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| July 3, 2019

Large class size and plenary type lectures have been features of teaching and learning in higher education for many decades. However, the phenomenon of massification, a term used to describe the rapid increase in enrolment of students on many university programmes in recent decades (Hornsby & Osman, 2014) has placed the issue of class size firmly in the spotlight. This phenomenon can be partly explained by the imperative to increase access to and participation in tertiary education thus moving higher education from being considered an elite model to one of universal participation (Kerr, 2011). However, that change has occurred in the context of other demands (Kerr) including funding crises and reduction in the number of full-time faculty per full-time equivalent student.

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TEDxUniversityofLimerick, Tuesday 18 June 2019, Irish World Academy of Music and Dance

daveymoloney

| July 2, 2019

📸 This day two weeks ago. Fantastic TedxUniversityofLimerick event.

daveymoloney

| June 18, 2019

National Forum Ezine #1 (National Forum for the Enhancement of Teaching and Learning in Higher Education)

Welcome to the National Forum ezine where we present voices, experiences and stories from across the higher education sector. We have included a range of formats, mostly informal, which we hope you will find professional, engaging and authentic.
Many thanks to those colleagues who have contributed to this work. If you read just one of their super articles we believe that you’ll be tempted to read another, and another, and …
We’d really like to hear what you think about this edition. And we’d love if you’d consider writing for the next one. Please get in touch with us at [email protected]

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daveymoloney

| June 17, 2019

ucisa VLE Review Toolkit (ucisa)

About this Toolkit

When ucisa conducted its biennial survey into technology enhanced learning in UK higher education in 2016 it found that around half of the respondents had conducted VLE reviews over the last two years and a further 44% were planning reviews within the next two years.

Discussions on mailing lists, such as that for the Heads of e-Learning Forum (HeLF) also reveal that significant numbers of institutions undertaking VLE reviews are looking to learn from the experiences of others.

We have produced this Toolkit so you no longer need to reinvent the wheel.

The Toolkit is based on a series of interviews with people who have played a key role in conducting VLE reviews recently or who have been through this process a number of times, often in different institutions.

We look at topics such as the rationale for undertaking a review, how to run a review project, the technicalities of conducting procurement and making sure that you actually achieve benefit from all of this.

You can learn from the real-life experiences of institutions like your own and there are plenty of crib sheets and templates to take away and reuse.

daveymoloney

| June 17, 2019

Learning Our ABCs: Project Update by

Clare Gormley (NIDL Blog)

It seems safe to state that there are challenges in learning design that almost all institutions face: limited staff time, a modular focus, and a tendency towards ‘lone ranger’ thinking to name just some of the potential barriers to successful course design. These types of challenges have significantly influenced the team-based ABC methodology developed originally by Clive Young and Nataša Perović of University College London (UCL) which continues to grow in popular use worldwide as a model for blended learning design.

Dublin City University’s (DCU) Teaching Enhancement Unit is currently engaged in the ABC to VLE Erasmus+ funded project to further develop the ABC Learning Design methodology. As relative newcomers to ABC (DCU first experienced it in 2017), this project has been a great opportunity to apply the approach and benefit from the experience of UCL and the 11 other European partners involved. For those not familiar with the format, ABC offers a rapid-fire, hands-on workshop approach where in just 90 minutes academic teams work together to design or redesign modules and programmes.

daveymoloney

| June 12, 2019

Academic Integrity for Quality Teaching and Learning in Higher Education Institutions in Georgia (INTEGRITY) (DCU Teaching enhancement unit)

DCU Teaching Enhancement Unit (TEU) is currently participating in the INTEGRITY project, funded under the KA2 strand, and aimed at enhancing the quality of teaching and learning processes that are based on the principles of academic integrity, supported by policies, mechanisms and tools that help prevent and detect cases of plagiarism in higher education institutions in Georgia. INTEGRITY (Academic Integrity for Quality Teaching and Learning in Higher Education Institutions in Georgia) involves collaboration with colleagues in partner institutions in Ilia State University (Georgia), University of Roehampton (UK), Uppsala Universitet (Sweden) and Universitaet Wien (Austria) as well as a range of associated HEIs in Georgia.

The TEU is involved in developing a resource toolkit for academics which will support them in designing assessments which actively encourages academic integrity. The suite of resources currently being advanced for the toolkit includes a literature review publication; a set of twelve principles and related explanations; interactive glossary; self and team checklists; animated scenarios; VLE instructional resource; and a collection of case studies.