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As part of this project small workshops in linear algebra where held both nationally and internationally. The main workshop website is https://sites.google.com/view/tusdcu-linearalgebraworkshop/home
A one day workshop to help bring together early stage researchers to learn and discuss topics in Linear algebra.
Linear algebra is frequently introduced to first or second year undergraduates, and afterwards its results and concepts are taken for granted. But it is the rare undergraduate who understands the full details of the Jordan Canonical Form at the first presentation. In this short course, we will devote one morning to a complete analysis of a linear operator in terms of generalised eigenvalues. We will explain the significance of the Cayley-Hamilton theorem (and why no-one states the result appropriately). In the end, we will have a thorough understanding of the structure underlying the Jordan Form. Our approach will be mostly elementary, though we may use the word ‘module’ on occasion.
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A 1-page guide, co-created by lecturers, tutors & students on DkIT's MA in Learning and Teaching, showing where GenAI can, and can't, support particular postgraduate research/skill development (*reflecting practice 2025-26). Includes student-informed prompts on responsible, sustainable use. An editable PowerPoint supports adaptation to own context.
Teaching and Assessment for Learning Checklists aimed at early career & seasoned lecturers. The checklists provide guidance & reliable curated resources for lecturers who want to deliver an engaging and positive learning experience for their students. They act as a guide to check existing approaches, and help analyse how improvements can be made.
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
The HEA ESD Self-Evaluation Tool is a voluntary, developmental resource that supports higher education institutions in reviewing and strengthening whole-of-institution Education for Sustainable Development. It helps institutions undertake structured reflection on current strengths, gaps and progression, identify local priorities and plan practical next steps.
The tool is organised around the five ESD to 2030 Priority Action Areas. For each area, it provides developmental descriptors across three broad stages of practice: Emerging, Established and Leading. It is intended to support dialogue, planning and quality enhancement.
Following this link opens a new browser tab and sends you to an external website outside of the National Resource Hub
URL: https://tus.libguides.com/c.php?g=715183&p=5178010&preview=21c4fb2c61a37aeabf1e57e1276d68d3
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