“We are entering a pedagogic future where it is likely to be much more common for on-campus courses to feature substantive remote elements, and where the synchronous elements of a programme may be split between in person and online learning. ... In a sense, this is the uncharted territory that was predicted for learning back when web2.0 was a thing.”
(Webster, June 2022) Hybrid learning and teaching: the role of Quality Assurance in ensuring accessible and equitable provision
The University Education Model is grounded in student-centred experiences where learner choice is a fundamental tenet. Flexible and agile learning and teaching is a central enabler, with ‘Digital’ a core and integrated practical component. In step with this, and following approval by TU Dublin’s Academic Council, the design, development, validation, and offering of modules, as the constitute parts of programmes, under the four modalities outlined below will be supported as the University realises its strategic intent through the University Education Model.
These proposed modalities are underpinned by the understanding that TU Dublin seeks to provide its students with digitally enhanced learning experiences that will produce the most sought-after digitally-literate graduates (Strategic Intent 2030, PE1 01). Given that the best way to encourage students to develop their digital capabilities is “through ongoing contextualized digital literacy development activities, not as a separate topic or course, but integrated into discipline learning” (Coldwell-Neilson, Times Higher Education 2021), all modules offered at our university going forward will be technology-enabled by design.
General assumptions regarding delivery through multiple modalities:
- Validation of modules to be delivered through multiple modalities will allow for flexibility, over time, in the offering to students.
- Validation of modules to be delivered through multiple modalities does not commit to provision in multiple modes, rather, the school, in consultation with its staff, will determine the mode of delivery for each given instance.
- Once the preferred mode of delivery of a given module has been determined, clear communication on this mode of delivery must be provided to all students in advance of the start of the module.
- It is important to adhere continuously to the agreed and advertised mode of delivery throughout the duration of the module and that ad hoc changes to the mode of delivery mid-module are avoided (notwithstanding the need for flexibility to adapt to unforeseen circumstance ssuch as another lockdown).
- Existing academic freedoms regarding teaching, learning and assessment strategies that are employed in any module are maintained and will not, in any way, be impacted by the proposed modality categorisations set out below.
The four learning, teaching and assessment modalities at TU Dublin are:
* Note: If a module is to be approved as an online module then all activities, including all assessments, must be held online (synchronously or asynchronously). Students registered for that module should never need to come to the physical campus.
Click on each modality above to read the approved TU Dublin definition and to access relevant checklists and guides to inform module design and delivery. (Internal acccess only)