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.
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.
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.
Critical digital learning – University of Durham
The guide, specifically details resources and principles related to Critical Digital Learning (CDL) within the Educational Development Resources (DCAD) section. The core of the document outlines five key principles for CDL, focusing on developing students’ digital literacy, using appropriate digital tools for modules and assessments, establishing a Virtual Learning Environment (VLE) presence, and encouraging teachers to embed and share open educational resources. Additionally, the resource section includes links to guidance, case studies, and related posts concerning topics like Active Pedagogy and Assessment for Learning, particularly in light of generative AI. Overall, the source functions as a policy and resource guide for staff regarding modern digital pedagogical practices at Durham University.
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.”
Estrategias de evaluación con el apoyo de la IA para profesorado y alumnado – University of Granada
This project focuses on assessment processes to analyse the changes that have occurred and the strategies that can be used to deal with them. In this sense, this analysis is approached from two different and complementary perspectives. On the one hand, it looks into the design of strategies that enable the assessment of student competences, guiding them in the use of reliable sources and references that support and argue the productions they can generate with the help of AI, encouraging critical thinking at all times. It is also worth noting that oral evidence and the skills to argue the work produced, as well as peer assessment, are of particular relevance. In essence, it is a matter of adapting continuous assessment strategies in such a way as to achieve an authentic assessment of learning, taking into account the use that students make of AI tools today. Another perspective to consider is the use of assessment tools as teachers, with the support of AI, to enhance the efficiency of our assessment processes. The main objective of the project was to design assessment strategies to be implemented in our subjects and to evaluate their results. In light of these considerations, we have developed a series of recommendations on assessment strategies that are compatible with the use of AI by students and that also make the most of its benefits for teachers.
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.
Developing a Chatbot for Process Modelling Learning: contributions for active learning in engineering education – University of Minho
This article intends to present the development and deployment of a chatbot designed to foster students’ learning regarding process modelling and Business Process Model and Notation (BPMN). Developed with a low-code tool from the Microsoft suite, this approach for building chatbots may be replicable in other contexts of higher education. This is an exploratory study with 18 students enrolled in a Master’s Program in Engineering and Operations Management. The main objective is to evaluate the effectiveness of the ChatBot to mimic real-world interactions and make a contribution to the learning process. Through this exploration, the article aims to discuss potential uses of the chatbot, exploring the development steps, users’ feedback, limitations, and opportunities for enhancement.
Summer School 2024 – University of Padua
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.
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.
Assessment in Education
Resources
Diversity in Digital Assessment – University of Durham
This resource 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.
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.
Summer School 2024 – University of Padua
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.
Inclusive Learning and Teaching
Resources
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).
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.
Teaching sensitive content – University of Durham
The “Teaching Sensitive Content” page offers guidance for university instructors on how to handle emotionally or culturally challenging topics in the classroom. It covers: setting up respectful principles and ground rules at a programme level; preparing for sensitive discussions by choosing suitable resources and warning students in advance; facilitating conversations carefully (avoiding high-stress techniques, intervening when necessary, and debriefing); and reflecting afterward (reviewing what went well, offering extra support, and directing students to help services). It also provides further reading and external resources.
Inclusive Assessment – University of Durham
The page offers a comprehensive guide on implementing inclusive assessment practices in educational settings. It emphasizes that since assessment profoundly influences student learning, it must be accessible and fair for all individuals. The article outlines barriers to inclusivity, such as differing cultural capitals and the existence of a hidden curriculum that assumes prerequisite skills. To enhance inclusivity, the resource recommends being transparent about expectations, providing clear assignment briefs, offering alternative assessment formats, and ensuring that students possess all necessary prerequisite skills before assessment.
Small group teaching – University of Durham
The page offers a comprehensive guide to active pedagogy, specifically focusing on small group teaching methods. It explains that this approach is most effective when promoting social and interactive learning, where the instructor facilitates dialogue rather than simply delivering information. The source details key opportunities of small group teaching, such as increasing flexibility, intensifying interaction, and fostering autonomous learning. Furthermore, it provides best practice tips for instructors, advising on preparation, managing group dynamics, building student relationships, and encouraging reflection. The document concludes with further resources and reading materials, along with related case studies highlighting active pedagogy and collaborative learning strategies.
Summer School 2024 – University Padua
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.
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.
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.
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.
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 .
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.
Problem-based Learning (PBL) – University of Durham
The page explains Problem-based Learning (PBL) as a student-centred teaching approach where learners work in groups to solve real-world problems instead of receiving direct instruction. It outlines how PBL works, the steps students follow (exploring a problem, planning, researching and presenting solutions), and highlights its main benefits—such as developing teamwork, communication and critical-thinking skills—along with challenges like increased need for self-study and different assessment methods. It also briefly lists examples of PBL activities and offers practical tips for implementing the approach effectively.
Playful Learning – University of Durham
The “Playful Learning” page explains how using games, role-play, simulations and other playful activities can make learning more engaging and creative. It introduces the idea of a “magic circle,” where students feel safe to experiment and even fail. The page outlines benefits like improved motivation and creativity, notes challenges such as student discomfort or planning demands, and gives tips for effective use—explaining the purpose of play, offering flexible participation and ensuring an inclusive environment.
Summer School 2024 – University of Padua
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.
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.
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 file outlines the University of Granada’s Plan for Teaching Innovation and Faculty Training for 2025-2026, which is structured around three strategic pillars: FÓRMATE (Train), INNOVA (Innovate), and DIFUNDE (Disseminate). This plan details various programs, including F programs for faculty professional development, such as asynchronous virtual learning; I programs supporting Innovation in Teaching Projects (PID) and Service-Learning (PIDApS); and D programs for dissemination, like the #InspiraUGR video initiative and the “Docencia de bolsillo” mini-guides. The document specifies the objectives, participant profiles (PDI and PTGAS), application procedures, evaluation criteria, detailed chronograms, and financial conditions for each program, emphasizing the goal of promoting continuous educational quality and collaborative pedagogical transformation across the university. The overall framework encourages bottom-up proposals from teaching teams and departments, with oversight from the Vicerrectorado de Calidad, Innovación Docente y Estudios de Grado.
De la investigación al aula. Recursos docentes y divulgativos – University of Granada
This book brings together a careful selection of works that link scientific research with teaching practice and its social impact, through pedagogical proposals applied to health, education, technology, social sciences, and the humanities. Topics range from educational inclusion, well-being, and nursing care to physiology, the impact of stress, the application of artificial intelligence in the classroom, economics, archaeology, history, and gender studies. The work features notable contributions from Spanish universities and both national and international institutions. The diversity of the authors’ academic and professional backgrounds reflects its collaborative and interdisciplinary nature and highlights the research community’s commitment to knowledge transfer and educational innovation. The authors propose different methodological approaches, practical tools for the classroom, educational workshops, case studies, and pilot experiences.The manual, which is the result of participation in European Researchers’ Night, is designed as a resource for teachers, researchers, and communicators who want to bring scientific knowledge to the public in an accessible, critical, and transformative way.
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.
Sample Process – Degree Programme in Dialogue – Leipzig University
This guide outlines the Degree Programme in Dialogue format developed by the Office for Quality Management in Teaching and Studies (StQE) at Leipzig University. It is designed to facilitate structured and evidence-based dialogue between students and lecturers to support the continuous development of academic programmes. Through moderated discussions, participants assess evaluation data, identify areas for improvement, and collaboratively define development goals and implementation steps. The format complements formal evaluation procedures and offers follow-up options such as curriculum workshops and targeted development initiatives.
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.