A collection of essays on and case studies of the various characteristics and uses of teaching portfolios and teaching portfolio programmes, this handbook provides an overview of national practice in portfolio development and use in Ireland, and evidences outcomes in terms of learning and/or achievement.
Benefit of this resource and how to make the best use of it
How you use this book depends on your purpose in reading it. You may choose to read from beginning to end or to browse through the contents list before choosing a pathway. If you are an educational developer charged with setting up a programme on teaching portfolios, you might be advised to read Section One for an overview of the various models available before looking more closely at those case studies that most relate to the purposes of your proposed teaching portfolio. If you are a third-level teacher interested in reflecting on and documenting your teaching, you might like to read those case studies that focus on reflection; similarly, if you are thinking of applying for promotion or a teaching excellence award, you may prefer to read those case studies that document programmes with these goals. If you have never written a teaching philosophy statement, or are wondering what reflective writing is, then Section One may be a good place to start.
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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Hyland, Á., Jordan, A., Higgs, B., Halton, C., O’Farrell, C., O'Farrell, E. b. C., O’Neill, G., MacLaren, I., Moore, I., Potter, J., Hughes, J., Coughlan, J., Fitzmaurice, M., McCarthy, M., Lyons, N., Kuol, N., Carlile, O., Hanratty, O., Donnelly, R., Moore, S., & Murphy, T. (2021). Teaching portfolio practice in ireland: a handbook. National Resource Hub (Ireland). Retrieved from: https://hub.teachingandlearning.ie/resource/teaching-portfolio-practice-in-ireland-a-handbook/ License: Creative Commons Attribution-NonCommercial-ShareAlike (CC BY-NC-SA).
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Two modules are available on this page one for educators and one for mentors to learn how to engage in mentoring sessions with students. The page also has access to the Community Mentoring Handbook (for mentors), Mentee Toolkit (for second-level students taking part in sessions) and the Adult Ed Handbook(for adult learners taking part in sessions).
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.
