This Forum Insight serves as a quick guide to some of the legal obligations arising from the EU’s General Data Protection Regulation (GDPR), the data protection legislation that becomes enforceable across the EU from 25 May 2018.
This Forum Insight introduces the National Forum’s Online Resource for Learning Analytics (ORLA), a new open-source library of learning analytics (LA) resources, available at teachingandlearning.ie/orla
This resource contains case studies, commentaries and tools supporting the enhancement of assessment and feedback in Irish higher education programmes. The collection showcases the contribution of 31 staff and two students, from 14 national and five international institutions. The topics explored in this collection highlight the complexity of programme approaches to assessment and feedback, in particular:
– the drivers of programme assessment change
– leading change to programme assessment
– exploring the evidence for what’s going on in programme(s) and
– ideas to enhance changes in programme(s) assessment.
The collection should be valuable to a range of stakeholders in higher education, i.e. academic staff, senior administrators, programme teams, students, quality assurance officers, education developers/technologists, assessment unit staff, etc.
This document describes the newly articulated National Professional Development Framework for all staff who teach in Irish higher education. The framework provides guidance for the professional development (PD) of individuals and gives direction to other stakeholders (e.g. institutions, higher education networks, educational/academic developers, policy makers and student body representatives) for planning, developing and engaging in professional development activities.
This report presents a conceptual model for professional development, based on the findings of a comprehensive national consultation process. It highlights the sector’s understanding of professional development, identifies some underlying values for the model and suggestions some teaching and learning domains for structuring the process. It presents some of the ideas and challenges for the model’s implementation and it concludes with some next steps in the professional development process.
This is the third of three snapshot reports arising from the professional development consultation document: Mapping Professional Development Pathways for those who Teach in Higher Education. The purpose of these report is to provide focused in-depth coverage of key topics; accredited, non-accredited and disciplinary engagement with professional development.
The aim of this series of reports is to give readers the opportunity to delve selectively or comprehensively into the underpinning research and benchmarking activity that has informed the proposals and options outlined in the professional development consultation document. Based on structured data-gathering and analysis as well as active engagement with key personnel across the sector, these snapshot reports allow the current arrangements for professional development in Irish higher education to be described and interpreted further in the context of prevailing research literature. This report gives an overview of the non-accredited continuing professional development (CPD) activity currently delivered across the sector.
The National Forum has launched a consultation on proposals for the establishment and management of a professional development framework for those who teach in Irish higher education. The following consultation documents have been written to support this process.