Higher Education: a connected suite of resources supporting whole-of-institution ESD across Irish higher education. It explains the Framework’s purpose, its relationship to national and international ESD priorities, and how its component resources work together to provide strategic direction, sector evidence, structured reflection, thematic insight and opportunities for peer learning.
The Framework connects curriculum, campus operations, governance, research and community engagement. It is intended for institutional leaders, educators, professional staff, students and representative bodies, ESD and sustainability leads, teaching and learning units, quality and enhancement teams, community partners and policy stakeholders.
This OER is targeted at lecturers and describes an inclusive framework to integrate artificial intelligence (AI) learning design at third level.
Comparing student and educator perceptions of generative artificial intelligence for teaching, learning and assessment: results from two institutional surveys
This case study outlines a first-year intervention at SETU Waterford using a timetabled weekly session to tackle common causes of academic failure such as time management, assessment planning. and study skills. It is intended for programme teams seeking practical, low-resource approaches to improving student progression and retention.
This OER presents findings from a comparative study of novice programmers engaging in face-to-face and hybrid pair programming. It explores collaboration patterns, role switching, satisfaction, and challenges, offering evidence-based insights for educators seeking to prepare students for effective teamwork in modern hybrid software development.
This OER explores novice programmers’ experiences of pair programming across face-to-face, hybrid, and remote settings. It provides insights into collaboration, role switching, satisfaction, and challenges, helping educators and students understand how to effectively prepare learners for modern hybrid software development environments.
Through a thought-and-action mapping strategy known as interactive management, the current research modelled a unique, collaborative "pathway of impact influences" to describe such considerations from the perspectives of TUS higher management and external stakeholders.
On Successful Completion of the event the students should be able to:
Critically evaluate design publication processes especially food styling for food photography and print.
Develop a professional e-publication suitable for wide spread distribution
Generate & adhere to a design brief.
As part of the Media & Visual Arts module on the 4th year of the Bachelor of Arts in Culinary Arts programme, students are working on food imagery, promotion and design.
This book of abstracts presents an overview of the research summaries from students across the RUN-EU network who participated in the RUN-EU Student Research Colloquium 2025.This event brought together students, researchers, and academics from across Europe, creating a dynamic platform to showcase cutting-edge research.
This project presents an innovative engineering assessment framework integrating generative AI through a poster portfolio, AI reflection, and oral interview. It supports critical thinking, validation skills, and ethical AI use, and is designed for undergraduate engineering educators and students in project-based learning contexts.
This OER explores the use of Inspiration Mind Mapping software to support student learning through demonstrations and training sessions with Applied Social Care and LSAD students.
Purpose of the MTU Student Guidelines
Supports Academic Integrity Principles and MTU’s Academic Integrity Policy by:
1. Explaining what academic integrity is.
2. Helping students avoid bad decisions during assessments.
3. Outlines and signposts supports available across MTU
The work presented in this practice paper illustrates how the use of immersive 360o
video and photographs, viewed in virtual reality headsets or via 360o media players,
can enhance and broaden student knowledge and experience when undertaking
Project Based Learning (PBL) assignments.
This resource showcases initiatives from both academic and professional support areas across DCU, which have been funded under SATLE – the Strategic Alignment of Teaching and Learning Enhancement Funding in Higher Education. Examples are provided under the themes of Education for Sustainable Development, Digital transformation & Academic Integrity
This Podcast Series has been developed by CPID Staff involved in teaching and engaging in educational research. It consists of podcasts with well-known educational academics and experts, exploring various educational concepts/topics taught on programmes offered by the CPID, and on SATLE funded educational research projects.
The Technological University of the Shannon (TUS) Compendium of Embedding Education for Sustainable Development (ESD) showcases the University’s commitment to integrating sustainability across teaching, learning and assessment. It is the first compendium of its kind in an Irish higher education institution.
The resource comprises of a literature review and an executive summary, developed as part of the Maynooth University Leadership and EducAtion Framework (LEAF) initiative. It explores how education frameworks can enhance teaching, learning and curriculum design in higher education, supporting inclusive, sustainable and values-led academic practice.
Academic Integrity Handbook for MTU staff.
Chapters:
1. Upholding Academic Integrity and Preventing Academic Misconduct
2. Detecting Academic Misconduct
3. Dealing with Academic Misconduct
Conference presentation outlining findings regarding trends in first-year student engagement.
Conference presentation – European Access Network, University of Galway, June 2025.
Opening address to one-day national symposium arising from SATLE project.
In this research article we investigated possible correlations between
students’ discipline areas and their experiences of academic integrity in MTU.
This study explores student perceptions and behaviours concerning academic integrity and the use of Generative AI in the context of Munster Technological University (MTU). It draws insights from a comprehensive survey of 608 students across various faculties and academic stages.
Reimagining Assessment & Feedback Together (RAFT) is MTU initiative developed to transforming assessment practices. This volume documents twenty-four situated, discipline-specific attempts to rethink assessment and feedback through student partnership and action research.
This video is a capacity building tool used to inform colleagues about OERs and to explain how to deposit them in the National Resource hub.
This video provides a step-by-step guide on how to submit your SATLE-funded Open Educational Resources (OER) to Ireland’s National Resource Hub. It outlines the submission process, key requirements, and best practices to ensure your resources are accessible, discoverable, and aligned with national open education goals. Whether you're new to the Hub
This opinion article outlines the alignment between patient-clinician consultations in healthcare and student-investigator meetings focused on academic misconduct
This paper entitled 'Developing an Academic Integrity Policy and Academic Misconduct Procedures in an Era of Generative Artificial Intelligence: Five Tips for Success' may be of interest to policy developers and educators in further and higher education and training organisations as they adapt to challenge of AI.
This poster offers educators an overview of designing a syllabus on the Canvas learning management system that supports personalised learning pathways. It highlights (1) a gamified pedagogy grounded in gaming principles and (2) adaptive learning strategies using MasteryPaths.
In 2018, the Glucksman Library at the University of Limerick launched Leganto, a reading list management tool designed to streamline access to academic resources for students. Leganto ensures equitable access to academic content, helping students engage with reliable sources and easing their transition into university-level study.
The HEA Education for Sustainable Development Spotlight Series 2025: Case Studies Compendium brings together 115 case studies from higher education institutions across Ireland. It showcases how universities and colleges are integrating sustainability and the UN Sustainable Development Goals into teaching, research, curriculum design, assessment practices and community engagement. It offers a comprehensive picture of national ESD activity and provides an accessible resource for educators and policymakers seeking examples of practice-based innovation.
A collection of case studies of evidence-informed interventions implemented by higher education institutions in Ireland to support student retention and progression across the undergraduate lifecycle. These exemplars are presented here as a national evidence base of student progression initiatives.
This OER provides a practical Grammar translation and TBLT toolkit for Mandarin teaching, including 15 lesson plans and 50+ task kits. It helps educators in low-time contexts enhance students’ oral proficiency and plurilingual awareness through ready-to-use, adaptable resources.
This scientific paper describes the co-creation of the UCD sustainability dashboard – the first transferable template to support geographically-specific SDG monitoring within HEIs. This paper contributes to debates on the need for spatial reporting of actions towards sustainability, to meaningfully recognise local SDG implementation progress.
This lightning talk for NORFest 2025 introduces researchers to the benefits and impact of using OE Practices to disseminate and promote Open Research outputs. It introduces key concepts in open education, and provides practical tips on how to apply OE practices with a focus on reusability; licensing and copyright; and content co-creation.
The Manifesto for Generative AI in Higher Education is a living resource for educators, students, and institutions. It invites reflection and dialogue across thirty statements exploring teaching, ethics, and imagination – helping higher education navigate AI with curiosity, integrity, and humanity.
This resource presents AVINA, an automated visual novel generator using large language models to transform multiple-choice questions into interactive learning narratives. Designed for educators and students, it supports gamified training in academic integrity and ethical decision-making through adaptive storytelling and experiential learning.
Strategic Alignment of Teaching and Learning Enhancement Funding in Higher Education
The resource is a template for surveying students about their timetabling experiences. The survey was deployed in MTU, but the template is free to be copied and adapted as needed.
This document describes the first timetable coordinators workshop held in MTU in March 2025.
This toolkit is designed to provide educators in Higher Education with practical, adaptable tools and strategies for fostering sustainable wellbeing in their teaching through curriculum, assessment and pedagogy.
This resource captures insights through zine making from workshop participants at the Education after the algorithm symposium hosted at DCU on 21 February 2025, facilitated by Kate Molloy and Clare Thomson.
Symposium: https://hackthiscourse.com/symposium/?=1#/
Slides: https://docs.google.com/presentation/d/1TpNdJxnLij-bi8bInJfxJwAegR_JjKVa/edit?
This paper describes the foundational principles and design details of the student-staff partnership initiative launched by the Co-creating Inclusive and Equitable Teaching & Learning project, led by Dr. Anna Santucci and situated within the Centre for the Integration of Research, Teaching and Learning (CIRTL) at University College Cork (UCC).
Dataset originating from collaborative autoethnographic study "What does researcher independence and the hidden curriculum mean for postdocs?". It comprises individual narratives written by the three authors, and the transcript of an online discussion.
This resource portal is dedicated to providing centralised access to policies, guidelines, and resources for teaching and learning in higher education in the context of generative artificial intelligence. The curated policies and frameworks offer authoritative guidance and practical support to inform and enhance institutional practice.
This e-book reports on a SATLE-funded project to explore the use of immersive technologies in Higher Education. It includes case studies, practical guidance and a brief review of the literature on immersive learning from the project team. It is intended for those considering using VR in their teaching, and for those who support learning.
It is with great pleasure that we present the proceedings from the
“Enhancing Academic Integrity: From Ideas to Action” conference, hosted
by CCT College Dublin on 3rd and 4th September 2024. This collection
represents the culmination of thoughtful discourse, innovative research, and
collaborative spirit that defined our gathering.
This infographic provides insights and tools to support OER use based on feedback from Teaching staff using the DOERs Project OER Institutional Survey.
This ebook provides a selection of OER which align with teaching and learning within our university to showcase the flexibility, adaptability and potential of OER. Subject areas which are explored include: 3D printing; immersive technology; lightboard and team based learning.
This OER index provides a selection of recent, high quality OER of varying content types (including articles, podcasts, presentations and textbooks), which are potentially relevant to TUS staff and students.
This survey was adapted from a North American Faculty OER Survey Toolkit for use in the Irish Higher Education context. It was used across the DOERs project partner sites to audit staff Open Educational Resources and Open Educational Practices awareness and practices. We encourage other institutions to adapt this tool to meet their needs.
