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A video based course exploring dairy price volatility and risk management in the EU dairy sector. Developed through the Irish Dairy Centre of Vocational Excellence (Erasmus+), it covers causes, consequences, policy responses, and practical tools. Suitable for learners, industry professionals, and educators in agri-food and related disciplines.
In this video Ciarán O’Connor for the Institute of Strategic Dialogue guides us through a case study of how false information was used to undermine confidence in the Irish local elections in June 2024.
In today’s digital age, information spreads fast—yet not all of it is true or trustworthy. Knowing the differences between misinformation, disinformation, and malinformation is key to thinking critically online.
In the video below Ciarán O’Connor from the Institute of Strategic Dialogue discusses the disinformation ecosystem in Ireland.
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.
This is an interactive multimedia open educational resource (OER), created using H5P, on the topic of Open Education. It has been developed by the Department of Technology Enhanced Learning at Munster Technological University.
The purpose of which is to give an overview of OEPs, using interactive features of H5P
A video that discusses how Artificial Intelligence is impacting the way disinformation is created and spread to manipulate public opinion. It also outlines importance of Media Literacy education and regulatory measures, referencing Ireland’s Online Safety and Media Regulation Act and the EU’s Digital Services Act.
This interactive online resource is a set of eight units to support learners in their online information ecosystem. It is a mix of text, images, video, audio and interactive tasks. The resource can be accessed directly via the link provided or embedded in any Learning Management System compatible with SCORM files.
This Pressbook features an interactive tool that helps you plan and structure your essay step by step. The book provides a clear starting point to reduce stress, prevent overwhelm, and support different learning preferences through examples, , quick guides, and PowerPoint videos with voiceover. This resource is a living document.
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
A video that explains how social media recommender algorithms work. It will help learners be more aware of how their social media content is delivered. The content is relevant to third level students, adult education and older secondary school students.
The video examines the impact of digital technology on the wellbeing of children and young people. It highlights ethics and legislation relating to social media platforms and Gen AI. It will be of interest to educators in third level, adult education and older school children. Content warning: it includes references to upsetting examples.
Conor Moynihan, Senior Engineer John Sisk & Sons. Structural Engineering @MTU Alumnus. In this video we meet Conor who graduated from MTU and is now a senior Engineer with Sisks in the UK.
360 Virtual Visit Tutorial with Mary Moloney – this tutorial has been made to assist others in making a virtual visit.
Virtual Visit to Munster Technological University (MTU) – Join us on a visit to some of our campuses of MTU. Here we visit the Bishopstown campus, The National Maritime College (NMCI) and the Kerry North Campus.
Academic Integrity Handbook for MTU staff.
Chapters:
1. Upholding Academic Integrity and Preventing Academic Misconduct
2. Detecting Academic Misconduct
3. Dealing with Academic Misconduct
This toolkit draws on our experiences facilitating a SATLE-funded community-engaged learning project that brought students of the School of Languages, Literatures, and Cultures (UCC) together with people in Cork seeking international protection for a series of three wellbeing and creativity workshops.
This video explains what simulation is and how it can be utilised to promote interdisciplinary learning between students across three healthcare disciplines. It presents an individual who has had an acute cardiac episode, she is receiving care from a Cardiac Nurse, Physiotherapist and Dietician.
This GenAI Learning Hub was developed with students, for students, to support the responsible and effective use of generative AI. Topics are divided across three main sections to aid understanding of GenAI before use, during use, and in relation to assessment. While aimed at students, this resource will be useful to anyone using GenAI.
Cognitive Bias Lab is an interactive platform designed to help learners explore and practice recognizing cognitive biases. Through simulations, quizzes, and role-play scenarios, it supports critical thinking, decision-making skills, and classroom discussions in psychology, education, and media literacy.
The Toolkit for Teacher Educators to Embrace Social Justice Pedagogies offers a comprehensive resource for fostering equity-driven approaches in teacher education for teacher educators. The resource is tailored to embed social justice approaches within physical education teacher education programs.
TUS Sensory Awareness Guide delves into the often-overlooked challenges faced by individuals with sensory processing challenges, especially in academic settings. It focuses on creating sensory-friendly environments and offers actionable advice on everything from classroom settings to other student facing roles.
This strategic report will focus on the global trend towards flexible, hybrid working and its impact for Digital Leadership in Higher Education in Ireland and beyond. We examine the wider implications of hybrid learning and working for Higher Education and situate this current globalised trend in its historical context.
Author
Dr Maren Deepwell is an award-winning independent consultant with organisations and leaders in education and the not-for-profit sector as an executive troubleshooter, strate-gic advisor and coach. Dr Deepwell’s particular expertise lies in authentic leadership and unconventional career development, digital wellbeing and sustainability. From 2012- 2023 Dr Deepwell was the Chief Executive of the Association for Learning Technology, the UK’s leading professional for Learning Technology. In this role Dr Deepwell led the organisation working with 350+ volunteers from across sectors often in collaboration with ILTA, ALT’s counterpart in Ireland.
This report explores the role of micro and digital credentialing in Irish higher education. It addresses the ambiguity around the term ‘microcredential’ and argues for adopting technical standards like Open Badges v3 to establish a clear and interoperable framework.
The report encourages the Irish Technical University sector to recognise a broader spectrum of the student experience beyond traditional academic achievements. It examines emerging technologies for their potential to support flexible, secure learning pathways, ensuring that student skills and achievements are accessible and verifiable. Additionally, the report considers global examples, including initiatives from the European Digital Credentials for Learning, analysing how they can be integrated into the Irish context to support lifelong learning and workforce readiness.
Author
Doug Belshaw, Laura Hilliger, and John Bevan are co-founders of We Are Open Co-op, a collective focused on digital education, open technologies, and community-driven innovation. We Are Open Co-op draws on extensive experience to develop credentialing solutions that support lifelong and broad learning for diverse groups. The co-op is committed to openness, collaboration, and using technology to improve learning opportunities and promote inclusive educational practices.
We Are Open Co-op website: https://weareopen.coop
Commissioned by the N-TUTORR National Digital Leadership Network.
This report examines five key topics that are influencing new models of teaching and learning. The 2020 Covid-19 pandemic saw a significant shift to online learning and while this raised the profile of online education, the practice since then has been a return to the on campus model, although this has often led to reports of empty lecture halls as students continue to embrace the flexibility of hybrid models. Since 2022 the advent of Artificial Intelligence, in particular Large Language Models, has led to considerable reflection in higher education on the use of essays and exams in assessment and how to best incorporate these tools into teaching. The impact of these two factors, the pandemic and AI, place Higher Education Institutions (HEIs) in the position of having to satisfy their current student base, with an economic model largely constructed around the physical campus, while also developing models that will provide robust and flexible models for students in the future.
Author
Martin Weller is Emeritus Professor of Educational Technology, at the Open University. He is the former Chair of the Open Programme, the Open University’s flexible, multidisciplinary degree, and Director of the GO-GN, a global network of Doctoral students in the area of open education. He developed the OU’s first fully online course in 1999, which attracted over 15,000 students annually. He is the author of the books The Digital Scholar, 25 Years of Ed Tech and Metaphors of Ed Tech.
He maintains a popular blog at blog.edtechie.net
Commissioned by the N-TUTORR National Digital Leadership Network.
The horizon-scanning report will provide a critical analysis of extant knowledge related to academic integrity as a commitment to six underpinning values of honesty, trust, fairness, respect, responsibility and courage (ICAI, 2021), guiding ethical behaviour across the tripartite domains of teaching, research and administration, and as impacted by rapidly evolving digital technologies, especially artificial intelligence (AI) tools. It will provide recommendations for university leaders navigating institutional best practice and policy for academic integrity in special reference to higher education’s digital transformation (McGill/JISC, 2023), and as germane to institutional and national strategic priorities for the Irish sector and, its community of technological universities.
Authors
Richard Watermeyer is Professor of Higher Education and Co-Director of the Centre for Higher Education Transformations at the University of Bristol. He is by training and orientation a sociologist of higher education; author of well over 100 academic articles, chapters, books and commissioned reports focused on policy and practice challenges and transformations in higher education; and the recipient of research funding for leadership of 19 (inter)national higher education research studies. Richard’s current research focus is on the sociological analyses of digital disruption in global higher education contexts. In this oeuvre he has acted as the Deputy Director of the (£1m) Digital Futures of Work programme (https://digitalfuturesofwork.com) and led an international research team into the effects of digital transitioning and AI adoption in global higher education. Such work has also featured in such analyses of the impacts of generative AI adoption by UK academic researchers (Watermeyer et al. 2024, forthcoming); in recent keynote addresses to the Research in Distance Education and E-Learning and Academic Practice and Technology conferences; and commentary pieces featured by Nature (https://www. nature.com/articles/d41586-024-00115-7) and the LSE (https://blogs.lse.ac.uk/impactofsocialsciences/2024/01/22/if-generative-ai-is-saving-academics-time-what-are-they-doing-with-it/).
Danielle Guizzo is Associate Professor in Economics Education and staff researcher of the Centre for Higher Education Transformations at the University of Bristol. Her research expertise is on the political economy of higher education and the state of academic labour and knowledge production in the light of technological and economic transformations, using a combination of historical and qualitative methods to understand change. Danielle has authored 25 academic articles, co-edited a book and has written several book chapters, reports, and briefs for policymakers. She was awarded the 2024 Clarence E. Ayres scholar award from the Association for Evolutionary Economics for her research on the ceremonialism of higher education from an economic-institutionalist perspective, and has secured research grants as a P-I on the impact of research assessment tools over economics research (funded by the ESRC Rebuilding Macroeconomics Initiative) and as a co-I on how academics have been using technologies in the Covid pandemic (funded by the Royal Economics Society). Danielle has also acted as a consultant for Brazil’s Ministry of Education on the review of Brazil’s national research assessment, and as an Advisory Board member of the Review of the Subject Benchmark Statement for Economics in the UK.
Lara Dzabolova is a PhD researcher at the School of Education at the University of Bristol. Previously, Lara led the Centre for Sustainable Development within the Department of Innovation at a local university in her hometown. Her work was focused on developing sustainability-centred curriculum and research with UN WTO and UN SDSN through digital learning and communication tools.
Commissioned by the N-TUTORR National Digital Leadership Network.
Data-driven decision-making is transforming industries like education, healthcare, and finance by harnessing big data and AI. This report explores the critical shift from traditional decision support to AI-powered automation and highlights how these changes impact organisations and society. The report discusses the technology and skills that are currently driving the digital economy and also attempts to reveal what comes next.
Authors
Dr Andrew Pope is a Senior Lecturer and researcher at Cork University Business School, UCC, where he specialises in design and technology. Andrew is Co-Director of the MSc Design and Development of Digital Business and teaches on the MSc Business Analytics programme in UCC. Andrew is the recipient of both the UCC President’s Award for Teaching Excellence and the Irish Academy of Management’s Outstanding Educator Award. Andrew has over 20 years of research experience, collaborating on publicly and privately funded research projects.
Dr Simon Woodworth is a lecturer in Business Information Systems and a Co-Director of the MSc in Business Analytics. He has 15 years’ industry experience in the telecommunications sector, followed by 20 years as an academic. He is Co-Director of the Health Information Systems Research Centre and Lead Investigator in the The Irish Centre for Maternal and Child Health Research. He teaches technical topics including Python Programming, Software Development and Operations and Mobile Application Development. His research interests are focused on Health Informatics and Cyber Security.
Dr Huanhuan Xiong is a lecturer in Information Systems for Sustainable & Responsible Business, and also a senior researcher in Financial Services Innovation Centre, at university College Cork (UCC), Ireland. Currently she serves as a co-director of the MSc Design and Development of Digital Business postgraduate programme. Since 2020, Dr Huanhuan Xiong is the lead researcher in Financial Service Innovation Centre (FSIC), her research areas include but not limited to: big data analytics, decision making, financial well-being, financial resilience.
Commissioned by the N-TUTORR National Digital Leadership Network.
This report critically examines how the demographic and socio-economic composition of the current and near-future post-compulsory student community intersect with technological, pedagogical, and governance challenges in higher education.
Author
Peter Bryant is a Professor of Business Education and Associate Dean (Education) at the University of Sydney Business School, Australia. He is an award-winning academic with international expertise in designing and delivering successful strategic educational change in both business and social sciences institutions in Australia and the UK. He has thirty years of teaching and research experience in both the UK and Australia at both vocational and higher education levels, in the areas of higher education strategy, educational innovation, online learning and creative industries management.
Commissioned by the N-TUTORR National Digital Leadership Network.
This horizon scanning report examines the evolving landscape of academic and institutional integrity in higher education. It traces the historical development of academic and institutional integrity concepts, analyses current international best practices, and forecasts future challenges and opportunities. The report highlights how technological advancements, globalization, and changing educational models have transformed the nature of academic misconduct and institutional responses. Key issues addressed include contract cheating, AI-generated content, and credential fraud. The study synthesizes insights from literature reviews and related documents to provide a comprehensive overview of innovative strategies employed by leading institutions worldwide. These range from integrity-focused curriculum design to generative artificial intelligence.
Authors
Sarah Elaine Eaton is a Professor and research chair at the Werklund School of Education at the University of Calgary (Canada). She is an award-winning educator, researcher, and leader. She leads transdisciplinary research teams focused on the ethical implications of advanced technology use in educational contexts. Dr. Eaton also holds a concurrent appointment as an Honorary Associate Professor, Deakin University, Australia.
Beatriz Antonieta Moya, Ph.D. in Educational Research from the University of Calgary, specializes in ethics, leadership in higher education, and artificial intelligence. Awarded the 2023 Outstanding Student Award by the European Network for Academic Integrity, her work focuses on the Scholarship of Teaching and Learning (SoTL) and fostering ethical practices. She has co-authored peer-reviewed publications on academic integrity policy and AI ethics in education and regularly leads workshops and presentations internationally, highlighting her commitment to promoting integrity in higher education through interdisciplinary research and leadership.
Commissioned by the N-TUTORR National Digital Leadership Network.
Generative AI (GAI) presents significant challenges and opportunities to the higher education sector, from the threat to academic integrity to the promise of personalised learning at scale. This report focuses on three key areas: the impact of GAI on current teaching and assessment practices, current applications and the shift to more learner- centred approaches; emerging GAI pedagogy, international best practices and early research findings on risks; and GAI and digital transformation, international regulation and the future skills agenda.
Author
Mairéad Pratschke is Visiting Professor at the London School of Economics and Political Science (LSE) Data Science Institute (DSI); and Research Fellow and Advisory Board member at the USA’s National Science Foundation-funded National AI Institute for Adult Education and Online Learning (AI-ALOE). Author of Generative AI and Education (2024), Mairéad has delivered keynote talks on generative AI and education in Ireland, the UK, Canada, the USA, Lebanon, the Netherlands, Portugal, Spain, South Africa and Singapore.
Author website: https://maireadpratschke.com/
Commissioned by the N-TUTORR National Digital Leadership Network.
The increasing digitalisation of higher education institutions brings with it a range of new opportunities and risks. This report draws on international examples and best practices to synthesise the typical challenges and provide insights into potential solutions. This includes examining existing practices in educational technology acquisition and management within the public education sector, including procurement practices and the shift towards outsourcing and SaaS services. From there new challenges are explored, such as responding to external forces, managing new forms of risk, balancing efficiencies with educational quality, and maintaining diverse educational technology portfolios.
Author
Anne-Marie Scott is an education consultant with international expertise in digital, online, and open education. She was Deputy Provost of Athabasca University (Canada), and previously at the University of Edinburgh (UK) where she led many major digital and open education initiatives. She serves as a member of the Government of British Columbia’s Digital Learning Advisory Committee and is the CFO (Treasurer) of the Open Source Initiative, the non-profit which stewards global definitions of open source software and open source artificial intelligence. She currently teaches critical approaches to educational technology as adjunct faculty at Royal Roads University (Canada).
Commissioned by the N-TUTORR National Digital Leadership Network.
In this report we present a detailed examination of current AI use and considerations for its safe and ethical deployment. We conclude with horizon scanning and recommendations for educational establishments beginning to incorporate AI.
Authors
Dr James Ransom is a higher education specialist whose work looks at how universities can help adapt to and solve challenges facing society, including rapid technological change. He is an Honorary Senior Research Fellow at UCL Institute of Education, Head of Research at the National Centre for Entrepreneurship in Education (NCEE), and a Specialist Advisor on higher education to the European Bank for Reconstruction and Development. Previous work includes projects for the British Council, the Royal Society, and the British Academy, as well as jobs in policy at Universities UK, UNESCO, and the Association of Commonwealth Universities.
Dr Richard Whittle is an expert in the economics of Artificial Intelligence. He researches Artificial Intelligence and Human Decision-Making and has published in world-leading journals such as Work Employment and Society, Public Administration, and the Cambridge Journal of Economics. Richard led the technical research for the Greater Manchester Independent Prosperity Review, and he is an academic advisor to the Manchester Digital Strategy. Richard has received research funding from numerous sources, including the Economic and Social Research Council (ESRC), UK Research and Innovation (UKRI), Research England, and the Money Advice Service, and he has been the recipient of a personal Capabilities in Academic Policy Engagement (CAPE) fellowship hosted at the Institute of Innovation and Public Purpose, UCL.
Commissioned by the N-TUTORR National Digital Leadership Network.
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.
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.
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.
The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age: not so much the IT skills, but the thinking and attitudes to learning that will bring them success. Book release date (third edition): 18 August, 2022. For subsequent updates, see Updates and Revisions in the front matter of the book.
This report arises from the #Openteach: Professional Development for Open Online Educators project, which is funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education.The #Openteach project team are based in the Open Education Unit (OEU) at Dublin City University (DCU).
The main aim of the #Openteach project was to produce, and evaluate, evidence-based open professional development for part-time online educators. In anearlier phase of the project a literature review called Teaching Online is Different: Critical perspectives from the literaturewas completed in order to identify online educator roles and the associated competencies for effective online teaching (Ní Shé, Farrell, Brunton, Costello, Donlon, Trevaskis, Eccles, 2019). Concurrently, we conducted a needs analysisreport of the target population, online students and their online educators (Farrell, Brunton, Costello, Donlon, Trevaskis, Eccles, Ní Shé, 2019). These reports were used to guide the development of the professional development resources for the #Openteach open online course.
Teaching online is different. In this report we attempt to explain why. This report arises from the #Openteach: Professional Development for Open Online Educators project, which is funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education. In this project we plan to uncover and promote the keys to effective online teaching practice, while recognising that effective teaching is an art, craft and science. We aim to harness this knowledge to support the professional learning of online educators. Ultimately we want to support online students to learn online by helping and inspiring their educators. This report was developed to help lay a foundation for the project through a critical analysis of relevant literature
This work arises from the #Openteach: Professional Development for Open Online Educators project, which is funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education. The #Openteach project team are based in the Open Education Unit (OEU) at Dublin City University (DCU). Formally known as the National Distance Education Centre and subsequently Oscail, the OEU is a provider of online, off-campus programmes through the DCU Connected platform. Throughout the years the mode of delivery moved gradually from that of a traditional distance education provider to incorporate more elements of online learning. A significant step in this process came in 2011, with the introduction of synchronous live online tutorials and the electronic delivery of modules in a virtual learning environment (Delaney & Farren, 2016; Farrell & Seery, 2019). Following an open and online learning philosophy, the OEU aims to afford educational opportunities to students who have not managed to access more traditional entry routes into higher education.
The #Openteach project aims to generate new knowledge about effective online teaching practice and to harness this new knowledge to support the professional development of online teachers and to more effectively support online student learning experiences.
ExS is a short self-directed learning programme that can help you to develop your executive skills. Executive skills are the higher-order thinking skills essential for self-management and academic success. We all have our own particular strengths and weaknesses and by understanding what these are, we can then play to our strengths and make accommodations or try to develop weaker skills. This online programme will help you develop this self-awareness so that you can begin the journey to improvement if necessary.
This resource was developed from the 2018 SATLE initiative: Higher Education Language Educators’ Competences (HELECs).
This resource was created from the SATLE 2018 initiative: Higher Education Language Educators’ Competences (HELECs ).
This resource was developed from the SATLE 2018 initiative: Higher Education Language Educators’ Competences.
The HELECs Project is funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education.
This inter-institutional project investigates the range of language teacher skills needed in higher education (HE). The purpose of the project is to develop an empirically informed professional development framework.
The framework will provide individual teachers and programme developers with a reference point and practical tools, based on a comprehensive profile of language teaching skills, to ensure that all HE language teachers are appropriately supported in their work.
The HELECs Team comprises Applied Linguists and language education experts from four partner universities , UCC (Lead), DCU, MU and WIT.
This report builds on the work started by Trends 2015 in examining how European higher education institutions change and adapt their learning and teaching approaches in response to changing demand, technological and societal developments.
This report discusses the major policies and initiatives through which public authorities in 28 European higher education systems support the enhancement of learning and teaching. It is a follow up to Trends 2018.
A resource containing a suite of approaches to achieve social presence with online teaching. Each approach is aimed at establishing a sense of a learning community, enabling meaningful and in-depth interactions where learning experiences can be shared.
“Are you keen to improve your digital knowledge, skills or confidence? If so, we’d love to help. All Aboard is a national project that aims to empower learners, teachers, and anyone who uses technology to support their work, their study, or other aspects of living in a digital age.”
Part 2: Subtracting basic fractions by finding a common denominator.
Part 1: Adding basic fractions by finding a common denominator.
A webinar session focused on supporting Online Learners & Group Work. This is particularly of high value to learn how to work in an online environment, and how to consider group work.
Visioning the Future focused on exploring the landscape of doctoral education in Performing Arts and Film / Screen Media in Ireland. This resource aims to support students, staff, and institutions to enhance their doctoral provision for Artistic Research PhDs [over 60 Creative Commons licensed resources are available on the site].
Rethinking Assessment – An overview of alternative assessments to end of term exams
This resource presents several best practice tips to ensure successful discussion forums.
Best pratice tips for Supporting Online Students through engagement and understanding
This helpful resource presents some tools that you can use for online classroom and collaborative activities. Interactive online classes are more beneficial, and fun, to both the educator and the student. Using online collaborative activities within the classroom can encourage interaction. This guide presents some best practice tips.
This resource is intended as an easy-to-use guide for anyone who needs some quick and simple advice on quantitative aspects of research in social sciences, covering subjects such as education, sociology, business, nursing. I
This book describes approaches to capacity promotion that respond to the complexities and possibilities of communities—at local and country levels.
