Arqus Teaching Innovation
Arqus Teaching and Learning Quality Commons Arqus Teaching Excellence Award Arqus Teaching Innovation Fund Workshops on Teaching Innovation English as a Medium of Instruction (EMI) Teaching Innovation Summer Schools Online Resource Centre Implementation of Mobility Windows at Arqus Universities Joint Programmes Trainings Guidelines for Curricular Enhancement Arqus LabelThe Resource Centre is a dynamic online repository hosted on the Arqus website. It provides up-to-date information on teaching innovation and excellence, featuring best practices in teaching, learning, and assessment, alongside research findings and training materials in various formats, including text, video, and podcasts.
AI in Learning and Teaching
Integrating Artificial Intelligence in Higher Education – University of Padua
This Padlet consolidates the materials and activities developed during the Arqus Summer School on Active Learning, themed Integrating Artificial Intelligence in Higher Education, hosted by the University of Padua in September 2024.
ChatGPT & Co. Quick Guide – University of Graz
This guide provides an overview of generative AI applications in higher education, highlighting their potential to support teaching and learning through content creation, task development, and exam generation. The guide outlines key benefits, such as reduced workload and personalised learning, while also addressing challenges related to data protection, authorship, and ethical use. It emphasises critical evaluation of AI outputs and presents a selection of AI tools relevant to academic contexts.
Integrating an AI Chatbot for enhanced student learning in a laboratory module – University of Durham
In this video, Dr Arin Mizouri from the Physics Education and Scholarship Group (PhES) in the Department of Physics and Ross Parker from DCAD share the findings from a study exploring the role of a chatbot to prompt learners in Python programming skills within Physics Higher Education. The study was funded by a Collaborative Innovation Grant (CIG) from DCAD.
Assessment in Education
Digital Feedback Quick Guide – University of Graz
This guide explores methods for providing constructive feedback in online learning environments. It outlines various types of digital feedback – written, audio/video, peer, and automated – and explains their benefits, including confidentiality, efficiency, and time-saving potential. It also introduces different feedback levels to support learners’ performance and self-regulation.
Approaches to Assessment – University of Maynooth
“Approaches to Assessment” explores the importance of well-designed assessments in higher education, emphasising their impact on student engagement, satisfaction, and success. It provides research-based insights and practical strategies for implementing effective, inclusive, and learning-oriented assessment methods.
Inclusive Learning and Teaching
Flipped Lectures for Neurodivergent Learners – University of Durham
This page provides specific recommendations to enhance the inclusivity and effectiveness of flipped lectures for neurodivergent learners, particularly those with ADHD and specific learning disorders (SLD).
Digital Accessibility and Inclusion Quick Guide – University of Graz
This guide promotes digital accessibility and inclusion in education by outlining principles of inclusive education and Universal Design for Learning (UDL). It emphasises the importance of accessible teaching materials such as structured texts, captioned videos, and inclusive presentations, to ensure equal learning opportunities for all students, including those with visible and invisible disabilities.
Active Learning for Student Engagement
Student Engagement and Collaboration – University of Graz
This webinar explores strategies for enhancing learner engagement through collaboration, digital icebreakers, and Moodle tools like Glossary, Etherpad Lite, Feedback, and H5P, fostering interaction in both online and face-to-face classrooms.
Active Learning Reports
Teaching4Learning Report – University of Padua
The T4L Report describes the evolution of the Teaching4Learning Project and the training path that has developed over time, showing how much the experimentation begun in 2016 has become permanent of the University of Padua’s teaching culture in just 5 years. It also makes it possible to become aware of what has been achieved, to assess the impact of the important investments made and to give new impetus to the developments to come.
Active Learning Mapping 2024 – University of Minho
The Active Learning Approaches Mapping Study at the University of Minho (2022-23) analysed teaching strategies in higher education, revealing that most faculty frequently use active learning methods. Key challenges include workload and large class sizes, while enablers include student-centred focus, training, and institutional support.