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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
This infographic may assist in illustrating for staff the kinds of graphs available in Moodle and some of their potential uses
Creative Commons Attribution-NonCommercial-ShareAlike (CC BY-NC-SA)
This work is licensed under a CC BY-NC-SA license, allowing sharing and adaptation for non-commercial use with proper attribution, provided derivative works use the same license.
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The Manifesto for Generative AI in Higher Education is a living resource for educators, students, and institutions. It invites reflection and dialogue across thirty statements exploring teaching, ethics, and imagination – helping higher education navigate AI with curiosity, integrity, and humanity.
This video explains what simulation is and how it can be utilised to promote interdisciplinary learning between students across three healthcare disciplines. It presents an individual who has had an acute cardiac episode, she is receiving care from a Cardiac Nurse, Physiotherapist and Dietician.
This open resource presents over 140 real-world academic integrity and ethical dilemma scenarios co-created by students and staff. Designed for educators, trainers, and learners, it supports interactive discussions, gamified learning, and scenario-based teaching in ethics and integrity education across disciplines.
In 2024/25 research was undertaken in higher education institutions in Ireland to explore commuter students’ experiences and to consider changes that would improve their experiences and outcomes. It addressed the questions: i. How does being a commuter student impact on student experiences and outcomes in higher education institutions in Ireland? ii. How can higher education institutions improve the experience and outcomes of commuter students? The study combined a semi-structured review and thematic analysis of the websites of the seven higher education institutions (HEIs) in Ireland, with two online ‘town hall focus groups’ (THFGs) involving 33 participants: six staff and 27 students, eight of whom were trained as facilitators and ‘jurors’ to reflect on the evidence heard. The THFGs addressed the key research questions, collecting individual responses via an online form; small groups discussed the topics and then a commuter student facilitator reported key points from their discussion into the main room. Commuter students generally found the experience of commuting to be quite negative, with few advantages. Furthermore, they felt their on-campus experience is not designed to facilitate their engagement. Students find that the organisation and delivery of the academic experience does not accommodate their needs, and they have few opportunities to engage with the wider student experience.
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