Learning Resources and Open Access in Higher Education Institutions in Ireland

This report arises from the findings of a collaborative project led by Dr. Angelica Risquez from the Centre for Teaching and Learning in the University of Limerick. The project was funded by the National Forum for the Enhancement of Teaching and Learning. The project team included Dr. Claire McAvinia, Learning Development Officer, Learning, Teaching and Technology Centre, Dublin Institute of Technology; Dr. Anne O Keeffe, Director of Teaching and Learning, Centre for Teaching and
Learning, Mary Immaculate College, University of Limerick; Ms Catherine Bruen, Technology Enhanced Learning Manager, Royal College of Surgeons in Ireland; Ms. Yvonne Desmond, Manager of the Library Central Services Unit, Dublin Institute of Technology; Dr. Pauline Rooney, Learning Development Officer, Learning, Teaching and Technology Centre, Dublin Institute of Technology; Dr. Sharon Flynn, Assistant Director, Centre for Excellence in Learning and Teaching, National University
of Ireland, Galway; Dr. Deirdre Ryan, Teaching and Learning Officer, Blended Learning Unit and Centre for Teaching and Learning, Mary Immaculate College, University of Limerick; Dr; Fiona Farr, Dean Teaching and Learning, University of Limerick; and Dr Ann Marcus Quinn, University of Limerick. Dr. Ann Coughlan was appointed to the project as Senior Research Fellow at the Centre for Teaching and Learning, University of Limerick.

A Snapshot of Accredited Professional Development Provision in Irish Higher Education

The first of three snapshot reports arising from the professional development consultation: “Mapping professional development pathways for those who teach in higher education; Where are we now and where do we want to go?’.
This first Snapshot report presents an overview of the existing accredited professional development (APD) provision in Ireland. It documents the programmes that are on offer, outlines their level and associated credits. In addition a qualitative analysis has been completed on the programme and modular learning outcomes of all identified provision to determine the knowledge, skills and competency development currently incorporated into teaching and learning accredited programmes across the sector. The outcome of this analysis provides an excellent foundation for informing a national professional development framework. This first report comes in two parts. Part One profiles the different programmes identified including, level, associated ECTS credits, mode of delivery, recognition of prior learning (RPL), support offered to participants and numbers graduating from these programmes nationally. The report’s second part provides a qualitative analysis of (i) the programme objectives and (ii) the associated modular learning outcomes to identify the key aspects of the provision. Finally a comparison of the intended modular learning outcomes and the programme objectives is provided.

National Survey on the Use of Technology to Enhance Teaching and Learning in Higher Education, 2014

Surrounded as we are by technologies, in almost every aspect of our lives, it is important that we are able to make sensible decisions about what works and what doesn’t work, about what facilitates and what encumbers and, importantly, about what inspires and encourages learning and creativity. This survey provides invaluable information about the current state of play in our institutions of higher education.

Strategic and Leadership Perspectives on Digital Capacity in Irish Higher Education

This report, commissioned by the National Forum for the Enhancement of Teaching and Learning in Higher Education (National Forum), outlines strategic and leadership perspectives on building digital capacity across the Irish higher education sector. Conducted in tandem with the development of an extended roadmap focused on building digital capacity (to be published shortly), it explores and analyses leadership perspectives along with the stated strategic objectives of Higher Education Institutions (HEIs) articulated in the Mission-based Performance Compacts (Compacts). This scoping exercise adds value by analysing the level of explication of digital capacity within institutions’ formal strategies, by exploring the differences and similarities between institutional types in this regard, and by gaining valuable senior management insights into some of the key challenges and opportunities that our institutions are grappling with when it comes to enhancing teaching and learning with digital technology.