The Thesis in Education Science module enables the candidate to develop a considered and valuable piece of research in the Social Sciences, specifically in education. The module involves the preparation and submission of a research proposal, the development of a detailed literature review, the testing and selection of appropriate data collection and analysis techniques, and presentation of the findings. The learner will prepare a minor thesis under the guidance of a research supervisor. Participants will participate in circle meeting discussions and research workshops. These are run in parallel to preparing the thesis in Education Science. The module provides an opportunity for the learner to disseminate research findings to an audience of peers.

1. Develop a research proposal relevant to a research specialisation in teaching and learning.
2. Analyse and critically evaluate published literature in a chosen teaching and learning topic.
3. Critically assess and apply ethically appropriate primary and secondary research data collection methodologies in a teaching and learning topic.
4. Demonstrate the principles of validity and reliability in data analysis in their research work.
5. Prepare and submit a thesis report in a chosen teaching and learning specialisation.

6. Disseminate and debate teaching and learning research amongst peers.
7. Demonstrate problem-solving and reflective critical thinking, in dialogue with the literature.

The Teaching and Learning (T&L) Applied Project module will provide participants with an opportunity to design, develop and evaluate a teaching and learning artefact and prepare an applied research design report. The module experience will encompass the entire design and innovation development process, from vision, proposal development and artefact formation, through to testing and evaluation of the teaching and learning artefact. To conclude, the learner will present on the T&L artefact and prepare an evaluation report (4,000 words) plus a learning journal (2,000 words). Final outputs will be presented in a showcase learning and assessment event.

1. Identify a teaching and learninginitiativeand develop the idea from concept to implementation.

2. Implement critical literature research and analysis.

3. Integrate educational theory into the design, implementation and evaluation of the research output.

4. Design and develop ahigh quality teaching and learning initiative/artefact.

5. Examine the teaching and learning initiative withacademics, practitioners and students.

6. Reflect on the development and evaluationjourney, and thecontribution toteaching and learning practice.

7. Prepare a research report outlining thedevelopment of the initiative andthe evaluation research undertaken.

8. Draw conclusions from the teaching and learning project conducted and present a critical assessment of the findings.

This module provides participants with the knowledge and skills necessary for effective teaching and learning in higher education. The module, which is practically-based and interactive, is aimed at developing effective teaching practice. The module promotes research-based teaching and learning, and provides training in lesson planning, lesson delivery and reflective practice. The module incorporates micro-teaching techniques, small and large group teaching and learning strategies, the promotion of student engagement, the development of teaching portfolios, classroom management strategies, education for sustainability, learning technologies, service learning and training in assessment strategies, including assessment design and formative feedback strategies.

1. Develop, deliver and review lessons in the context of microteaching techniques and demonstrate reflective practice.

2. Effectively apply and critique a suite of digital educationtechnology tools.

3. Critically assess key educational theories and their application to teaching.
4. Design and construct a teaching and learning ePortfolio.

5. Demonstrate research-based, inquiry-based teaching practice, including competence in problem-based learning (PBL).
6. Design and evaluate effective and innovative assessment strategies.
7. Critically appraise education for sustainability and service learning models.

This module will introduce participants to a range of digital technologies for teaching & learning This module will allow for practical hands-on use of modern up-to-date technologies, reflection of best practices in various type of digital teaching environments (online, blended. flipped ) . This module will also give the participants the opportunity to review best practice and to consider how TEL tools / various technologies can enhance the students engagement and ability to achieve the learning outcomes more effectively.

1. Critically evaluate digital teaching best practice, theories and models concerning the relationship between technology and learning.

2. Compare and contrast a range of TEL tools and digital technologies to enhance teachingin the higher education sector.

3. Evaluate the effectiveness of various digital teaching strategies and technologiesin the context ofthe lecturers teaching practice.

4. Develop reusable digital teaching resourcesfor teaching purposes. These resources will be underpinned by the principles of universal design for learning.

5. Effectively select and use appropriate technologies in their own teaching.
6. Develop a comprehensive learning environment, which would incorporatate a range of resoucres, appropriate for a specific group of learners.
7. Design and deliver an online microteaching session, using suitable web-conferencing software.

The module is practically-based with an emphasis on interactive discussion and group work. It explores Student-Centred Learning (SCL) techniques and activation strategies. The module promotes student engagement, student led learning, retention initiatives and managing transitions. It incorporates peer assisted learning techniques; learning strategies; collaborative learning; mentoring programmes; the promotion of student led learning; digital student engagement strategies; SCL assessment design; and formative instructional practices (FIP).

1. Evaluate and apply the major concepts, theories and practices of student-centered learning in education.
2. Critically review a range of first-year experience programmesand student as partners initiatives.

3. Critically review student centred learning theoryand activating strategiesin the classroom or in a digitallearning environment.

4. Design a student-centred learning toolkit.
5. Evaluate student-centred classroom strategies and techniques.

This ten credit module, delivered over one semester, provides a practical, supportive, structured learning experience for ATU staff, post-graduate students, and affiliates, who wish to conduct literature-based research and writing. The module enables a comprehensive understanding of the foundations of the theory and practice of these academic activities, with participants devising, designing and implementing research, and producing a peer-reviewed, literature analysis, journal article.

The module is open to applicants who have successfully completed a level 8 programme or above. Full participation in workshops is a requirement.

1. Implement level-appropriate skills in scholarly academic writing.

2. Design an individualised research plan.
3. Formulate and construct a research proposal.
4. Conduct comprehensive and critical literature analysis.

5. Produce a literature-based, scholarly journal article.
6. Articulate reflective learning insightsthrough the medium of forum contributions.

The module is in direct response to the National Strategy on Education for Sustainable Development (ESD) in Ireland 2014-2020 (Department of Education and Skills, 2014), which calls for a holistic whole institution approach to sustainability across the higher education sector and identifies clear gaps in the 'preparedness of lecturers to facilitate the type of participatory learning that is most frequently associated with effective ESD'. Education for Sustainable Development (ESD) or Education for Sustainability is a vision of education that seeks to balance human and economic well-being with cultural traditions and respect for the Earth's natural resources. ESD applies transdisciplinary educational methods and approaches to develop an ethic for lifelong learning, fosters respect for human needs that are compatible with sustainable use of natural resources and the needs of the planet, and nurtures a sense of cooperation and global solidarity (UNESO Decade of ESD, 2005-2014). The module will seek to build on existing sustainability initiatives across all campuses to create a dynamic community of practice, consisting of staff, students and community stakeholders, who are committed to integrating and embedding inter- and transdisciplinary approaches to sustainability across all areas of academic practice. This inquiry-based, research-informed, experiential and active learning approach will focus on real-world issues within an holistic educational framework informed by the 4 Cs of culture, campus, curriculum and community as identified by the Rio+20 Treaty on Higher Education, the 17 United Nations Sustainable Development Goals, the UNECSO Roadmap for Implementing the Global Action Programme on Education for Sustainable Development and the National Strategy on Education for Sustainable Development in Ireland.

1. Explore and critically evaluate sustainability-relatedbest practice with respect tocurriculum design, pedagogical approaches and assessment strategies.

2. Identify and evaluate synergies between the formal and informal (‘hidden’) curricula using a place-based and living laboratory-based pedagogical framework to develop experiential and interdisciplinary learning opportunities.
3. Identify and evaluate potentialsynergies between academic practice (teaching and research), institute culture and the needs of the community.

4. Apply future-oriented thinking to address the fundamental questions about the overall purpose and direction of higher education with respect to the sustianbility agenda.

5. Design,test and evaluate an evidenceparticipatory learning ‘interventions’ that creates cognitive, affective and behavioural learning opportunities.

This module facilitates teaching staff to build digital capabilities and pedagogic expertise, in order to design, deliver and support flexible, distance and online learning programmes. Participants engage with a suite of online digital teaching and learning resources, digital pedagogy approaches, online design frameworks and quality scorecards, and the relevant technology to become an effective online teacher and academic digital champion. The module is delivered through a blended learning approach and includes a suite of online learning courses and digital transformation workshops.

1. Critically assess a widerange ofdigital pedagogiesto enable online and blended teaching and learning practice.

2. Evaluate the role of the online educatorlearning models that underpin effective online teaching competencies.

3. Construct a suite of digital teaching and learning resources to convert a module/programme to online/blended delivery.

4. Differentiate between digital pedagogies, tools,technologies and effective delivery methods forteaching online.

5. Develop effective student engagement and assessment strategies and recognise the diversityof online learner(s).

6. Identify and implement an online course design strategy utilising quality scorecards and frameworks.

7. Appraisepeer mentoringand community based learning strategiesand apply to digital teaching practice.

This module aims to provide participants with a deep understanding of the policies and procedures associated with the process of Recognition of Prior Learning (RPL). It will provide participants with an appreciation of the complexities associated with the management of RPL at a Higher Education Institution. This module, which is practically based and interactive, is aimed at developing mentors and assessors with the knowledge and competencies to enable them to become effective assessors of RPL candidates.

1. Review international and national best practice in Recognition of Prior Learning (RPL) for accreditation, access and exemptions.
2. Evaluate institute policy, national legislation and quality assurance measures in relation to the provision of RPL by HE providers.
3. Critically assess prior certified and/or experiential learning applications.
4. Demonstrate use of anRPL e-Portfolio assessmenttool.

5. Engage with a range of relevant stakeholders in the promotion of RPL.
6. Critically evaluate the role of RPL in Work Based Learning programmes.

Assessment is one of the key functions of teachers in higher and further education with all lecturers responsible for devising, delivering and monitoring the assessment of any courses they teach, with the support of the external examiners. This module which is practically based and interactive, is aimed at providing knowledge and competencies to enable teachers to become effective assessors. This module explores assessment of, for and as learning and feedback practises.

This module will review the relevant educational literature on assessment and feedback, allowing the participants to review their practice and redesign assessment and feedback for a specific module/programme. This module also introduces the learners to the critical role of assessment and feedback in programme design.

1. Critically review thenature of assessment of, for and as learningin higher education;

2. Identify how assessment and feedback processes impactstudent learning;

3. Design, implement and evaluate an appropriate assessment strategy at moduleor programme level;

4. Critiquethe role of assessment and feedback in programme design;

5. Evaluatethe role of assessment in quality processes in higher education.

This module will explore mentoring and coaching models and aims to develop teachers' abilities and dispositions to analyse and explain their academic and pedagogical thinking so that they can share their expertise and support their colleagues' professional development.

1. Demonstrate competence in reflective self-evaluation and professional/academic awareness.
2. Act as role model, coach, critical friend and colleague, involving sensitive selection from a range of complex skills.
3. Critically evaluateprinciples and practices of mentoring and coaching.

4. Demonstrate a systematic knowledge of mentoring andapply appropriate theoretical insights to the analysis and development of paradigms of teaching, learning and academic practice.

5. Carry out small-scale research in the development of a mentoring initiative.

This 5 ECTS credits Level 9 module facilitates teaching staff to develop a Professional Development Framework (PDF) digital Portfolio aligned with the National Forum in Teaching and Learning Professional Development Framework (PDF). Through engagement with the PDF, participants become reflective practitioners in teaching. Participants are facilitated to construct a digital portfolio through a blended learning approach. The resulting digital portfolio provides evidence of professional critical thinking processes in teaching and learning under the five domains of the PDF including: personal development; professional identity and values; communication; knowledge and skills; digital capabilities.

1. Critically assess the Professional Development Framework (PDF) five domains

2. Construct a personal teaching philosophy statement, aligned to the professional identity domain,which demonstrates the applied theory of learning and teaching

3. Produce a professional digital portfolio, with attention to both design and professional content

4. Creatively and aesthetically showcase teaching and learning evidence under the five domains of the PDF includinginitiatives, achievements, resourcesand experiences

5. Demonstrate reflective critical practice in teaching and learning under the five domains of the PDF

This module is designed to help both new and experienced research supervisors to develop and reflect on their ability to effectively mentor Master and/or Doctoral candidates, using a variety of effective supervisory strategies and methodologies. This is a flexible learning module that can be delivered online, blended or in-class- as appropriate. It employs a flipped classroom teaching methodology. Participants engage with a suite of online supervisory skills resources and participate in a series of active learning workshops.Themes explored on the module include: research ethics/integrity, facilitating an effective supervision meeting, clarifying roles and responsibilities, managing expectations and possible conflicts, monitoring and recording progress appropriately and ethically, preparing for examination and/or the dissemination of the research, developing a research programme student handbook, models of supervision (face, digital and peer mentoring circle) and higher education policy and perspectives on supervision.

1. Evaluate the professional role and responsibilities of an effective research supervisor, including ethical integrity.

2. Effectively facilitate, and critically assess the effectiveness of, face-to-face, virtual and peer mentoring circle models of supervision.

3. Critically assess the role and practice of pedagogy in the research supervisory context, with reference to educational theory.

4. Professionally and ethically manage expectations, challenges and potential conflicts in supervision.

5. Appraisethe wider context of a doctorate or master degree and assess the requirements of relevant external agencies/professional bodies/stakeholders.

The aim of this module is to provide educators with the pre-requisite skills and knowledge to be able to enhance the learning experience for a diverse student population through the creation of an inclusive curriculum that is underpinned by the principles of Universal Design for Learning (UDL). Upon successful completion of this module participants will be able to apply UDL principles and guidelines in their practice.

1. Critically evaluate the UDLframework and how it can support diverse learners.

2. Explain and apply the principles of UDLwith respect to curriculum design.

3. Implement and deliver redesigned elementsbased on knowledge of UDL principles.