Ellen Howley addressing audience. Slide title: "Decolonising Reading Lists: Opportunities and Challenges"

Ellen Howley addressing audience. Slide title: "Why decolonise reading lists?"

Ellen Howley addressing audience. Slide title: "Challenges"

Ellen Howley addressing audience. Slide title: "Benefits"

Ellen Howley (@lnhowley.bsky.social ) from DCU's School of English discussing bringing diverse literary voices into the English curriculum in her talk: "Decolonising Reading Lists: Opportunities and Challenges" as part of DCU's Teaching and Learning Week Staff presentations.

Barry Peak introducing the speaker. Title of slide "The Power of Language in Turbulent Times"

Inmaculada addressing audience: Slide title: "Whose Language? Whose Power?"

Inmaculada addressing audience. Slide title "The value of whose language? Whose power?"

Inmaculada addressing audience. Slide title: "Practical advice"

Inmaculada Gómez Soler presenting on "The Power of Language in Turbulent Times: Decolonising the Language Teacher Education Curriculum" - offering some practical advice for bringing questions of power and cultural assumptions into the language curriculum.

Reflective Questions for working in Partnership: Values and Power, Practices and Resources, and Hopes and Dreams

Sharing out this great guide discussed by Jennifer Fraser at this morning's T&L Week keynote: The University of Westminster Student Partnership Framework, which asks great questions about what reciprocal student-staff partnerships can look like in practice.

cti.westminster.ac.uk/wp-content/u...

President Daire Keogh addressing audience

Dr Jennifer Fraser addressing audience. Slide content asks "what do we understand socially-just education spaces to be?"

Dr. Jennifer Fraser addressing the audience. Slide outlines socially just staff student partnerships

Slide: "some questions to think about"

Day 1 of Teaching and Learning week at DCU is off to an exciting start with Jennifer Fraser and Kelsea Costin's opening keynote on decolonising the curriculum, showcasing the student-staff partnerships and community they've built at the University of Westminster.
@psjproject.bsky.social

Hockney. Such a goof. Hope I still have such sterling wit at his age.

David Hockney Interview: Photoshop is Boring YouTube video by Louisiana Channel

Apropos of nothing, here's David Hockney on the advent of Photoshop and its implications for photography as a medium.

www.youtube.com/watch?v=oAx_...

Today’s adventures for Day 2 of #edtech25 In great company on this lively discussion panel with Rose Baker @jamesosullivan.bsky.social @johnpegan.bsky.social @kenmccarthy.ie

Thrilled to bring the wonderful #EdTech conference to @dublincityuni.bsky.social in 2026, for its milestone 25th iteration. We’re looking forward to shaping an amazing conference experience for all, befitting this important anniversary!
@kate-molloy.net @eam0.bsky.social @stevedotedu.bsky.social

We're absolutely thrilled to be hosting next year's conference at DCU! See you in Dublin! #EdTech25 ➡️ #EdTech26!

We’re led into our gasta talks by @gasta.me at #edtech25

Bláithín Duggan stands in front of her presentation

Bláithín Duggan stands in front of her presentation

Enhancing Academic Engagement: CAT1 (crucial academic training) and student support teams Blaithin Duggan, Patricia Flynn Dublin City University ‘Enhancing Academic Engagement: CAT1 (crucial academic training) and student support teams’ presents an undergraduate student-informed pilot project that aims to address the problem of engagement in higher education and the widening knowledge-gap between post-primary and higher education students. This paper presents the design, implementation, and qualitative and quantitative results of a 2024 student-informed case study at Dublin City University (DCU) Ireland, which resulted in two outcomes: a CAT1 online learning page and student support teams. By combining learnings from an undergraduate student advisory group, the project was developed and piloted with twenty-eight first-year undergraduate music students in 2024. The project combines digital learning software Loop (powered by Moodle), a timetable plan, challenge-based learning, onsite learning environments (libraries, writing centres, student supports), student-led support teams, and four onsite seminars for targeted skill acquisition in six key areas: Timetabling; Navigating the DCU Library; Notetaking and Effective Reading; Academic Referencing; Critical Thinking and Academic Writing; and Assignment Writing. The pilot project, informed by learning theory and Universal Design for Learning (UDL) framework (UDLL, AHEAD 2016) aimed to combat concerns surrounding student engagement and address the lost connections between students, their subjects, and wider university services to, ultimately, set students up for academic success.

DCU's Bláithín Duggan presenting the great work done by Patricia Flynn and herself on the Crucial Academic Training (CAT1) module they developed in Loop (Moodle) for first-year undergraduate music students. Well done Bláithín! #EdTech25

Relieved to have my first Gasta in the rear view mirror! Twas indeed a roller coaster. Slides from yesterday's #EdTech25 lightning talk here: bit.ly/tokenstotoxinsgasta

UL's David Moloney presenting on the comprehensive digital skills modules (Including AI literacy) UL develops (iteratively on an ongoing basis) for students across programmes. OER and more info available here: obsius.site/453y143t6q1g...
#EdTech25

Two men ant a conference podium

Donal mulligan presenting in front of a slide

Donal mulligan presenting in front of a slide

Donal mulligan presenting in front of a slide

DCU's prolific @donalmulligan.com presenting on the TOPIC model for referencing/attribution of student use of Gen AI sources in their work and research. See more on the TOPIC framework at donalmulligan.com/topic #EdTech25

Moya Cronin presenting some fantastic research on HEI staff responses to Gen AI - proposing a hybrid model for change management. Was not expecting to see Freud's "mourning & melancholia" applied to institutional responses to Gen AI! #EdTech2025

Screenshot of conference programme

I'm slated for my first gasta later today to close day 1 of #EdTech25, and I've already got the sweats! 😰 Be merciful, @gasta.me! 🙏

ilta.ie/edtech-2025/...

First time dipping my toes back in the decentralised online public sphere in... a while. The trauma pangs are real.

Principles | GenAI in HE

Students' Assembly on GenAl in Higher Education, Edinburgh Futures Institute student project, 2024. www.studentsassemblyongenai.com/principles #edtech25

Good morning from #EdTech25, where @jenr.bsky.social is reflecting on why GenAI is indeed 'so hot right now', and what it means for T&L and our future(s).

ILTA EdTech25 - Day 1 YouTube video by South East Technological University

Follow the Day 1 Live Sream in the main auditorium at #edtech25 at #SETU #Waterford

Here is the link!

youtube.com/live/5JHeDVq...

#community #learningtechnology #edtech

Love how small our little town is.

Beyond blended: rethinking curriculum and learning design - Jisc

#InstructionalDesign #LearningDesign #CurriculumDesign folks: What resources do you recommend for established programmes that are looking to 'convert' to hybrid/online?

e.g. @jisc.bsky.social's "Beyond blended" guide is substantive, practical, and very accessible.

www.jisc.ac.uk/guides/beyon...

Education after the Algorithm: Co-designing Critical and Creative Futures Please come and help us think together and think otherwise to craft critical and creative post-AI futures. Anina Takeff for Artists ForClimate.org (CC-BY-NC-SA) POWER PLANTS Feb 20-21 2025 Online & in Dublin City University Keynote speakers: Prof Martin Weller Dr Helen Beetham – Prof Punya Mishra

Submissions already coming in for this symposium that seeks to bring people to think together and to think otherwise so as to plot critical and creative post-AI educational futures.

Please spread the word and come join us:

www.hackthiscourse.com/symposium/#/

STEVE WELSH SOLO ON "EVE" (SUN RA) // LUCKY'S DUBLIN // SEP 18 2024 YouTube video by portamentous

In case anybody wants to see what I get up to on Wednesday nights here in Dublin...

youtu.be/WMkTJLswpc4

Alicia Castillo Villanueva (SALIS) discussed her adoption of gender responsive pedagogy to curriculum design and teaching practices. A good intro to gender responsive pedagogy here:

"Gender Responsive Pedagogy in Higher Education: a framework" (Chapin & Warne, 2020)

www.inasp.info/sites/defaul...

Our table discussion yielded the excellent point that student engagement can fail by overstructuring - in a worst case we're forcing students into a rote performance of engagement theater -and we have to maintain a sense of authenticity that plays to our own strengths as lecturers.

Looking to opportunities for improving engagement, Monica Ward cites interactive oral assessments and our student engagement tool Vevox as ways to make our classrooms more dynamic.

In our panel on student engagement, our student union rep is discussing the factors contributing to student isolation ("the loneliness epidemic"), particularly in the midst of a housing crisis where just getting to campus can be challenging. We need to give them a reason to be (and STAY) on campus.

Daire Keogh stands at a podium speaking to attendees gathered in the room. A slide behind him reads “Welcome to DCU Teaching & Learning Week 2024”. The backs of attendees heads are in the foreground.

DCU President Dáire Keogh opens up Teaching & Learning Week, noting that it provides an opportunity for colleagues to take time out of their hectic schedules to reflect on contemporary challenges and opportunities and how we can enable our students to flourish #WeAreDCU

Good morning from Day 1 of Teaching & Learning Week at DCU! In the opening panel on student engagement, Prof James Brunton, citing the 2012 What Works Report on Student Engagement (linked) emphasises that engagement requires a fostering a sense of *belonging*.
www.advance-he.ac.uk/knowledge-hu...