Teaching & Learning Resources

This website contains a wealth of information including practical and evidence-based resources to support teaching, from getting started to resources for more experienced teachers. Filter by resource type to select quick guides, in-depth resources, templates, activities or case studies. If you are not sure what you are looking for you can browse by category such as "Assessment and Feedback". If you can't find what you are looking for let us know.

Academic Integrity
  • Guidance On Academic Integrity In Online And At-Distance Assessments

    This guide explores what is meant by Academic Integrity; highlights students’ role in understanding and demonstrating academic integrity in their assessments, including agreeing to a UCD Honesty Code (statement); emphasises the importance of communicating to students their permitted access to resources during the assessment; presents some strategies for both preventing and detecting academic dishonesty.

  • How do I Support my Students' Academic Integrity?

    This web page examines the idea of students academic integrity. Topics include: academic integrity; plagiarism; education; prevention and detection.

Assessment, choice of
  • A Practitioner's Guide to Choice of Assessment Methods within a Module

    This 78 page comprehensive resource presents the approach to giving students a choice from two assessments within their module. It is an assessment choice for all students, i.e. an inclusive assessment approach. The resource gives an overview of the approach, sets out steps to implement it, and describes its implementation in seven UCD case studies across different disciplines.

Assessment, formative
  • Feedback Strategies to Enhance Student Learning

    This four page guide highlights the role of both staff and students in giving and engaging in feedback. It sets out six broad feedback strategies that align with those in UCD's module descriptor. It suggests ideas for developing feedback across the programme.

  • Giving Effective Feedback

    This page introduces the concept of feedback and how one might design and implement it in an effective manner.

  • How do I Give Feedback to Students?

    This web page explores is meant by the term feedback? It presents UCDs feedback strategies. It also explores how to give feedback to students and ideas to support incremental development of feedback.

  • Six Approaches to Technology Enhanced Feedback

    This six page resource highlights six feedback strategies on students’ assessment. It encompasses feedback given from staff to students and where students self-monitor, review and critically evaluate their own and/or their peers’ work, it sets outs different technologies to support these strategies.

  • Six Ways to Engage Students with Feedback

    This is an episode of a podcast in which Dr Geraldine O'Neill looks at how we can rethink our definition of feedback, moving away from a retrospective approach, to an approach which develops students' own judgment and self-monitoring skills. It is ten minutes in length.

Assessment, method
Assessment, principles
  • Assessment Principles

    This page presents three different examples of assessment and feedback principles. These can help guide your decision making when choosing assessment and feedback approaches.

Assessment, programme
Assessment, summative
  • How do I Grade Students?

    This page looks specifically at the grading aspect of assessment. Topics include: grading; what approaches to use; improving your grading; developing assessment standards in your module.

Assessment, workload
  • Assessment Workload and Equivalences

    This five page PDF resource highlights the consequences of assessment overload. It presents some examples from different institutions on how they estimate the equivalence of student effort in different assessment methods. For example, using weighting, word-counts and/or estimated student effort hours.

Blended Learning
  • An Introduction to Quizzes in Brightspace

    This resource overviews quiz design considerations and introduces how quizzes can be created, managed and graded in Brightspace.

  • Communicating Effectively in Brightspace

    This resource overviews the different ways to communicate with your students by using tools such as Announcements, Email and FAQs forums in Brightspace.

  • Creating and Managing Discussion Forums in Brightspace

    This resource outlines what discussion forums are used for, how to create them in Brightspace and how to manage and moderate them.

  • Introduction to ePortfolios

    This web page introduces ePortfolios and looks at why one would use them. It also outlines some of the benefits and challenges of using ePortfolio and briefly outlines how to set them up in Brightspace.

  • Introduction to Rubrics

    This web page introduces rubric and looks at why one would use them. It also outlines the types of rubrics that are available and provides step by step guidance on how to create a rubric in Brightspace.

  • Module Design in Brightspace

    This web page provides guidance to assist module coordinators to design or redesign modules to present them via Brightspace in a contextualised format. With regard to designing and structuring modules in Brightspace the following key components are outlined: Module Homepage, My Learning, Learning Materials and Module Builder.

  • Providing Feedback in Brightspace

    This resource highlights some efficient ways of providing feedback in Brightspace. It outlines the process of providing various feedback formats using the built-in feedback tools available within Brightspace.

  • UCD TEL All Talk: Enhancing Student Engagement with Brightspace

    In this practice exchange talk Dr Emma O’Neill, UCD School of Veterinary Medicine, and Dr Crystal Fulton, UCD School of Information and Communication Studies outlines In this TEL ways to personalise the student experience and enhance engagement by creating a more interactive, responsive virtual learning environment.

  • UCD TEL All Talk: Using Brightspace Templates: optimising module design

    In this practice exchange talk Dr Annunziata Esposito Amideo, UCD Quinn School of Business outlines how using templates in Brightspace enhances module design. It offers tips and tricks in using templates to streamline module layout and reduce student queries.

  • Using Checklists in Brightspace

    Checklists are primarily used as a tool for students to help them to track their progress within a module. Checklists are used to support learners in completing learning activities, assessments and also for assignment preparation. This resource outlines when and how to use checklists in Brightspace.

  • Using the Brightspace ePortfolio - Case Study

    This four page document provides an overview of the use of the Brightspace Portfolio tool within a module. It highlights the cohorts' particular requirements and provides a brief guide as to how the tool was deployed.

Concept Map
Curriculum Design
Engagement, student
  • Chemistry Pre-lab Quizzes

    This case study is about replacing a mostly-by-rote exercise and instead encouraging engagement of students through planned active-learning before they arrived to the lab.

  • Digital Badges in Psychiatry

    This showcase is about the use of digital badges on a 10 credit clinical module in Psychiatry which students take in stage five of their medical degree course.

  • One Minute Paper

    This case study highlights a peer-learning approach, taken in a large group to encourage critical thinking. Introduction to Applied Psychology is a large general elective module taken by approximately 520 students each year. It is run in both semesters, with half of the students in each offering. The module was designed to encourage students to think critically about the strengths and limitations of research findings in psychology and other human sciences

  • Professor Mark Keane - Teaching Strategies for Success

    How can you help first-year students to understand the practical applications of computer science from the start of the programme, expose them to research in the field and improve social interaction amongst the class? Watch this video for approaches to all three.

  • Think Pair Share

    Here is an in-class peer approach that helps stage one students to overcome the anxiety that they can feel about asking questions, about uncertainty and about being judged by their peers and about getting it wrong. It also gives the teacher an idea about how the content is being received.

  • Turning a Traditional Teaching Setting into a Feedback-rich Environment

    "Le Tour de France" is a fun way for students to learn using their own devices in class. The real-time graphical display of results provides performance information for the teacher and rapid feedback for the students.

  • Using Blogs and Twitter to Encourage Student Engagement

    The use of blogs, and to a lesser extent Twitter, was explored to see how student engagement with assessments and the module in general could be improved.

Enquiry-based Learning
Feedback on teaching
  • Responding Constructively to Student Feedback

    This six page resource will guide you through a process for dealing with student feedback including; prioritising student comments, establishing which are relevant and constructive and considering possible responses.

  • UCD Student Feedback Survey Process

    This document provides a one page overview to the design, planning, implementation and review of student feedback, utilising the standardised UCD system.

Feedback to students
  • Brightspace Audio Feedback

    This four page case study outlines a trial to provide Audio feedback to students for two online short essay submissions instead of usual extensive typed feedback stapled to their corrected work. Each student got some online corrections (on-screen edits), but also got an audio file within Brightspace with personalised feedback on their assignment.

First Year
Formative Assessment
  • Collaborative Teaching of Engineering and Architecture Students

    This is a showcase about a joint teaching module set up for engineers and architects with a view to producing graduates who are better able to work together, with experience of working together as part of their formal training. The development of effective team-working skills is one of the goals of the approach.

  • Enhancing Performance through a Competitive Team Tournament

    Structures-related civil engineering subjects requires a maturation time in the student’s mind before being fully understood. This project aims to develop highly efficient group activities that will help students to meet their learning outcomes in traditionally difficult subjects.

  • Group Work and its Assessment

    This 14 page guide gives an overview of the assessment of group work. It explores how you can assess the process and/or the product of group work. In addition group work can be assessed by student's individual and/or group contribution. It is valuable to consider how you incrementally develop students group work skills throughout a programme. Advice is given on how to support students in the face to face and online group work.

  • Group work in Stage One English for Social, Critical and Creative Benefits

    This four page Case study, by Dr Naomi McAreavey and Dr Niamh Pattwell, describes their experience of introducing a group project to a large class of Stage 1 English students. Overall, they were satisfied that the group project does important work in facilitating social learning – a process through which students learn from each other and deepen their engagement with the module.

  • Projects in Teaching Linguistics: Burden or Opportunity?

    A group project approach has been taken in a second year Sociolinguistics module to help students with the challenging learning curve and socially sensitive subject matter.

  • Surviving Group Work -Tips for Students

    This one page guide offers top ten tips for students when engaged in group work - ideally suited as a resource provided by faculty for their learners.

Large Group Teaching
  • Academic Skills Development - A Disciplinary Approach

    The Centre for Distance Learning has developed two academic skills modules which form part of the Diploma in Business Studies (DBS) programme. The modules, Induction and Returning to Learning and Developing Learning Competencies, are a core part of year one of the programme

  • Bringing Bees Back to Belfield

    Honey bee colonies were established as part of a programme of staff-student projects aimed at enhancing university and community life. Students have an opportunity to handle bee colonies in the apiary and experience at first hand bee activities and behaviour within the hive environment on campus. Bees play a vital role in the food chain.

  • Bringing Undergraduate Research to Life

    This showcase is about how use of a Research Expo has brought research to life for UCD undergraduate business students who, as part-time students, have particularly benefited from the community developed.

  • Coherent Learning Approaches

    This web page highlights the importance of coherent learning approaches.

  • Creative Challenge for Science Students

    The challenge for the students is to develop a learning aid to teach the fundamentals of organ specific toxicology. They are encouraged to be creative and are free to work in any media.

  • Guide to Taxonomies of Learning

    This nine page resource gives guidance on the different taxonomies of learning. Taxonomies are catagories that describe different levels of learning and suggest verbs that could be useful to use in learning outcomes.

  • Interactivity for 200+ Sciences Students in Statistics Modelling Module

    This module was designed to give first year science students the basic tools to think about their ideas in a rigorous statistical manner and to understand that this is not a dry subject which requires strong mathematical ability, but rather a necessity of life which can be of huge benefit to all.

  • Paper Tower Challenge

    A class of 320 first year students of UCD Mechanical and Materials Engineering have been set a challenge to build a one meter tall paper tower that will hold one kilogram. The students work in teams and use only paper in the construction. In the video the students and the lecturer, Professor Michael Gilchrist talk about the positive impact of this learning approach.

  • Student Participation for Social Learning

    The capacity of students to recall and understand material covered in the latter parts of lectures is shown in educational literature to be low. The role of the active learning environment is to re-engage students at points in lectures where concentration levels are seen to be in waning.

  • Student-centered Learning: What does it mean for students and lecturers?

    This ten page book chapter by Geraldine O'Neill and Tim McMahon provides an overview of the concept of Student Centred Learning and offers a guide as to how one might enact this in their teaching.

  • Study Skills for University Learning

    Feargal Murphy, a lecturer in the UCD College of Arts and Celtic Studies talks about a module he developed for the Humanities to teach Study Skills for University Learning.

  • Supporting Student Learning

    This page offers an introduction to common theoretical concepts and how they may impact the learning, teaching and assessment practice.

  • Techniques for Encouraging Active Learning

    This document offers a snapshot of a range of techniques and methods that enable and promote ‘active’ participation in teaching and learning. A brief description of each is provided, followed by some pertinent suggestions. Audience: Faculty, Tutors, Demonstrators and those that support learning.

Learning, authentic
  • Delivering a Lecture

    This page provides a number of simple guidelines in establishing a rapport with ones' audience and delivering an effective lecture.

Module Design
Multiple Choice Questions
Online Learning
Peer Observation
  • An Introduction to Peer Observation of Teaching

    This 12 page introduction paper explains key terms associated with the peer observation process and provides an overview of the UCD Peer observation process. It offers a simple five point guide to the preparation, planning, gathering of feedback and evidence and designing of an action plan to enhance ones' teaching and learning.

  • Genuine Peer Observation of Teaching

    This one page poster outlines UCD Teaching and Learning's five-stage model of "Genuine Peer Observation of Teaching", which can be used both for reflective practice, and to generate validated evidence of excellence in teaching.

  • An Introduction to Effective Poster Design and Production

    This nine page PDF resource highlights, written for students producing a poster, gives detailed information on how to design a poster presentation, including the poster size, font and use of colours. It discusses accessibility and graphics issues and suggests some different software.

  • Designing Micro Research and Digital Posters

    This ten page guide offers some simple design principles with which to create posters. The focus is on how to integrate them into teaching practice from a research-based point of view. The guide may also be offered to students as a basic resource.

Problem-based Learning
Programme Design
  • Learning Journals and Logs

    In this 19 page comprehensive resource, Dr Jennifer Moon gives an overview of the difference between learning journals and logs. She highlights the purposes and forms of the reflective writing used in these approaches. She presents some exercises and explores how to assess them, giving some disciplinary examples.

  • Reflective Practice Models

    Reflecting on your teaching encompasses taking a step back from your teaching, evaluating it, and extracting meaning from it in order to make positive change. During this process, we can learn more about how we teach and the impact it has on student learning. This six page guide "Reflective Practice Models" provides an overview of just some of the practical models that have been developed to support you in this process.

  • Reviewing and Sharing your Teaching

    There are many ways that you can review and share your teaching, from reflecting in private to sharing your teaching in public. This is not a static process and occurs informally as well as formally. This reflective journey affords you the opportunity to discover more about yourself as a teacher and it will help you to more easily make changes in your practice. Here you will find information and resources about aspects of the reviewing and sharing journey in teaching and learning.

  • Case Study Template

    This three page case study template is a great way of distilling down an initiative you have introduced or an approach you have taken in your teaching into its main components for sharing with UCD colleagues.

  • Researching and Publishing your Teaching

    If you are thinking about exploring your teaching at a deeper level through research, this section provides information and resources about researching and publishing your teaching, including beginning the research process, deciding on your focus and research questions, considering ethical questions, and other aspects of getting your research published. It also provides information on ways that you can share your findings with others (conference presentation, case study, or journal articles, etc

  • Sample Information Leaflet and Student Consent Form

    This four page document is a sample information leaflet for interview/focus group participants (students). You can edit it to your requirements.

Research, in your teaching
  • Approaches to Research-Teaching Linkages: Some Examples

    This two page guide provides some useful examples of different approaches for incorporating research into teaching.

  • Learning Through Research

    This guide provides an important insight into the impact of research-teaching linkages on the Undergraduate student experience in UCD and the understandings and perceptions of the importance and relevance of research-teaching linkages amongst faculty.

Self and peer
  • Self and Peer Assessment

    In this two page PDF resource, Dr Charo Hernandez gives a quick overview of the benefits and challenges of using self and peer assessment.

Small Group Teaching
Space, in the curriculum
  • Creating a Week’s Space across the Curriculum for Engagement - Case Study

    This five page case study highlights how staff in the BSc in Social Science programme came together to support more space for engagement in the curriculum. Week 8 of the first semester was ring-fenced as an opportunity for first year students to step back, reflect on, and ensure they were on target with all of their learning activities following their first few weeks in University.

  • Larger Modules: Space for Deeper Learning in History - Case Study

    This four page case study, by Prof Paul Rouse, describes how the staff in the School of History introduced ten (in place of the typical 5) credit modules. This was to allow students pursue a deeper engagement with particular aspects of History at Level 3. Staff and students were positive about the move to larger modules.

Student Response Systems
  • Student Response System (Poll Everywhere)

    This page provides an overview of the Poll Everywhere student response system. Student Response Systems are educational technologies most often used for the purpose of making lectures interactive by engaging students in real-time activities. Typically during class the lecturer would pose a question or poll which students would respond to instantly via their own device such as a smartphone, tablet or laptop.

  • Planning a Teaching Session

    This six page guide explores some of the core concepts one needs to employ when devising a teaching session.

  • Professor Anne Drummond - Teaching Strategies for Success

    Professor Anne Drummond, UCD School of Public Health, Physiotherapy and Sports Science, shares her teaching strategies for success with the UCD Community

  • Professor Danielle Clarke - Teaching Strategies for Success

    Professor Danielle Clarke, Professor of English Renaissance Language and Literature shares strategies she has been using for many years to engage and teach students, particularly in humanities and literature-based subjects. Danielle says: "Teaching should be objective-led, student-focused and discussion-driven."

  • Professor Gavin Barrett - Teaching Strategies for Success

    Professor Gavin Barrett, Jean Monnet Professor of European Constitutional and Economic Law shares a number of strategies including enabling students to think independently, engaging them with the subject matter, trying innovative approaches and focusing on teaching itself

  • Professor Pat Gibbons - Teaching Strategies for Success

    Professor Pat Gibbons, Jefferson Smurfit Professor of Strategic Management shares his Teaching Strategies for Success. Pat predominately teaches strategic management to graduate business students. He follows a participant-centered approach, where students are co-creators of knowledge. Pat talks about the detailed information he provides to students in order to set clear expectations and he talks about his own process for improving his teaching strategies.

  • Questions to Prompt Critical Thinking

    This five page document offers up a simple framework one might use to design effective questions that shall enable learners to understand and develop their own autonomous critical thinking. Audience: Faculty, Tutors, Demonstrators, those that support learning and students.

Teaching Philosophy
  • Writing a Teaching Philosophy

    This 10 page guide introduces one to the concept of a teaching philosophy and how to set about creating a reflection of one's own conceptions about teaching and learning. It provides an introduction to some models of reflective practice and offers a series of exercises to help frame your own philosophy.

Technology Enhanced Learning
  • Enhancing Student Learning and Engagement with E-learning 2.0 Applications

    This module discusses the concepts and specific skills related to electronic marketing (eMarketing), Social Networking & Web2.0. This practical oriental module requires students to design and implement an online marketing strategy for a small or medium sized organisation as part of an international online marketing challenge organized by Google

  • Netiquette for Online Learning

    This resource outlines key netiquette guidelines to consider for online learning. It provides fundamental principles of netiquette and more specific netiquette guidelines for the virtual classroom/online meetings, discussion forums/chat and email.

  • Teaching Online and Supporting Learners Online

    This resource presents the multifaceted role of the lecturer through the various stages of Teaching Online. In the context of each stage of delivery it provides guidelines and advice on supporting online learners and examples of tools/technologies that can assist with this.

  • UCD Educational Technologies

    This web page outlines the UCD core educational technologies i.e. Virtual Learning Environment (Brightspace), Virtual Classroom (Zoom), G Suite for Education and others and our support relating to same.

  • Using Smartphones in Class to Access Irish Language Resources

    The introduction of the smartphone into a lecture theatre with 100+ first year students seemed risky but so far the response has been very positive. The students were given deliberately ambiguous sentences to translate together using the dictionaries, ranging from excerpts from Harry Potter to pieces on nautical terminology and trade unionism.

  • Tutor Induction Pack

    This 32 page guide provides a broad overview of teaching and learning approaches and methodologies. It includes a series of activities to help one prepare, design and implement small group teaching sessions.

Universal Design
Virtual Classroom
Virtual Learning Environment