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This resource showcases initiatives from both academic and professional support areas across DCU, which have been funded under SATLE – the Strategic Alignment of Teaching and Learning Enhancement Funding in Higher Education. Examples are provided under the themes of Education for Sustainable Development, Digital transformation & Academic Integrity
This video provides a clear and accessible introduction to cryptocurrencies, explaining what they are, how they function, and their role in today’s digital economy. Designed for beginners, it offers a foundational overview for learners exploring blockchain technology and digital finance.
This scientific paper describes the co-creation of the UCD sustainability dashboard – the first transferable template to support geographically-specific SDG monitoring within HEIs. This paper contributes to debates on the need for spatial reporting of actions towards sustainability, to meaningfully recognise local SDG implementation progress.
The resource is a template for surveying students about their timetabling experiences. The survey was deployed in MTU, but the template is free to be copied and adapted as needed.
This document describes the first timetable coordinators workshop held in MTU in March 2025.
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.
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
This publication collects the posters shared at the 2023 Learning and Teaching Showcase at University College Cork, 5 December 2023. The posters are grouped into five themes: student engagement, inclusive teaching, academic integrity, digital education and education for sustainable development.
Infographic promoting Moodle’s analytics graphs, which come packaged in a single block and offer a host of statistics and figures on various aspects of students’ Moodle usage
Infographic promoting Moodle’s activity completion feature, which allows the lecturer to assign completion criteria to specific activities and resources within Moodle
Infographic providing information on Moodle’s attendance feature, which allows lecturers to take attendance in Moodle and for individual students to see their own attendance record
Infographic outlining Moodle’s heatmap feature, which offers a colour-coded representation of user activity within a module
Recording of National Forum Seminar December 2021 with Lee O Farrell, UCD; Mary Loftus, IT Sligo; and, Prof James Pickering & Dr Bronwen Swinnerton, University of Leeds (UK), chaired by Damien Raftery, IT Carlow
This resource was developed from the SATLE 2018 initiative: Developing All Learners Through Analytics Initiative (DALTAÍ)
This document provides an overview of the Canvas LMS analytics features currently available to staff who teach as well as some future developments in the area.
Mapping Existing Research Output focused on Higher Education Teaching and Learning in Ireland 1990-2015
Summary Report of Sectoral Dialogue Sessions in Irish Higher Education
The National Forum, in partnership with the Further Education and Training (FET) sector, conducted a survey and interviews in 2016 of FET learners’ experiences of transition to higher education. A Forum Insight on Transition from Further Education and Training to Higher Education can be accessed here.
Why Students Leave: Findings from Qualitative Research into Student Non-Completion in Higher Education in Ireland
Using Learning Analytics to Support the Enhancement of Teaching and Learning in Higher Education
An Introduction to the Learning Analytics and Educational Data Mining for Learning Impact Project
Learner Data and the General Data Protection Regulation (GDPR)
Update on Development and Implementation of the Irish Survey of Student Engagement 2013-17
Data-Enabled Student Success Initiative (DESSI)
Recommendations from the ICT Retention Scoping Group
The Union of Students in Ireland worked in partnership with the National Forum in 2016 to explore the transition experiences of those students who did not complete their programmes of study in higher education.
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 webinar explores innovative approaches to harnessing data, and the growing recognition of its potential to support whole-of-institution strategies for student success.
Analytics is invaluable for answering questions, but impact can only be achieved by acting on the answers. This guide outlines some of the key considerations for developing effective data-informed student interventions.
Although bespoke platforms are not essential for developing a data-informed approach, for any institution that is considering doing so, identifying the right platform is important. This document lists a number of essential considerations for opting for a reporting system that is right for your institution’s reporting needs.
This report looks at the major recurring themes in a number of exemplar international analytics policies and highlights the actions institutions may wish to take in developing their own policies and strategies
Collaboration and consultation are essential for whole-of-institution approaches. This resource outlines some of the colleagues that you may wish to consider working with to develop your approach.
This guide introduces a number of innovative reporting systems currently in use in Irish institutions.
This guide details some of the key reporting features in Blackboard that can be of benefit to staff who teach that wish to employ a data-informed approach to their practice.
This guide details some of the key reporting features in Moodle that can be of benefit to staff who teach that wish to employ a data-informed approach to their practice.
This guide details some of the key reporting features in Sakai that can be of benefit to staff who teach that wish to employ a data-informed approach to their practice.
Case Study M: Developing a Cost-Neutral Tracker of Student Workload Distribution
Case Study N: Identifying Effective Resources for First Year Computing Students
Case Study P: An Automated Approach to Managing Clinical Placements
Data-Enabled Student Success Initiative (DESSI) Information Booklet
Adapted from the Data Protection Commissioner’s Office’s data protection checklist, this guide outlines the key steps staff and institutions must take to ensure compliance with data protection legislation.
Automated interventions can be highly impactful, once they are worded and structured carefully and thoughtfully. This resource introduces some of the key steps for ensuring effective student communications.
Data quality is a major challenge for most institutions as they begin to develop a data-enabled approach, but it is a critical early step. Any answers generated by your data will only be as accurate as the data itself. This resources highlights some of the key steps to ensuring the quality of the data you have access to.
The value of data lies in answering questions so knowing what question(s) you want to answer is an essential first step. This guide details some of the areas that data can be used to investigate.
Case Study K: Using Standard Moodle Reports to Identify AtRisk Students in an Online Course
Case Study L: Using Examination Data Analysis Forms to Implement Year-on-Year Module Improvements
Assessing the Success of Analytics-led Interventions
Case Study A: Gauging Student Engagement in a Blended Programme
Case Study B: Gauging Student Engagement with an Online Orientation Module
Case Study C: Identifying Resources that Best Assist Students to Reach Learning Outcomes
Case Study D: Identifying Students in Need of Targeted Support
Case Study E: Assessing Students’ Engagement and Responses
Case Study F: Balancing Quantitative and Qualitative Data to Drive Change
Case Study G: Using Standard Blackboard Features to Assess Students’ Usage of the VLE
Case Study H: Using Data to Identify Students that have not Accessed the VLE and Incorporating Feedback into Module
Case Study I: Challenges in Identifying Correlation in a Small Module
Case Study J: Collating Data from Multiple Sources to Identify At-Risk Students
Case Study O: Assessing Students’ Engagement with Online Quizzes over the Course of their Programme
Learning Analytics and Data Protection in Ireland
Institutions have access to vast amounts of valuable information. This guide details some of the many potential sources of data and how they can be used effectively
The Open Data listed in data.gov.ie is published by Government Departments and Public Bodies. Many datasets are individually published and updated by public organisations. Other datasets are harvested daily from existing, domain-specific data catalogues.
