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.
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The report – Generative AI in Higher Education Teaching and Learning: Sectoral Perspectives – was commissioned as part of the Higher Education Authority’s evidence-led approach to policy development.
The report captures the views of staff, students, and leaders across the Irish higher education system on the opportunities and challenges posed by artificial intelligence.
It brings together insights from ten thematic focus groups and a leadership summit, involving over 80 participants from across Ireland’s higher education institutions, alongside student representatives and sectoral stakeholders.
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).
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.
This 12 lesson open course provides an introduction to the AI Fluency Framework and the four competencies of Delegation, Description, Discernment, and Diligence. c. 70 mins videos plus ungraded exercises & projects and reference handouts. Co-developed by University College Cork, Ringling College and Anthropic with support by HEA.
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 open course is designed to facilitate the development of your Artificial Intelligence (AI) literacy so that you can explore and innovate using Generative AI (GenAI) within your teaching, learning, and assessment practices.
In light of the potential opportunities and challenges of these technologies, this course will facilitate you in exploring the fundamentals of GenAI and AI Literacy, whilst focusing on an ethical practice. You will consider innovative ways in which you can respond to the challenges arising from the impact of these technologies in Higher Education.
Completion of this course will support you in developing a GenAI teaching strategy to apply to your own practice.
This resource provides the videos and PowerPoint presentations from the Navigating the New Frontier: Generative AI and Academic Integrity Conference.
This short guide provides an overview of GenAI and a longer discussion of how assessments can be (re)designed to integrate or limit the use of GenAI by students. It includes examples from teaching practice at University College Cork.
We were both impressed and worried to witness the rapid escalation in the ability of tools like ChatGPT to conjure credible-seeming scholarly prose ex-nihilo. Rather than leaving the assessment strategy in MEEN3010 exposed to AI plagiarism, we decided to shift the focus towards a more authentic and interactive learning activity; a poster session.
During the Spring trimester of 2024, in the UCD ‘Robotics Design Project’ (EEEN10020) module with 54 first-year undergraduate engineering students, we deliberately revised the assessment strategy. We evolved a take-home assignment into a pair of supervised in-class exercises.
A. Hickey, C. O’Faolain, J. Healy, K. Nolan, E. Doheny and P. Cuffe, “A Threat Assessment Framework for Screening the Integrity of University Assessments in the Era of Large Language Models”, presented at 8th IEEE International Forum on Research and Technologies for Society and Industry Innovation, Lecco, Italy, September 2024
Y. Mormul, J. Przybyszewski, T. Siriburanon, J. Healy and P. Cuffe, “Gauging the Capability of Artificial Intelligence Chatbot Tools to Answer Textbook Coursework Exercises in Circuit Design Education”, presented at IEEE International Conference on IT in Higher Education and Training, Paris, France, November 2024
A. Hickey, C. O’Faolain and P. Cuffe, “Large Language Models in Power Engineering Education: A Case Study on Solving Optimal Dispatch Coursework Problems”, presented at IEEE International Conference on IT in Higher Education and Training, Paris, France, November 2024
Y. Mormul, J. Przybyszewski, A. Nakoud and P. Cuffe, “Reliance on Artificial Intelligence Tools May Displace Research Skills Acquisition Within Engineering Doctoral Programmes: Examples and Implications”, presented at IEEE International Conference on IT in Higher Education and Training, Paris, France, November 2024
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.
This OER is from a collection of ‘MU: UDL & U’ Plus One resources created by Maynooth University colleagues with the support of HEA PATH4 funding.
This OER notes four WEC-Inspired Ideas for Understanding Writing and the Curriculum.
The HEART project explored the impact of generative AI on 3rd-level education in Ireland, using modules delivered in the UCD School of Biology and Environmental Science (SBES) at University College Dublin. We wish to thank the Strategic Alignment of Teaching and Learning Enhancement (SATLE) fund for making this project possible.
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.