Supporting Student Success in information literacy: a blended approach

This T&L initiative is the design and implementation of a self-directed blended learning information literacy programme aimed at students transitioning to higher education. Transitioning to higher education is one of the most difficult times for a student, as they experience numerous issues which might influence their decision to withdraw from higher education (Terenzini et al.,…

Fostering deliberate practice in critical analytical writing for postgraduate learners

In order for learners of any discipline to internalise the competencies necessary to successfully perform at postgraduate level, opportunities for deliberate, scaffolded practice (Sadler, 2010) in critical analytical writing are required. This T&L initiative is a human-centred design (HCD) study in which an evidence-informed digital system to enable self and peer assessment and support a…

A Blended Approach for Pharmacy Technician Studies

This T&L initiative involves the development of a current level 7 integrated add-on programme to the existing level 6 Certificate in Pharmacy Technician Studies (PTS) in blended mode. In response to changes in the role of Pharmacy Technicians in community and hospital pharmacy and the current consideration of regulation, principles of constructive alignment were used…

Virtual Reality-based Learning Experience

Virtual Reality is the term used to describe 3D computer generated environments in which a person becomes immersed using a headset. While part of the virtual world the person is able to manipulate objects and/or perform a series of actions and so participate actively in the virtual environment. The diverse educational and learning applications of…

From Passion to Action: Student Social Innovation (SSI)

PASSION- from Passion to Action – educating Students in Social InnovatiON, is a T&L initiative concerned with upskilling, enabling and empowering academic staff to embed social innovation and entrepreneurship in their disciplines, so that they can foster in their students the behaviour, skills, thinking and attitude in devising, testing and launching sustainable innovative solutions to…

Professional Development of Off-campus Mentors

This collaborative T&L initiative aims to build student success through developing the digital literacy skills of the Bachelor in Early Childhood Education (BECE) lecturing team to design and develop an innovative, Blended Mentoring Module accredited at NFQ Level 9, which will be available to Associate Staff mentoring DCU students out on practice. The Associate Staff…

Engineering design curriculum renewal through challenge based learning

This T&L initiative is designed to develop capabilities and resources to support challenge based learning as a central theme of the senior and postgraduate years of our taught engineering programmes, initially in Biomedical Engineering. The team plan to renew our senior design curriculum by developing our capacity to mentor and assess students engaged in design…

Practice Based Learning in the Social Sciences

This T&L initiative aims to improve the role of practice based learning in the Social Sciences, by building on established expertise in both Law and Political Science, where the team leads have developed unique approaches to practice based learning, combining simulations, role-based games and assessment oriented towards delivering real-world impact, through policy submissions to local…

A digital badged blended learning award and policy for developing quality assured digital badge awards

The digital badged blended learning award aims to create the right circumstances and an empowering setting to realise the potential for digital badges within WIT. This T&L initiative is a pilot project to enable WIT staff in designing, developing and delivering their own digital badges. The work will begin with a review of Digital Badge…

Technology Enhanced Learning Curriculum Development and Accreditation (30 Credits, Level 9, Minor Award)

This T&L initiative aims to enhance the teaching capacity of WIT’s School of Lifelong Learning and Education (SOLLE) academic staff through the adoption of technology, infrastructure; and pedagogical models. It will deliver three tangible outputs, namely: 1. Programme Design and Accreditation: This phase will focus on the design and accreditation of a specific programme for…