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In the physical classroom, and during team-based learning, low tech options like voting cards, flipchart paper and drawing pins can be very easy to set up and operate for both faculty and students. However they can limit the types of application exercise that are possible to roll out. Here the authors present digital options that can transform the type of application exercises that students can engage with.
In TBL the self-management of the team is a guiding principle and this is very much centred around peer review (Sibley, 2018). We must aim to give the students tools to be able to do this. This resource introduces some of these in a very helpful and concise way.
This Quality Checklist is designed to support DCU’s commitment to providing all students with a transformative digital learning experience. The checklist is intended to be used alongside other quality assurance processes and guidelines to help enhance course design through critical self-reflection and formative peer review.
A facilitator guide developed by lecturers at Athlone Institute of Technology to support an introduction to team-based learning (TBL) workshop. This workshop is designed to introduce participants to the basics of Team-Based Learning.
Facilitating Team Based Learning – tools to succeed: pre-class preparation.
This resource is an introduction to multiple facets of the process involved in the development of multiple choice items and assessments, such as item writing, assessment blueprinting, standard setting and item analysis as they relate to multiple choice assessments
The foreword of this resource states the author “has put together a comprehensive collection of resources and tied these to tools and connections to open our thinking. Placed at the heart of this resource, is an exercise on the development of one’s own ‘Personal Philosophy of Teaching’”
A group editorial activity aimed at highlighting examples of bad practice in academic writing.
A flexible resource that supports learners to assess their current employability skills. Focus is given to a number of developmental areas that employers review and assess as part of a recruitment and selection processes.
A collection of essays on and case studies of the various characteristics and uses of teaching portfolios and teaching portfolio programmes, this handbook provides an overview of national practice in portfolio development and use in Ireland, and evidences outcomes in terms of learning and/or achievement.
These posters show how you can make your service accessible for different access needs.
Student feedback is any information, formal or informal, that students provide about their university experiences. This guide discusses feedback that students communicate to university staff about their experiences of teaching and learning.
An infograph guide for students highlighting the fact that feedback on teaching and learning matters.
This guide considers approaches around seeking high quality feedback on online and blended modules and programmes.
This concise guide considers and details important elements and insights around gathering student feedback on laboratory classes, as well as presenting tips to help achieve this.
This concise guide considers and details the importance of embedding student partnership in feedback approaches, as well as presenting tips to help achieve this.
This concise guide considers and details the importance of embedding ongoing feedback approaches, as well as presenting tips to help achieve this.
