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This project explores the impact of AI text generation on 3rd-level education in Ireland, using modules delivered in the UCD School of Biology and Environmental Science (SBES) at University College Dublin. It was co-created by students and staff.
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.
The report includes a ‘baseline’ of the challenges, practices and new developments during the pandemic, examples of research and innovation in online assessment, and the supportive (or non-supportive) national policies and frameworks that define the context of assessment for the institutions. It also includes practical examples (‘Good practices’) from SIG members that can help, if not inspire developing better practice and new thinking in other member institutions.
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.
Since March 2020 higher education has experienced one of the most disruptive phases in its recent history. In a sector typified by considered, researched and incremental change, overnight everyone began emergency remote teaching, learning and assessing. The dramatic shift resulted in positives and negatives, and posed a series of questions for students, staff and other stakeholders. Though still living through the pandemic, in March 2021 fifteen partners from a range of stakeholders across the sector agreed to work together to answer one shared persistent and urgent question: In the context of Covid-19, what have we learnt and what does it mean for the future of teaching and learning in Irish higher education?
The Fledgling Project reviewed assessment and feedback strategies of a final year early childhood studies professional practice placement in which students create and run a community-based parent and toddler group. A student practical guide was developed which includes feedback/guidance from past students, graduates, parents and employers.
The INDEx Survey was undertaken in autumn 2019 to explore the digital experiences of students and staff who teach in Irish higher education. Data was collected from 25,484 students and 4,445 staff who teach at 32 higher education institutions.
Reflecting on the response by the higher education community to the challenges involved in the sudden relocation of teaching and learning away from their on-campus contexts in March 2020
There is a wide range of thinking in terms of how impact can be identified, captured and communicated effectively. This Forum Insight introduces some key evidence-based considerations regarding impact within the context of teaching and learning in higher education. The Insight is based on an extensive review of the literature related to impact, key examples of which have been included.
The 40 sources summarised in this document each have an explicit focus on impact and provide useful insights for those wishing to explore the topic. The majority of sources focus on teaching and learning impact in a higher education context. A small number focus on impact in other contexts (research or post- primary contexts) and these were included due to their potential relevance to those interested in higher education teaching and learning impact.
This report aims to provide a high-level overview of the impact of the 32 Teaching and Learning Enhancement Fund projects funded by the National Forum for the Enhancement of Teaching and Learning up to December 2018 and to share lessons learned about achieving, sustaining, capturing and communicating impact in higher education.
The INDEx Survey was undertaken in autumn 2019 to explore the digital experiences of students and staff who teach in Irish higher education. Data was collected from 25,484 students and 4,445 staff who teach at 32 higher education institutions.
