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
Resources
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.
#English #Video
A student guide to generative AI – University of Durham
A course on AI for students, explaining how Artificial intelligence used to be something that was only available to a small group of highly skilled knowledge workers but how now tools such as ChatGPT, Google Gemini and Midjourney changed reality. The course provides insights into what AI is good at, how does it work, it’s risks, the ethics behind developing it and using it, if it can used for university as well as different frameworks for prompt designing.
#English #Course
Generative AI in Learning, Teaching & Assessment – University of Durham
The guide provides an introduction to Generative AI and it’s impacts on different subjects of education. It also provides further reading suggestions and related resources.
#English #Guide
Understanding student experiences and attitudes towards Generative AI – University of Durham
The text offers an overview of a Collaborative Innovation Grant (CIG) funded study conducted by a team at Durham University, focusing on student attitudes and experiences with Generative AI in higher education. The project, led by staff in the Department of Psychology, involved a large-scale survey and qualitative interviews to understand how students utilize AI, particularly focusing on underrepresented groups like international and neurodivergent students who found specific benefits, such as improving writing fluency or non-judgmental communication.
#English #Guide
Critical digital learning – University of Durham
The guide details principles and resources for Critical Digital Learning at Durham University. It outlines five core principles focused on digital literacy, appropriate tool use, VLE presence, and sharing open educational resources. It also links to case studies and guidance related to active pedagogy and assessment, especially in the context of generative AI.
#English #Guide
Uso de Chatbots basados en LLMs para la mejora docente – University of Granada
This document summarizes the results of the teaching innovation project “Use of chatbots based on LLMs for teaching improvement.”
#Spanish #Report
Estrategias de evaluación con el apoyo de la IA para profesorado y alumnado – University of Granada
This project examines how assessment practices must adapt to students’ use of AI. It proposes strategies to assess competencies through reliable sources, oral justification, and peer evaluation, ensuring authentic learning. It also explores how teachers can use AI to make assessment processes more efficient and concludes with recommendations for AI-compatible assessment designs.
#Spanish #Report
ChatGPT & Co. Quick Guide – University of Graz
The guide reviews generative AI applications in higher education, highlighting benefits such as automated content creation and personalized learning. It also addresses risks involving data privacy, authorship, and ethical considerations. Emphasis is placed on critically evaluating AI outputs and selecting suitable tools for academic use.
#English #Guide
Empowering learners for the future : not our past – University of Graz
This video provides an discussion on how teaching and learning has began evolving and the future of both is related to the introduction of AI. It also discusses how going digital will impact education, especifically teachers and educators.
#English #Video
PBL4TEA : Training at VU – Vilnius – Lithuania – University of Minho
This padlet contains information on the Training event at VU – Vilnius – Lithuania, on active learning, the PBL approach, DELT TPACK & AI and Assessment.
#English #Padlet
Developing a Chatbot for Process Modelling Learning: contributions for active learning in engineering education – University of Minho
The article describes the development and testing of a chatbot designed to support learning in BPMN and process modelling. Built using a Microsoft low-code tool, it examines how the chatbot simulates real-world interactions to enhance student understanding. Feedback from 18 Master’s students highlights its potential, limitations, and areas for improvement.
#English #Article
Summer School 2024 – University of Padova
This pladlet has information regarding the 2024 Summer School, that took place at the University of Padua. It contains materials from the different activities done, related to AI, Assessment in educations as well as Active Learning.
#English #Padlet
Integrating Artificial Intelligence in Higher Education – University of Padova
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.
#English #Padlet
Assessment in Education
Resources
Diversity in Digital Assessment – University of Durham
This course has been designed to help staff complete module outlines for an academic year. It looks at potential assessment options( both coursework and exams/tests) and the technologies available. As such it has a very practical focus.
#English #Course
Constructive alignment – University of Durham
The page details the principles and implementation of Constructive alignment, explaining the model proposed by Biggs (2005) focused on outcomes. It also describes how learning outcomes can be used to design courses and assess learning.
#English #Guide
Proyecto de Innovación y Buenas Prácticas Docentes: Trabajo Fin de Grado: hacia un enfoque virtual e innovador – University of Granada
The project aims to create virtualized tools to support Final Degree Projects, offering innovative materials for students and comprehensive training for teachers. It responds to recent challenges by providing FAQs, interactive infographics, and tutorial videos covering all stages of the FDP. Virtualization also improves accessibility for remote or mobile students.
#Spanish #Report
Open Book Exams Quick Guide – University of Graz
This guide introduces open book exams (OBE) as a method to assess higher-order thinking skills such as analysis, evaluation, and synthesis. It offers practical tips for implementation, including assignment design, clear communication of exam conditions, and time management. The guide also outlines suitable question types and task formats to encourage active knowledge application.
#English #Guide
Approaches to Assessment – Maynooth University
“Approaches to Assessment” explores the importance of well-designed assessments in higher education, emphasizing 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.
#English #Guide
Feedback and Feedback Literacy – Maynooth University
“Feedback and Feedback Literacy” explores the role of feedback in student learning, emphasizing the need for active student participation in the process. It provides insights into designing effective feedback strategies and fostering feedback literacy to improve engagement and learning outcomes.
#English #Guide
Designing Authentic Assessment – Maynooth University
“Designing Authentic Assessment” advocates for meaningful, real-world assessment approaches that enhance student engagement and learning. It explores research-backed strategies for creating assessments that promote deep learning, professional identity, and skill development beyond traditional exams and essays.
#English #Guide
A Principles Based Toolkit for Effective Assessment Design – Maynooth University
“A principles-based toolkit for effective assessment design” is a guide for academic teams to review and enhance their assessment and feedback practices, supporting student success. It outlines 12 key principles, each with descriptions and guiding questions to spark discussions and set prioritized actions for short- and long-term improvements.
#English #Guide
Self and Peer Assessment – Maynooth University
“Self and Peer Assessment” explores how self and peer assessment help students develop evaluative judgment skills, fostering autonomy and long-term learning success. It provides research insights, practical strategies, and implementation advice for integrating these assessment methods into higher education.
#English #Guide
Using Rubrics to Promote Learning – Maynooth University
“Using Rubrics to Promote Learning” explores how rubrics can enhance student learning by clarifying expectations, supporting self-regulation, and improving feedback. It provides insights into different rubric types, common pitfalls, and strategies for using rubrics as dynamic learning tools rather than rigid grading checklists.
#English #Guide
Self and Peer Assessment : Student Guide – Maynooth University
The guide explains evaluative judgment as the ability to assess work quality using clear criteria. It highlights self-assessment as vital for lifelong learning and identifying personal gaps. Practical strategies include comparing work with exemplars and integrating feedback from multiple sources.
#English #Guide
Feedback and Feedback Literacy : Student Guide – Maynooth University
The guide reframes feedback as an active learning process rather than a passive receipt of comments. It emphasizes feedback literacy—students’ capacity to understand, value, and use feedback effectively. Key skills include making evaluative judgments, managing emotional responses, and taking action for improvement. Engaging students actively in feedback processes enhances learning and supports academic development.
#English #Guide
Authentic Assessment : Student Guide – Maynooth University
This guide explains authentic assessment as work that feels meaningful and mirrors professional practice. It promotes deeper engagement, long-term effort, and enhanced motivation by connecting assignments to real-world contexts. Students are encouraged to align tasks with their interests and professional aspirations.
#English #Guide
Approaches to Assessment : Student Guide – Maynooth University
The guide emphasizes that assessment should actively contribute to learning rather than occur only at the end of a module. Effective assessment supports engagement, self-regulation, and the development of evaluative expertise. It should provide multiple opportunities for students to demonstrate progress throughout a program.
#English #Guide
Using Rubrics to Promote Learning : Student Guide – Maynooth University
The guide defines rubrics as tools that clarify expectations and describe performance standards. Rubrics reduce student anxiety, support self-regulation, and help generate self-feedback during drafting. Students are encouraged to use rubrics proactively for improvement and to interpret instructor feedback more effectively.
#English #Guide
Principles of good assessment and feedback – Maynooth University
The guide intends to identify what good assessment and feedback look like in your context to benchmark existing practices and plan improvements.
#English #Guide
Principles of Inclusive Online Assessment – Maynooth University
Short webpages outlining ten principles specifically associated with online assessment.
#English #Guide
IDEAdigital #12 : Métodos alternativos para avaliação – University of Minho
This webinar explores alternative assessment methods during COVID-19, and was addressed by Professor Geraldine O’Neill (University College Dublin-UCD, Ireland). It reviews new assessment designs, tools, and processes suitable for remote contexts while maintaining academic integrity. Resources from UCD and Ireland’s National Forum are also shared.
#English #Video
IDEAdigital #39: Aumentar a participação dos estudantes e a equidade dos processo de avaliação – University of Minho
The guide promotes shifting from assessment of learning to assessment as learning, giving students more agency. It presents the EAT Framework—Equity, Agency, and Transparency—to support improved assessment literacy, design, and feedback. An Erasmus+ project trains faculty and students to implement these practices across Europe.
#Portuguese #Guide
Summer School 2024 – University of Padova
This pladlet has information regarding the 2024 Summer School, that took place at the University of Padova. It contains materials from the different activities done, related to AI, Assessment in educations as well as Active Learning.
#English #Padlet
Inclusive Learning and Teaching
Resources
Inclusive peer tutoring – Arqus
The page focus on raising awareness about diversity and vulnerabilities among university students and staff, pointing out barriers and reducing them as well as creating networks for inclusion. It includes a file with guidelines and recommendations for an inclusive peer tutoring programme in Higher Education Institutions.
#English #Guide
Arqus Webinar “Rethinking college: building new inclusive pathways at university” – Arqus
This Arqus webinar focuses on building an inclusive university for students with disabilities. It encourages dialogue about widening access to learning, environments, and social participation. The session aims to inspire concrete actions supporting students with intellectual and developmental disabilities.
#English #Video
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).
#English #Guide
Developing Inclusive Learning Communities – University of Durham
This resource provides advice for developing inclusive learning communities in modules, programmes and departments, based on the initial findings of the Inclusive Learning Communities project. It is focussed on simple things that can be done quickly at the start of the academic year.
#English #Course
Teaching sensitive content – University of Durham
The page provides guidance for teaching sensitive topics, emphasizing preparation, respectful communication, and emotional safety. It recommends setting ground rules, selecting appropriate resources, and debriefing after difficult discussions. Additional readings and support services are also provided.
#English #Guide
Inclusive Assessment – University of Durham
The guide outlines how to create inclusive assessment practices that ensure fairness for all learners. It identifies barriers such as hidden curricula and unequal cultural capital. Recommendations include transparent expectations, clear briefs, alternative formats, and ensuring prerequisite skills are developed.
#English #Guide
Small group teaching – University of Durham
This guide explains active pedagogy through small group teaching, highlighting interactive and socially driven learning. Benefits include flexibility, deeper engagement, and fostering autonomy. Practical advice covers preparation, managing group dynamics, building rapport, and promoting reflection, supported by case studies and resources.
#English #Guide
Large Group Teaching – University of Durhan
The resource provides strategies for effective large group teaching, acknowledging challenges in engagement and individual support. It stresses careful planning, varied activities, and active learning before, during, and after sessions. The goal is to maximize participation and comprehension in large cohorts.
#English #Guide
Autism-inclusive teaching of foreign languages in higher education – University of Durham
The guide supports language tutors in creating autism-inclusive classrooms in higher education. It offers twelve recommendations addressing pacing, stress reduction, and alternative participation formats. It also highlights language-specific challenges and encourages small adjustments to boost student confidence and effective learning.
#English #Guide
ArqusTerm English Glossary: Key Terms and Definitions for Inclusion and Accessibility in Higher Education – University of Granada
This glossary provides key terms related to inclusion and accessibility in higher education. Produced by the Arqus Language Tools group and the University of Granada, it supports discussion and development across institutions. The resource aims to standardize terminology for more inclusive academic practices.
#English #Glossary
E-Moderation Quick Guide – University of Graz
The guide explains e-moderation as facilitating motivation, interaction, and communication in online learning. It outlines responsibilities such as establishing a supportive climate, setting communication norms, and maintaining presence. Practical tips are provided for platforms like Moodle to enhance engagement.
#English #Guide
Digital Accessibility and Inclusion Quick Guide – University of Graz
The guide promotes digital accessibility and Universal Design for Learning (UDL). It emphasizes creating structured texts, captioned videos, and inclusive presentations to support diverse learners, including those with hidden disabilities. The resource advocates equitable access to teaching materials.
#English #Guide
Digital Rounds of Introduction Quick Guide – University of Graz
This guide outlines effective methods for initiating online courses by fostering social presence and engagement. Drawing on Gilly Salmon’s Five Stage Model, it presents structured introduction activities—such as ‘Two Truths, One Lie’ and ‘Pecha Kucha’—designed to elicit prior knowledge, set expectations, and promote digital tool familiarity. Inclusivity and careful planning are stressed.
#English #Guide
Blended Learning and Flipped Classroom – University of Padova
The page presents a brief overview of blended learning, followed by an explanatory video that explores both blended learning and the flipped classroom model.
#English #Video
Summer School 2024 – University of Padova
This pladlet has information regarding the 2024 Summer School, that took place at the University of Padova. It contains materials from the different activities done, related to AI, Assessment in educations as well as Active Learning.
#English #Padlet
Active learning for student engagement
Resources
Challenge Based Learning in Higher Education – Arqus MOOC
A course about an active learning methodology, Challenge Based Learning (CBL), and how it can be applied to higher education for better results.
#English #Course
Playful Learning with LEGO® – University of Durham
This page provides a case study on how LEGO can be integrated for collaborative model building, aiming to demonstrate how economic fundamentals can help explain changes in house prices. It answers to who did the case sudy, what it was about, when it was held, why and how it was integrated, as well as the results and what will be done next.
#English #Guide
Active pedagogy – University of Durham
This page provides insights on active pedagogy. It states the active pedagogy principles as well as resources (guidance and case studies) and evidence on the subject.
#English #Guide
Simulation-based Learning – University of Durham
The page explains what simulation-based learning is, how it can be used and provides examples of it’s application advantages in 2 disparate disciplines. It also provides “Best Practice Tips”, other useful educational resources as well as further reading on the matter .
#English #Guide
Peer Mentoring and Peer-Assisted Learning – University of Durham
This page provide information on what Peer Mentoring and Peer-Assisted Learning (PAL) is; how beneficial it can be for mentor, mentees and institutions; and what it needs to be sucessfull. Additionally, it entails how a peer mentoring scheme and a PAL mentoring programme through Peer Assited Study Sessions (PASS) can be set up.
#English #Guide
Problem-based Learning (PBL) – University of Durham
The page explains Problem-Based Learning (PBL) as a collaborative, student-driven approach based on real-world problems. It describes the main steps—from problem exploration to presenting solutions—and discusses benefits such as teamwork and critical thinking. Challenges and practical implementation tips are also included.
#English #Guide
Playful Learning – University of Durham
The guide introduces playful learning through games, role-play, and simulations to boost motivation and creativity. It presents the “magic circle” as a safe space for experimentation and failure. Benefits, challenges, and inclusive best practices for effective implementation are provided.
#English #Guide
Collaborative Learning – University of Durham
This guide explores collaborative learning, defining it as joint work to achieve shared learning outcomes. It details cognitive, social, and psychological benefits while offering practical tips for structuring group activities. Recommendations address large-group challenges and include further readings and case studies.
#English #Guide
Impacto de la gamificación y el aprendizaje-servicio en la motivación y el compromiso social del alumnado universitario – University of Granada
The study analyzes a university intervention combining gamification and service-learning inspired by Money Heist. Student testimonies reveal increased motivation, engagement, and meaningful learning through experiential activities. The approach links theory to practice and fosters creativity, proving effective for motivation and social commitment.
#Spanish #Report
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.
#English #Video
Active Blended Learning – University of Graz
This webinar introduces active blended learning as a framework and demonstrates how to design a learning environment using Moodle. It covers strategies for asynchronous teaching and learning, as well as the use of Moodle template courses.
#English #Video
Synchronous Online Teaching – University of Graz
This webinar addresses key challenges and opportunities in synchronous online teaching. It covers strategies to foster social presence and community, explores pedagogical models, and presents good practices for creating interactive and collaborative sessions.
#English #Video
Collaborative writing as a way to empower students – University of Graz
This webinar addresses how collaborative writing can work as a method to empower students.
#English #Video
E-tivities Quick Guide – University of Graz
This guide introduces E-Tivities—small, structured online tasks designed to support active and collaborative learning. It outlines their core components (purpose, task, individual contribution), offers practical tips for implementation, and suggests suitable Moodle tools for creating engaging asynchronous activities.
#English #Guide
Flipped Classroom Quick Guide – University of Graz
This guide presents the flipped classroom as a learner-centered approach where students first engage with course content independently at home and then apply knowledge collaboratively in class. It includes practical suggestions for structuring both phases and using Moodle to support preparation and interactive in-class activities.
#English #Guide
Educational Escape Rooms Quick Guide – University of Graz
This guide introduces digital educational escape rooms as a gamified teaching method designed to enhance learner engagement and motivation. It covers planning principles, implementation tips, digital tools (e.g., Moodle, H5P, PowerPoint), and discusses both the benefits and challenges of integrating escape rooms into educational settings.
#English #Guide
H5P in Online Teaching Quick Guide – University of Graz
This guide explains how to use H5P—a free plugin integrated into Moodle—to create interactive, student-centered learning materials. It outlines key advantages of H5P and provides practical examples for enhancing courses with tools like interactive videos, flashcards, timelines, and knowledge checks to support active and self-directed learning.
#English #Guide
Digital Feedback Quick Guide – University of Graz
The guide examines types of digital feedback—written, audio/video, peer, and automated—and their advantages. It highlights benefits such as confidentiality, time efficiency, and support for self-regulation. It also explains different feedback levels to promote performance improvement.
#English #Guide
Asynchronous Collaboration Quick Guide – University of Graz
This guide focuses on fostering effective asynchronous collaboration in online learning. It outlines the benefits of flexible, time-independent participation, provides tips for teacher moderation and feedback, and introduces Moodle tools—such as forums, wikis, glossaries, and shared documents—to support meaningful group interaction.
#English #Guide
Social Presence in Online Teaching Quick Guide – University of Graz
This guide explains the concept of social presence—the sense of belonging and interpersonal connection in virtual learning environments. It highlights why social presence matters, presents methods to strengthen it through communication and interaction strategies, and offers practical tips for creating a supportive and engaging online atmosphere.
#English #Guide
Videoconferences in Online Teaching Quick Guide – University of Graz
This guide presents best practices for conducting effective videoconferencing in online teaching. It outlines phases such as activation, input, processing, and evaluation, emphasizing interactivity and technical readiness. Communication etiquette and common pitfalls are discussed to improve student engagement.
#English #Guide
Open Educational Resources Quick Guide – University of Graz
The guide introduces Open Educational Resources (OER) and their benefits for openness, reuse, and teaching quality. It explains licensing types, quality criteria, and the University of Graz’s OER training and publication system. Staff are encouraged to contribute to a sustainable educational ecosystem.
#English #Guide
Making Educational Videos Quick Guide – University of Graz
The guide offers practical advice for creating high-quality asynchronous video materials. It outlines pedagogical benefits like flexibility and support for flipped learning. Key considerations include scripting, timing, and interactivity, with examples of various video formats.
#English #Guide
Active Learning Mapping 2024 – University of Minho
The Active Learning Approaches Mapping Study at UMinho (2022/2023) analyzed 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-centered focus, training, and institutional support.
#English #Report
IDEADigital #5 : TBL a distância na Blackboard – University of Minho
This resource explains how to run distance Team-Based Learning sessions on Blackboard. It covers essential steps such as individual readiness tests, group work in breakout rooms, and instructor-led discussions. Tips address logistics, participation, and collecting student feedback.
#Portuguese #Guide
IDEAdigital #20: Ferramentas digitais educacionais – University of Minho
The guide lists educational digital tools that support active methodologies across online, blended, and in-person formats. Tools include Mentimeter, Loom, Padlet, and Trello, each matched to specific pedagogical uses. It serves as a practical reference for integrating technology into university teaching.
#Portuguese #Guide
IDEAdigital #27: Estudantes ativamente envolvidos nas aulas com recurso a dispositivos móveis – University of Minho
This guide explains how Audience Response Systems (ARS) enhance engagement through mobile-based real-time feedback. It provides strategies for implementation, including clear objectives and anonymous participation. It also outlines question types and their pedagogical purposes.
#Portuguese #Guide
IDEAdigital #33: Glossário de Abordagens de Aprendizagem Ativa – University of Minho
This glossary summarizes key concepts in active learning, outlining approaches such as TBL, PBL, gamification, and flipped learning. It positions these on a continuum of student autonomy and provides evidence supporting their effectiveness. The resource helps educators select and implement active strategies.
#Portuguese #Guide
IDEAdigital #35: Como implementar aprendizagem colaborativa – University of Minho
The guide explains how to implement collaborative learning effectively, emphasizing genuine joint work and shared responsibility. It offers strategies for introducing collaboration, managing resistance, and structuring tasks with milestones. Assessment approaches ensuring fairness across group and individual work are also discussed.
#Portuguese #Guide
IDEAdigital #36: Salas de aula que potenciam a aprendizagem ativa – University of Minho
The page describes active learning classrooms designed for flexibility, interaction, and student-centered learning. It contrasts them with traditional lecture rooms and highlights benefits for engagement and collaboration. Technology and adaptable layouts are key features.
#Portuguese #Guide
IDEADIGITAL #40: Comunidades de Prática de Ensino e Aprendizagem na UMinho – University of Minho
The guide explains Communities of Practice (CoPs) at UMinho as self-organized groups focused on improving teaching and learning. It outlines their non-hierarchical nature and benefits, such as peer learning and shared problem-solving. Three active CoPs—ARS, TBL-Now, and Gamification—are profiled
#Portuguese #Guide
PBL4TEA Infographics : PBL Typologies – University of Minho
An infographic on PBL- Project Typologies, containing information on 4 : Exercise of Project,Project Course,Curriculum,Interdiciplinary Project.
#English #Infographic
Project-Based Learning Workshop – University of Minho
The Project-Based Learning workshop was held online and recorded, presented in this series of three videos. It was conducted by Professor Rui Lima from the University of Minho and Professor Diana Mesquita from the Universidade Católica Portuguesa, as part of a collaboration between the PBL4COLLAB TT project and the Arqus Alliance.
#English #Video
2024 PBL principles and typologies – University of Minho
In this video, Professor Rui Lima from the University of Minho discusses the principles and typologies of project-based learning (PBL).
#English #Video
Teaching4Learning Resource Collection – University of Padova
The page provides links to a series of books and educational resources curated by the Teaching 4 Learning initiative at the University of Padua. These materials are organized into the following collections: Interaction and Collaboration Methods, Simulation and Exploration Methods, Technology for Teaching, and Assessment and Evaluation Strategies.
#English #Collection
Teaching4Learning Report – University of Padova
The T4L report documents the evolution of the Teaching4Learning Project at the University of Padova. It shows how experimentation since 2016 has shaped institutional teaching culture. The report assesses impacts and identifies new directions for continued development.
#English #Report
Guidelines on teachers practices: A guide for instructors and practitioners to innovate practices in higher education and adult learning – University of Padova
This guide compiles teaching practices contributed by INTALL partners to inspire pedagogical reflection. It encourages instructors to consider employability-related teaching approaches and participate in learning communities. The aim is to support shared innovation across educational contexts.
#English #Guide
Costruire percorsi di Faculty Development – University of Padova
The book examines faculty development through a critical-reflective lens, exploring transformative processes in university teaching. It discusses international models and frameworks applied at the University of Padova. Emphasis is placed on active, learning-centered pedagogical approaches.
#Italian #English #Book
Teaching4learning. L’innovazione didattica all’Università di Padova Teorie, Ricerche e Pratiche – University of Padova
The book narrates the development of the Teaching4Learning @Unipd project as a collaborative academic initiative. It highlights training, technological innovation, research, and community-building around active learning. The project represents a long-term plan for enhancing teaching competence.
#Italian #Book
Innovative Teaching: Engaging Adult Learners with Active Learning – University of Padova
This course develops a deep understanding of active learning, focusing on interactive strategies and collaborative learning. Participants challenge assumptions and exchange experiences within a teaching community. The goal is to strengthen effective, engaging pedagogical practices.
#English #Course
Rapporto di monitoraggio I metodi attivi nella didattica universitaria – University of Padova
This T4L monitoring report compares perceptions of faculty trained in active methods with those who were not. It explores views on implementation, professional experience, and student–teacher alignment. Findings reveal differences in attitudes toward integrating active teaching practices.
#Italian #Report
“Smart Learning design 25”. il metodo in 10 passi – University of Padova
The guide explains the Smart Learning Design 25 (SLD25) method for planning blended and integrated university courses. It covers defining outcomes, designing activities, and aligning in-person and online components. The approach aims to ensure pedagogical coherence and sustainable digital integration.
#Italian #Guide
Il progetto Teaching4Learning (T4L) – University of Padova
The video presents the T4L project as a transformative initiative for developing teaching and e-learning skills at the University of Padova. It emphasizes active learning, learner-centered pedagogy, and faculty community-building. The project reflects ongoing research and innovation in higher education.
#Italian #Video
Report del monitoraggio del progetto “didattica blended learning” – University of Padova
The report analyzes faculty perceptions of blended and telematic teaching in a 2022–2023 national project. Survey results show that blended learning supports time optimization, collaboration, and structured planning. It also identifies tools and strategies used both inside and outside Moodle.
#Italian #Report
Teaching Perspectives – University of Padova
This page (inventory) intends to help participants identify their perspectives on teaching.
#English #Guide
Summer School 2024 – University of Padova
This pladlet has information regarding the 2024 Summer School, that took place at the University of Padova. It contains materials from the different activities done, related to AI, Assessment in educations as well as Active Learning.
#English #Padlet
Implemented Educational Initiatives – Vilnius University
Educational initiatives are projects implemented by teaching staff members to update the course units they teach, using active learning methods and seeking to increase student engagement. The VU Fund for Educational Initiatives, established in 2021, funds these projects.
#English #Example
Curriculum Development
Resources
Resilient curriculum principles – University of Durham
A page dedicated to information on the importance of curriculum that can withstand future challenges, equipped with the flexibility to adapt to the unexpected, and the capacity to embrace new educational technologies and methodologies.
#English #Guide
Resolución de la vicerrectora de Calidad, Innovación Docente y Estudios de Grado, de 6 de octubre de 2025 por la que se publica el Plan de Innovación Docente y Formación del profesorado 2025-2026. Fórmate, Innova y Difunde – University of Granada
The University of Granada’s 2025–2026 Teaching Innovation and Faculty Training Plan outlines initiatives across training, innovation, and dissemination. Programs address professional development, innovation projects, service-learning, and knowledge sharing. The plan encourages collaborative transformation and bottom-up proposals within the institution.
#Spanish #Report
De la investigación al aula. Recursos docentes y divulgativos – University of Granada
This book compiles research-based teaching practices across disciplines, linking academic inquiry with social impact. Topics range from inclusion and wellbeing to AI in education, archaeology, and gender studies. It offers methodologies, case studies, and tools for educators seeking transformative and accessible teaching.
#Spanish #Book
Sample Process : Support for Degree Programme Development – Leipzig University
This document is a sample support guide for degree program development, created as part of the Studium und Qualität in der Europäischen Hochschulbildung (StQE) initiative. It outlines recommended steps, institutional resources, and quality assurance considerations to assist academic staff in designing or revising higher education degree programs within a structured and quality-focused framework.
#English #Guide
Sample Process : Degree Programme in Dialogue – Leipzig University
The guide explains Leipzig University’s Degree Programme in Dialogue format, designed to enhance program improvement through structured student–staff discussions. It uses evaluation data to identify challenges, set goals, and plan actions collaboratively. The process complements formal evaluation and supports curriculum development.
#English #Guide
Employability Tools for your Classroom – Maynooth University
A padlet page dedicated to careers and employability Service Tools to be embed into diverse assignments. Focused on materials with information on Virtual Simulations, Presentation/Interview Practice,Skills Development, Self Awareness and CV Review.
#English #Padlet
More
Tools
TransLab – University of Wroclaw
TransLab is a tool that allows you to create digital text based on scans. You can use the results to prepare a digital object in standards such as: hOCR, TEI, PDF, eBook. The tool allows you to transcribe objects added to the service from your own device or imported from Digital Libraries (also using the IIIF standard).
Leopoldina – University of Wroclaw
Leopoldina is an online platform that indexes and enables the search of all open access publications and content from the University of Wroclaw.