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This resource portal is dedicated to providing centralised access to policies, guidelines, and resources for teaching and learning in higher education in the context of generative artificial intelligence. The curated policies and frameworks offer authoritative guidance and practical support to inform and enhance institutional practice.
The Toolkit for Teacher Educators to Embrace Social Justice Pedagogies offers a comprehensive resource for fostering equity-driven approaches in teacher education for teacher educators. The resource is tailored to embed social justice approaches within physical education teacher education programs.
This e-book reports on a SATLE-funded project to explore the use of immersive technologies in Higher Education. It includes case studies, practical guidance and a brief review of the literature on immersive learning from the project team. It is intended for those considering using VR in their teaching, and for those who support learning.
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.
The course is targeted at senior leaders to support the implementation of universal design and the adoption of the national ALTITUDE Charter https://www.mtu.ie/universal-design/ and aims to complement the existing Digital Badge for Universal Design in Teaching & Learning https://www.ahead.ie/udl-digital-badge and the Digital Badge Universal Design Beyond the Classroom https://www.ahead.ie/journal/Launch-Universal-Design-Beyond-the-Classroom-Digital-Course-and-Digital-Badge
This resource captures key insights from a full-day workshop held on 8 May 2025, hosted by the Higher Education Authority (HEA) and led by internationally recognised expert Dr Alison Cook-Sather. The event focused on the transformative potential of authentic student-staff partnerships as a strategic approach to advancing student engagement, success, and institutional effectiveness.
Attended by academic staff, institutional leaders, student success professionals, and sector partners from across Ireland, the workshop featured a combination of keynote presentations, lightning talks, and interactive sessions. Through real-world examples and hands-on activities, participants explored how to build meaningful, inclusive, and sustainable collaboration between students and staff.
For the full event schedule and a complete list of lightning talk contributors to this slide deck, visit the workshop schedule.
This survey was adapted from a North American Faculty OER Survey Toolkit for use in the Irish Higher Education context. It was used across the DOERs project partner sites to audit staff Open Educational Resources and Open Educational Practices awareness and practices. We encourage other institutions to adapt this tool to meet their needs.
This is an interactive H5P resource developed by a student to assist others in the development of their academic reading skills.
The following ‘ten considerations for generative AI adoption’ outline key issues identified through dialogue with stakeholders across Ireland’s higher education sector, industry, and associated agencies between September and December 2024
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 report discusses the views of final year students and graduates who attended a TCD led, multi-institutional one-day workshop on what student success means to them, and what they identified as the facilitators of and barriers to achieving that success. The findings were based on the analysis of four types of inputs for the seminar: written submissions by students on the theme prior to the seminar, student talks, a panel discussion and workshop discussions on the day of the seminar. In order to have a framework to discuss the concept at the seminar, a thematic analysis was performed on the written submissions which students submitted prior to the seminar. Three broad categories of success were identified: academic, personal and social. While initially academic success features predominantly, as students progress through their studies, they develop a more holistic perspective where personal and social success become increasingly important to them. Student success is a broad concept. It is different for and personal to each student and changes with the student’s journey from initial entry to college through to graduation.
While Generative AI technologies have existed for many years, recent rapid advances in the field have pushed these technologies into mainstream use across society. As higher education institutions grappled with these new technologies, initial responses focused on potentially significant threats to academic integrity. However, as our understandings have evolved, there is an increasing awareness that these developing technologies also present opportunities for teaching, learning, assessment and research in higher education.
Against this rapidly evolving backdrop, we in the Centre for Academic Practice (Trinity College Dublin) found ourselves faced with new challenges. How could we best support our educators to respond to the challenges of GenAI? How might we influence and support strategic initiatives and policy development regarding GenAI for teaching, learning and assessment at the institutional level? Conscious that our colleagues across the sector were facing similar challenges, we decided to initiate a cross-institutional collaboration with teaching and learning leaders from across the sector, where we could tackle this together!
Conference posting using the game of snakes and ladders as a metaphor for the students as partners approach to research as presented the 2023 ISSOTL (International Society for the Scholarship of Teaching and Learning) conference.
An interactive learning tool that explains academic integrity at University College Dublin. The unit features short videos, quizzes, and scenarios designed to help students reflect on ethical learning.
This live resource provides multimodal guides on how to use T&L digital tools and technologies.
This resource provides the videos and PowerPoint presentations from the Navigating the New Frontier: Generative AI and Academic Integrity Conference.
The case studies highlight the excellent teaching and learning practices that are in place across MIC. Each case study provides a detailed description of the approaches implemented, the benefits and challenges of such approaches, and tips for those who wish to implement similar approaches in their own teaching.
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.
Recognizing the transformative potential of AI, the ICDE Quality Network has developed this report as a key initiative to explore its application in teaching and learning globally. This endeavour underscores the Network’s commitment to advancing quality education by promoting the responsible integration of AI.
This online tutorial introduces the fundamentals of Generative AI and LLMs, explaining their functionality, capabilities, and limitations. It explores key applications, ethical considerations, and practical examples, providing learners with a foundational understanding of how these technologies impact education and creativity.
