An experimental ‘eco-film’ workshop for staff and students to acquire skills and deeper knowledge of analogue photochemical film processes in a post-digital era.
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Publication created by our 2024 summer interns in DkIT.
Stepping out in Dundalk! This book will be a useful resource for our cohort international students someone useful tips on life on and off campus.
Digital Skills for Success in the Workplace is a five-unit, self-paced online course which equips learners with key digital literacy skills that are essential to study and work in rapidly evolving online environments.
Publication created by our 2024 summer interns in DkIT.
Giving power back to class reps! This book will be a useful resource for all our student reps to use as a guide and for training purposes also.
This faculty guide aims to help educators navigate and understand GenAI’s potential role in higher education. Created for faculty who want to explore AI tools and their implications for teaching and learning, the resource allows educators to learn at their own pace about the opportunities and challenges of these technologies.
The Vanderbilt University’s Center for Teaching has prepared guides to a variety of teaching topics with summaries of best practices, links to other online resources, and information about local Vanderbilt resources.
Assessment for Inclusion seeks to create equitable assessment and feedback practices, valuing diversity and ensuring fair treatment for all. This resource presents an evidence-based conceptual framework, including module and programme assessment design principles.
This self-directed resource has been designed to help students navigate and understand the basics of GenAI. Exploring the resource at their own pace will give students an opportunity to focus on understanding some fundamental GenAI concepts, while also considering the pros and cons of using GenAI in their studies.
Gerry Duffy, internationally renowned runner, writer, keynote speaker, working with global brands on high performance, leadership, strategy, and people performance, works through a session on ‘How to achieve what you want – and why you should’ as part of the FYMMO programme in IADT.
We are delighted to welcome you to ‘You can UDL it!’ This collection brings together case studies from educators across DkIT, who have successfully implemented Universal Design for Learning (UDL) in their own practice. UDL provides a framework for making learning, teaching and assessment more inclusive, and helps to support all our learners.
This report has been prepared for circulation across the Green-Campus Network, Higher Education Authority and the National Forum for the Enhancement of Teaching and Learning in Higher Education. It can also act as a resource for individuals who are interested in ESD and sustainability.
Future proof your curriculum by embedding sustainability into your teaching practice or further integrating the Sustainable Development Goals (SDGs) into your curriculum. The SDG digital toolkit project will give you concise actionable resources to achieve this result while providing insights into the underpinning theories.
The Toolkit includes an introduction to generative AI and lexicon of terms, guidelines for ethical use, recommended adjustments to common modes of assessment to mitigate against the potential risk of unethical use, and discipline-specific case studies of good practice that share innovative forms of learning, teaching and/or assessment.
All the ingredients for an instant inclusion resource for students in your VLE.
Itʼs already assembled so download it and edit for your own context.
1.Inclusive technology options in Google and Microsoft Tools and more.
2.Awareness of UDL and how technology gives us options regarding reading, writing and more.
3. Digital Accessibility Skills
The Academic Integrity, Academic Misconduct, and Resources pages of the UCC Skills Centre website contain guidance for students on these topics, including a series of short videos, “The Minute Methods: Academic Integrity Skills” that cover a range of topics from the principles of academic integrity to the pitfalls of essay mills.
The learner population in tertiary education is becoming increasingly diverse, and students’ lives are also increasingly complex. The responsibility on educational institutions to provide equitable access for all is now strongly embedded in Irish legislation, and national tertiary education strategies contain more specific goals to implement a Universal Design approach, (SOLAS, 2020; Higher Education Authority, 2022).
The aim is to move towards a system where ‘Inclusion is Everyone’s Business’, where all staff play their part in delivering an inclusive educational experience.
Universal Design, or UD for short, offers us an evidence-based approach to engender this mindset, and is increasingly seen as a central tenet of our response to rising diversity, (Centre for Excellence in Universal Design, 2022). But how can we embed a UD approach in our institutions?
That’s where ALTITUDE – the National Charter for Universal Design in Tertiary Education – comes in to play.
Funded by the HEA under PATH 4, the ALTITUDE Project is an extensive cross sectoral collaboration involving six national agencies, fifteen higher education (HE) institutions and six Education and Training Board (ETB) representatives, nominated by Directors of FET to represent the Further Education and Training sector.
The vision of the project looks to a future in tertiary education where ‘all learners are transformatively included through universal design in education’, deriving the name ALTITUDE. It seeks to move us in that direction by supporting HEIs and ETBs to make sustainable progress towards systemically embedding a UD approach…. – one which places human diversity at the heart of tertiary education design, and fosters student success for all learners.
The ALTITUDE Charter, and the associated toolkit and technical report, build on significant existing work on UD in the Irish tertiary education landscape (Kelly & Padden, 2018), and through these outputs, provides a clear roadmap for institutions to make progress.
Drawing from national and international literature, the Charter recommends key strategic enablers, which institutions should put in place over time to support the sustainable implementation of UD, and proposes collaborative action to work towards goals under 4 key pillars of our institutions:
– Learning, Teaching & Assessment;
– Supports, Services & Social Engagement;
– the Physical Environment;
– and the Digital Environment
This book is divided into two major sections. The first, Instructional Design Practice, covers how instructional designers understand, explore, create, and evaluate situations requiring educational interventions and the products or systems used to support them. In this section, chapters address how we understand diverse learners and their needs; how to explore and frame the educational problems one is solving; how to analyze the context and tasks associated with the problems; how to iteratively generate decisions, prototypes, and solutions; and how to evaluate and understand the effectiveness of an instructional design.
The second part, Instructional Design Knowledge, covers the sources of design knowledge, a variety of instructional design processes, approaches for designing instructional activities, and the relationships important for instructional design practice. This section includes chapters addressing learning/instructional theory, design precedent, both systematic and agile design processes, and practical strategies for using technology wisely, managing projects, and creating instructional activities.
This is a short introduction to ChatGPT for people teaching in higher education, created in January 2023 and updated until this version was saved in February 2023. The resource is a slide deck which you are free to modify and update (since this is a fast-moving topic). No prior knowledge of AI or chatbots is necessary to use the slides.
Throughout this workbook students are asked to engage with the PCs Graduate Attribute & Mindsets Framework via a suite of activities or exercises. This engagement will provide students with the language of skills and attributes best suited to job application and success.
Via the lens of graduate attribute development this toolkit highlights best examples of employability activities for higher education curriculum. Designed to enhance employability skills development as class activities and module assessments, namely via the Employability Superfoods, lecturers can enhance students’ employability learning with ease.