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This Forum Insight provides an overview of the teaching and learning policy context at European and national levels, with particular attention paid to digitisation and the pandemic recovery. It then proposes related next steps for the future of teaching and learning from a policy perspective.
This Forum Insight examines assessment practices in light of the Covid-19 pandemic and closure of campuses in 2020, foregrounding assessment principles previously developed in collaboration with sectoral partners and stakeholders, and reflecting the outcomes of two National Webinar series events in spring 2021 on the future of assessment in a changed higher education landscape. We thank the webinar presenters and participants including representatives of disciplines, agencies and networks from across Ireland and capture their contributions as Ten Things We Have Learned About Assessment.
This Insight outlines key themes in online and blended learning scholarship in the period 2010-2020, before the Covid-19 pandemic. The review begins with definitions of key terms and then outlines several major themes in online and blended learning as well as recent critical approaches.
42 participants from student and core stakeholder groups
supporting teaching and learning across seven member
institutions of the Irish Universities Association (IUA) took
part in six focus group sessions in June 2021. The aim was to
capture the “lived experience” of the Covid-19 situation, how
changes in practice brought about by lockdown are being
embedded into mainstream practice, and key lessons for moving
forward. This Insight outlines common themes that emerged
across all the groups and identifies emerging areas for greater
inter-institutional collaboration, while recognising that this is a
snapshot of contextualised experiences shared and highlighted
by the groups in June 2021.
Ibec is Ireland’s largest business lobby and representative group, with our members employing over 70% of private sector workers. We believe the cornerstone of Ireland’s social and economic success is a strong pipeline of talent supported by a world class education system. Ibec’s contribution to the Next Steps project is understanding the impact of Covid-19 on the future of work and what this means for teaching and learning.
The Higher Education Colleges Association (HECA) established in 1991, is the representative body for thirteen established and state accredited privately funded providers of higher education. All HECA members have quality assurance approval under Quality & Qualifications Ireland (QQI) and deliver QQI validated programmes across a diverse range of disciplines, between levels 6 and 9 on the National Framework of Qualifications. The student body within the HECA network of college providers is over 27,000.
HECA member higher education providers advance the highest standards of best practice, evidence-based teaching and learning. Learner-centred teaching is at the heart of the mission of each of HECA’s member institutions. HECA providers have a shared strategic priority to continue to invest and enhance its teaching to a sector-leading standard. This core function, together with innovative and diverse assessment strategies, combine in a transformative process of education for the learner, building knowledge, skill and competence through state accredited programme curricula. The opportunity to participate as partner in the Next Steps project further solidifies HECA’s position as a collective united by a desire to connect, support and inform all those involved in the enhancement of teaching and learning in HECA colleges.
Despite the pandemic presenting a myriad of challenges and difficulties, many innovative practices, processes and actions have been developed to address the extraordinary circumstances. This unprecedented crisis has inadvertently demonstrated the flexibility and capability of much of the sector that can be harnessed to improve the experiences of students with disabilities in future learning.
This National Forum Insight is for all staff with a teaching role in Higher Education in Ireland who are engaging with the National Professional Development (PD) Framework.
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.
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.
The DELTA Framework provides a structure which can be used by institutions, disciplinary groups or institutions to plan and prioritise their efforts to enrich understandings and practices within disciplinary contexts.
