EDIN Impact Analysis Tool

Description

The online EDIN Impact Analysis Tool, is an easy to use, step-by-step, online tool that allows you to plan, evaluate or think more generally about the impact of an educational development activity.

Benefit of this resource and how to make the best use of it

This tool has been developed to help anyone with an interest in educational/academic development to think about how and where their work has impact. You might use it to plan, evaluate or think more generally about the impact of an educational development activity. It draws on the work of Bamber (2013) to help ‘evidence the value’ of learning and teaching development activities/projects/interventions by offering suggestions for where you might locate specific examples of evidence in practice. To use this tool, begin by identifying a particular project, intervention or general activity that requires analysis of impact. Each of the following pages starts with a question that should prompt you to think about potential forms of evidence. This evidence may be very familiar to you or it may be something you have not considered to date. To help you answer the question, you are provided with a list of potential examples. Having reviewed that information, your next step is to draft your thinking in the box provided. You may also wish to refer to the recommended supplementary articles available via the MORE INFORMATION link on the top right of your screen. Please note that if a question and associated examples does not resonate with you, move on to the next question. At the end of the process, you can export your work to a Word document for further elaboration as needed.

Related OER

The goal of stimulating and promoting the creative capacity of both students and staff in higher education is at the core of this project. This initiative aims to foster a culture of creativity in higher education, building the capacity of staff so that they have greater awareness about the nature of creativity, how it applies in their particular discipline, and how they can actively cultivate it in their students.

The challenges stemming from our rapidly-changing, and increasingly unscripted world, demand that higher education institutions reflect upon the competencies which students will require in order to thrive in this context. Coupled with traditional discipline-specific knowledge, there is a growing demand for graduates to develop and demonstrate a variety of transversal competencies, among which is creativity; that is, the ability to generate ideas and outputs which are perceived as both novel and valuable within a given context. As such, educators have an important role to play in creating a culture which fosters creativity, including modelling creative practices and behaviours, establishing conditions which promote creativity, and developing students’ belief in their own creative potential. Indeed, this project is based on the principle that everyone has creative potential which can be actively fostered.

Credene Project

CC BY

Tutors is an professional and intuitive platform for the creation of compelling educational content. It is open source, well documented and now used by upwards of 160 modules at Waterford Institute of Technology. The platform employs the latest thinking in the production of media-rich web content, with a focus on delivering a simple, easy to navigate, elegant and compelling student experience. A central goal of Tutors is to fostering the sense on an online community of learners. These interactions are promoted by a set of non-intrusive measurements (we call TutorsTime) which help students and educators understand the use of the student’s time on a module.

A book chapter was also published as part of the initiative, which can be found here https://reader.tutors.dev/#/talk/wit-hdip-comp-sci-showcase.netlify.app/unit-3/talk-1-course-philosophy/course-philosophy.pdf

This new interdisciplinary 10 ECTS module for PhD students responds to an identified need for careers and employability support and was developed with industry partners. It supports PhD students with career planning, critical reflection and decision-making, enabling them to establish networks and build readiness for future careers in academia and/or industry. The module is in three streams (Careers, Skills and Work-based Learning) and features many innovative aspects:
– a blended learning design and 5 ECTS module option to give a flexible learning experience
– 5 interactive online sessions which build student employability skills
– 4 face-to-face sessions to enhance collaboration and engagement
– An online Skills Audit which helps students to critically reflect on, develop and articulate the skillset developed during their PhD and an Interview Practice Exercise to apply their interview skills to a role-play scenario
– a work-based learning experience that creates real value for industry partners and offers students valuable learning experiences that are not readily available elsewhere

A range of supporting activities enhance the student experience by encouraging shared and self-directed learning: online journaling and discussion boards; podcasts; videos; skills webinars and industry events. A new Industry Mentoring Programme (IMPART) was designed to complement the module.

Visioning the Future: Artistic Doctorates in Ireland was a twelve-month research project based at University College Cork but with a national focus. Artistic Doctorates are practice-based PhDs that include artistic practice on an equal footing with critical writing. Visioning the Future focussed on Artistic Doctorates in Dance, Film /Screen Media, Music and Theatre. The project focussed on previous practice / research into the pedagogies and potential of the Artistic Doctorate and how this relates to the unique ecology of Ireland. It aimed to contribute to the development of national policy and protocol to support the establishment of best practices in the sector and to develop an Open Educational Resource (OER) for supervisors, students and examiners. We hosted an International Online Seminar Series (fifteen seminars over three months during summer 2020) with international / national experts and a broad spectrum of stakeholders including PhD students. This series is available as a digital resource. We also conducted research into policy / protocol related to the Artistic Doctorate in Irish HE as well as a series of interviews with staff / students in Ireland, this data as well as the archived seminar series contributed to the development of a lively integrated OER.

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URL: https://www.edin.ie/?page_id=384

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