This infographic contains findings from 29,929 students and staff who teach across the five themes of the recent Irish National Digital Experience (INDEx) Survey. For more information on the INDEx Survey, including the full findings report, see here.
This infographic contains findings from 29,929 students and staff who teach across the five themes of the recent Irish National Digital Experience (INDEx) Survey. For more information on the INDEx Survey, including the full findings report, see here.
This infographic contains findings from 29,929 students and staff who teach across the five themes of the recent Irish National Digital Experience (INDEx) Survey. For more information on the INDEx Survey, including the full findings report, see here.
The National Forum, in partnership with higher education institutions across the country, held an online launch of the INDEx Report on 7 May 2020.
In autumn 2019, as part of the Irish National Digital Experience (INDEx) Survey, 25,484 students and 4,445 staff who teach across 34 Irish higher education institutions shared their digital experiences in order to inform and influence the future enhancement of digital teaching and learning in Irish higher education. The tagline for the INDEx Survey, ‘Let’s see where we are so we can build our future together’, reflected the collaborative and focused intentions behind the Survey.
During a time of great change, the INDEx Survey findings provide a unique record of the digital experiences of a diverse range of students and staff in higher education nationally – an important benchmark for our sector.
This report discusses the major policies and initiatives through which public authorities in 28 European higher education systems support the enhancement of learning and teaching. It is a follow up to Trends 2018.
This webinar explores innovative approaches to harnessing data, and the growing recognition of its potential to support whole-of-institution strategies for student success.
Primarily aimed at Ireland’s higher education teachers and policy-makers/managers, this interactive online event discusses what an effective data-enabled student success strategy looks like. It also explores a range of national and international best practice on dynamic data-led student success initiatives.
The speaker line-up includes Linda Hanna who discusses her experience of implementing a successful institutional learning analytics strategy at the University of Essex. The award-winning use of everyday software to provide personalised feedback to large student groups is presented by GMIT’s Dr Cormac Quigley. Dr Niamh Nestor and Diane Cashman explore UCD’s advanced learning analytics initiative.
The ePrePP project was designed to enhance student learning in healthcare placements to ease the transition from student to professional. The project was led by a group representing medicine, nursing, pharmacy and pedagogy and has applications for not only healthcare disciplines but also the wider student body.
The core aim of this website is to support educators in social policy and the social professions to enhance their digital skills, thereby facilitating the development of technology-enhanced teaching and learning practices within our disciplines.
The Collaborative Knowledge Exchange for Learning Impact – or, simply, Crannóg, for short, is a partnership between NUI Galway, UL, MIC, and DCU, which aims to support the professional development of those colleagues in roles such as Head of School/Department, Dean, etc.
Specifically, the project focuses on aspects of leadership of teaching & learning, and the building of digital capacity/capability. It builds on the work of Ireland’s National Forum for the Enhancement of Teaching & Learning, and seeks to encourage the sharing of ideas, the dissemination of research and scholarship, and the development of a professional network.
This toolkit provides templates and guidance to HEIs who wish to map and redesign existing offerings in line with the Framework and supports individuals to map existing and planned accredited formal and non-formal professional development to the Framework.
