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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.
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 National Forum Insight examines the concept of ‘Agile Curriculum’, emerging in tandem with changing modes of engagement with higher education.
This Forum Insight focuses on the national Open Courses initiative, established by the National Forum and sectoral colleagues in 2017.
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.
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
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