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Through the inclusion of insightful provenances and case histories, students are taken on a journey back in time to learn not only from the original donors, but also from the physicians and anatomists who treated and prepared the specimen, offering fascinating insights into the healthcare systems and the education values of the time. Careful consideration was given to which specimens were to be showcased. Specifically, those over a hundred years old, without identifying features or sensitive features such as developmental anomalies.

Enhanced Blended Learning in Anatomy Education

CC BY-NC-ND

This resource has been created by an interdisciplinary project team at Trinity College Dublin, the University of Dublin and was funded through the Strategic Alignment of Teaching and Learning Enhancement Fund 2020.

Teaching and Learning for Clinical Teachers (TLCT)

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Throughout this workbook students are asked to engage with the PCs Graduate Attribute & Mindsets Framework via a suite of activities or exercises. This engagement will provide students with the language of skills and attributes best suited to job application and success.

Graduate Attributes Workbook

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This Facilitator Checklist has been compiled from our experience as facilitators delivering the PACT Open Course with the National Forum. From our reflection, we created this resource to aid fellow facilitators save time and outlined key pre-Course, during-Course, and post-Course activities essential to the smooth running of all Open Courses.

Ready-Set-Go-Checklist: A Facilitator’s Tool for Digital Badge Awards

CC BY-SA

This resource is a digital toolkit to support students in health and social care professions who are learning clinical and professional competencies through technology (including telepractice and simulation). The toolkit includes interactive resources to support learning and enhance technology-enabled practice education.

Technology Enabled Practice Education Toolkit

CC BY-SA

Bookended by puberty and culturally defined adult roles, it is now established that adolescence extends from age 10 to age 24. Funded by the National Forum SATLE2019 scheme, and launched during VIT&L 2021 week, the new Canvas course Brainpower developed by Dr. Eithne Hunt (Occupational Science & Occupational Therapy / Graduate Attributes Programme, UCC); Dr. Samantha Dockray (Applied Psychology, UCC); and Professor Yvonne Nolan (Anatomy & Neuroscience, UCC) with input from students and higher education staff explores the ramifications of this research and gives participants an opportunity to reflect on what this information may mean for them within their work or role in higher education.

The inner workings of the adolescent brain and how these workings develop and are expressed in behaviours and engagement with the external world have been the focus of an explosion of research inquiry. Seated in the pre-frontal cortex of the brain, cognitive abilities such as decision-making, planning, self-control, social interaction and self-awareness are only fully developed by the mid-twenties. In addition, the brain regions governing risk-taking and reward are intensely active in adolescence, and so influence behaviour, which is also shaped by context and expectations of others.

To realise student success, higher education (HE) institutions must take into account that the majority of their students are still adolescents, without fully developed cognitive, social, emotional and self-regulatory capacities, living and learning in a socio-cultural environment that offers less external regulation than ever before. The knowledge that many students in higher education are in developmental transition spotlights opportunities to construct academic and campus contexts that supports this transition.

Brainpower is a free, online, self-paced course, focusing on harnessing the power and potential of adolescent brain and behaviour for enhanced learning, wellbeing and student success in higher education. Within each of the six modules (each approximately 60 minutes duration) there is a variety of instructive media, including recorded Panopto lectures, videos and short readings. Supplemental information in the form of suggested reading lists, podcasts, and videos is provided. The Brainpower modules are provided in a predefined sequence with content unlocked step by step. Modules will be unlocked once the previous module is completed. 

Brainpower – Harnessing the Power and Potential of Adolescent Brain and Behaviour for Enhanced Learning, Wellbeing and Student Success in Higher Education

CC BY

This report arises from the #Openteach: Professional Development for Open Online Educators project, which is funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education.The #Openteach project team are based in the Open Education Unit (OEU) at Dublin City University (DCU).

The main aim of the #Openteach project was to produce, and evaluate, evidence-based open professional development for part-time online educators. In anearlier phase of the project a literature review called Teaching Online is Different: Critical perspectives from the literaturewas completed in order to identify online educator roles and the associated competencies for effective online teaching (Ní Shé, Farrell, Brunton, Costello, Donlon, Trevaskis, Eccles, 2019). Concurrently, we conducted a needs analysisreport of the target population, online students and their online educators (Farrell, Brunton, Costello, Donlon, Trevaskis, Eccles, Ní Shé, 2019). These reports were used to guide the development of the professional development resources for the #Openteach open online course.

OpenTeach Pilot Evaluation Report

CC BY-NC