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2019
Evidence-based Insights About Impact in Teaching and Learning
2019
Towards a National Understanding of Student Success
2019
Building Digital Capacity in Irish Higher Education 2013-18
2019
Developing Learning Analytics Policies to Support Student Success
2019
Resources to Support Development of Data-Enabled Student Success Strategies
2019
Let’s Talk About Assessment: Exploring QQI’s Green Paper on Assessment in Higher Education
2019
Supporting Open Education in Irish Higher Education
2018
Staff Use of Technology-Enhanced Assessment in Higher Education: A Systematic Review
2018
Enabling Policies to Support Assessment OF/FOR/AS Learning in Irish Higher Education
2018
8 Steps to Developing Enabling Policies for Digital Teaching and Learning
2018
Learner Data and the General Data Protection Regulation (GDPR)
2017
The National Professional Development Framework Initial Implementation 2017
2017
Update on Development and Implementation of the Irish Survey of Student Engagement 2013-17
2017
The National Professional Development Framework Initial Implementation: Forum Insight for HR Managers
2017
Online Resource for Learning Analytics (ORLA)
2017
Assessment OF/FOR/AS Learning Enhancement Theme 2016-18
2017
Work-Based Assessment OF/FOR/AS Learning: Context, Purposes and Methods
2017
Data-Enabled Student Success Initiative (DESSI)
2017
Learning Analytics Benefits for Staff
2017
Learning Analytics Benefits for Students
2017
Learning Analytics Benefits for Staff Insight
2017
Expanding our Understanding of Assessment and Feedback in Irish Higher Education
2017
Authentic Assessment in Irish Higher Education
2017
Profile of Assessment Practices in Irish Higher Education
2017
Recognition of Prior Learning in Irish Higher Education
2017
Learning Analytics Benefits for Institutions
2016
An Introduction to the Learning Analytics and Educational Data Mining for Learning Impact Project
2016
Students as Partners
2016
Transition from Further Education and Training to Higher Education
2016
Assessment OF, FOR and AS Learning: Continuing the Debate and Creating a Focus
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