The document provides an overview and outcomes report for the Learning Innovation Network (LIN) project from 2007-2012. It summarizes the two phases of the project, outlining the main outcomes which included establishing an academic professional development framework, validating a PG Diploma program, hosting successful national conferences, and enthusiasm to continue the work. It then details the specific outcomes and activities under each section - structure/management, brand, academic professional development, conferences, collaboration, publications, and impact. The conclusion discusses potential future activity to build upon what was achieved through LIN.

1. Learning Innovation Ne
tw ork Report
November 2012
LIN Coordination Group, IOTI and DIT

2. Overview
Outcomes report structure
Two phases completed
2007 – 2010 & 2010 – 2012
Third phase anticipated
Main outcomes
• Academic Professional Development framework established – 307
SPAs completed by June 2012
• Modular PG Dip in Learning Teaching and Assessment validated and
piloted
• 5 successful national conferences hosting a wealth of renowned
keynote speakers
• Enthusiasm to build on achievements – Masters, conferences &
awards

3. Structure of report
Sections in report
1. Structure/management
2. LIN Brand
3. Academic Professional Development (APD)
4. Conferences
5. Collaboration
6. Publications & materials
7. Impact of LIN within institutes
Presentation
Outcomes from each sections for phase 1 (2007 – 2010) and phase 2 (2010 -
2012
Conclude with possible future activity

4. Structure/management
of LIN
Phase 1
LIN working group, co-chaired by GMIT (Project Coordinator) & DIT
(Learning Development Officer)
Members from all IoTs and DIT
APD framework model developed – collaborative wiki established
LIN core values developed in December 2008 – underpin APD
pathway1
7 institutes commissioned to develop 10 APD modules using the LIN
framework – DIT, WIT, AIT, LIT, IT Sligo, ITB, IT Carlow
‘Together Designing: Professional Framework Collaborative
Curriculum Design’2 – DIT January 2010. Staff from all partners shared
effective strategies for creating a sustainable collaborative curriculum
to support academic professional development
1 https://www.dropbox.com/sh/x7sbvtq27kf83av/_yyT3lIllM
2 https://www.dropbox.com/sh/2eeufuu2ugszoum/xN4O_rZssi

5. End of Phase 1
Davies Report on SIF3
LIN graded 1 with the comment “this well regarded project has been
important in stimulating collaboration among IoTs. This very
impressive rating should facilitate ongoing funding to continue the work
started by the LIN project”.
HEA decide to continue funding LIN under IOTI Flexible Learning
Project
3 http://www.hea.ie/files/files/file/FINAL%2025%20Jan.pdf

6. Structure/management
of LIN
Phase 2
LIN Coordinator appointed to IOTI – liaises with all 14 LIN institute
contacts
LIN values set out in phase 1 continue to underpin all LIN activity
LIN coordination group formed in August 2010 chaired by IADT LIN
contact, chair reported to Flexible Learning steering committee
Each LIN contact attends a small number of meetings and circulates
relevant information to colleagues
Events such as the conference are organised centrally, while institute
events are organised locally and circulated through the network by the
co-ordinator
Responded to national agenda – position paper on Hunt, response to
National Academy Consultation document and to an IOTI request for
National Academy Consultation response 4
Funded a number of teaching and learning projects in 2012
4 https://www.dropbox.com/sh/jttvlxl5lbb8xld/iGAr85UAAn

7. LIN brand
Phase 1
Phase 2
LIN website designed
New website on CMS
Logo designed and used at
Logo used at all event
all LIN events
funded by LIN
Circulated 14 LIN
Circulated 7 newsletters
newsletters
Funding provided to develop
the LIN brand, produce
editable branded materials
and develop a communication
strategy

8. Academic Professiona
l Development (APD)
Phase 1
2007 National survey indicated demand for small accredited APD
programmes
DIT PG Cert developed and offered in 2 IoTs to 33 staff
Evaluated pilot study of APD framework model developed
A workshop facilitated by the RLO-CETL in ITTD developed a
structured approach to design, develop and evaluate resources
2009-2010 pilot of cert in Learning and Teaching in AIT and
IADT, Technology Enhanced Learning in LIT, Enquiry Based
Learning in ITB and Formative Assessment and Feedback in IT
Carlow
LIN APD framework designed
Ran 32 half day and 3 full day workshops collaboratively5
5 https://www.dropbox.com/sh/lb5fbxc0l06xoor/4gQhzUgRX6

9. Modules
Lead Number of
Module
Institute Credits
Learning & Teaching AIT 15
Assessment & Evaluation WIT 10
Mentoring WIT 10
Engaging in Educational Research Practice IT Sligo 10
Formative Assessment & Feedback IT Carlow 10
Technology Enhanced Learning LIT 10
Enquiry Based Learning ITB 10
PDP:Personal Development Planning DIT 5
PDP:Reflection, action & Evidence DIT 5
Practice & Reflection in Teaching &
LIT 10
Learning in Higher Education

10. Academic Professiona
l Development (APD)
Phase 2
2010 – 2012 consolidation of LIN with 6 modules running in 5
different institutes – AIT, GMIT, DIT, ITTD & IADT
10 modules combined to form PG Dip in Learning Teaching &
Assessment – validated in AIT, first graduate in October 2012
First APD pathway of its kind
Postgraduate diploma subgroup formed – non LIN programmes
mapped to LIN framework (NUIG, DCU and DIT)
2 new modules added to framework being piloted in AIT – Cert in
Action Research and Cert in Inclusive Practice
The number of Institutes offering APD programmes has grown
from 2 in 2007 (DIT and WIT) to 10 of the 13 IoTs and DIT in 2012 6
LIN actively implementing recommendations of the National
strategy
6 https://www.dropbox.com/sh/4fgno4n26oe82l3/2WVmjoJZXJ

11. 307 SPAs September 2
009 – June 2012
Year Module Institute Number of Participants
Learning and Teaching AIT & IADT 26 (16 + 10)
Technology Enhanced Learning LIT 23
2009-2010 Enquiry Based Learning ITB 12
Formative Assessment and Feedback IT Carlow/DIT 11
Learning and Teaching AIT, IADT, GMIT 42 (14 + 10 + 18)
Assessment and Evaluation AIT 16
2010-2011 Technology Enhanced Learning LIT, AIT, GMIT 45 (16 + 14 + 15)
Reflective Practice LIT 13
PDP1 DIT 11 (7 AIT, 3 IADT, 1 GMIT)
2011-2012 Learning and Teaching AIT, IADT, ITTD 39 (16 + 8 + 15)
Technology Enhanced Learning GMIT, AIT 28 (16 + 12)
Assessment and Evaluation AIT 11
Mentoring AIT 18
PDP1 DIT 11 (6 AIT, 4 IADT, 1 ITTD)
PDP2 AIT 1

12. Modules running 2012-2
013
AIT
• Learning and Teaching (12) IADT
• Action Research for Educators (pilot) (6) • TEL
• Inclusive Practice – 2 X 5ECTS (pilot) (8) • Learning and Teaching
• Technology Enhanced Learning (TEL) (10)
• Assessment and Evaluation
• PDP 1
• PDP2 – capstone module
GMIT
• Assessment & Evaluation
LIT • TEL
• Practice & Reflection • Learning and Teaching
• TEL
Number of participants in red

13. Conferences
Phase 1
Two annual one-day conferences
o 2008 with 180 delegates (inclusive of speakers, attendees,
poster and company exhibitors)
o 2009 with 173 delegates (inclusive of speakers, attendees,
poster and company exhibitors)
Provided opportunity for staff of institutes to do oral and poster
presentations at a peer reviewed event
International keynote presenters7
7 https://www.dropbox.com/sh/s96bbtuujr60mdw/3MZKIbGk0v

14. Conferences
Phase 2
Three annual conferences
o 2010 collaborative event with NAIRTL over two days, just over
350 delegates)
o 2011 (one day LIN conference, 206 registered for event and
132 attended [exclusively of speakers, poster and company
exhibitors)
o 2012 conference on October 11th
International keynote presenters at all conferences 7
Sponsorship secured for all conferences
Feedback from delegates inform future conference activities
7 https://www.dropbox.com/sh/s96bbtuujr60mdw/3MZKIbGk0v

15. Collaboration
Phase 1
Developed collaborative relationships within and across the IoTs
and DIT
LIN representatives worked on projects goals locally, sectorally,
nationally and internationally
Hosted numerous workshops with an array of internationally
renowned speakers8
Explored the project goals with other collaborative projects such as
ILTA, AHEAD, NDLR, NAIRTL, EDIN, CELT, AISHE
A LIN bursary was provided to support institute staff to attend and
participate in conferences
8 https://www.dropbox.com/sh/lb5fbxc0l06xoor/4gQhzUgRX6

16. Collaboration
Phase 2
All 13 IoTs and DIT working with IOTI to build on the APD outcomes
from LIN
LIN PG Dip programme validated in AIT with input from all LIN
partners
A number of LIN funded workshops held in ITC, AIT and ITTD
Funding a number of teaching and learning projects that are being
carried out on a collaborative basis across the sector

17. International Collabora
tion
Phase 1
2008
o Ray Land, University of Strathclyde
o Graham Gibbs, Oxford Brookes, UK
o David Baume, SEDA, UK
o Sal Cooke JISC, UK
2009
o Ranald Macdonald, Sheffield Hallam University
o John Biggs, Hobart, Australia
o Dawn Leeder, CETL, UK
o Sally Brown, Leeds Metropolitan University
o Mantz Yorke, Lancaster University
o Chris Rust, Sheffield Hallam University
o Kate Exley, Leeds University
o Richard Felder & Rebecca Brent North Carolina State University

18. International Collabora
tion
Phase 2
2010
o Michael Hörig, European Universities Association
o Richard Baraniuk, Connexions
o Jude Carroll, Oxford Brookes
o Sally Brown, Leeds Metropolitan University
2011
o Douglas Thomas, University of Southern California
2012
o Lord David Puttnam, House of Lords, UK
o Ewan McIntosh, No Tosh Ltd
o Stella Cottrell, University of Leeds
o Mick Healey, University of Gloucestershire
o Jude Carroll, Oxford Brookes

19. Publications & Materia
ls
9
Phase 1
Phase 2
9
A number of oral and poster
International conference
presentations
participation
LIN 2008 and 2009
2010 and 2011 conference
conference proceedings
books of abstracts and
Designing together:
proceedings
Effective strategies for 2012 book of abstracts
creating a collaborative Video clips with feedback
curriculum to support
from participants
academic professional LIN funded projects
development
presented at 2012 conference
Teaching and learning
Teaching and learning
showcase events within
showcase events within
institutes
institutes
9 https://www.dropbox.com/sh/k51d8l675t92dhr/1KtcoJoXHP

20. Impact of LIN within in
stitutes
Phase 1
Development of teaching and learning staff within institutes
Accredited programmes validated by 2009
Teaching and learning leaders within each institute
Teaching and learning showcases held within a number of
institutes
Submission of abstracts to LIN conferences
Began a shift in attitudes to teaching and learning at all levels
Working with other projects – NDLR (LIPS and LINCS)

21. Impact of LIN within in
stitutes
Phase 2
Teaching and learning showcases held within a number of
institutes
Submission of abstracts to LIN conferences
Broad welcome for LIN PG Dip
Growing number of participants on LIN modules in each semester
Demand for LIN modules is growing across the sector
Feedback from LIN graduates indicates LIN has resulted in the
development of a teaching and learning community of practice.
Staff now converse about teaching and learning practices.
Actively enhancing on the professionalization of teaching

22. The future
Phase 3 possibilities
Continue to develop APD framework – Masters, increase
participation in national and international conferences
Annual conference
Teaching and learning policy on behalf of the sector
Maintain and develop collaboration
Support lecturers in IoTs to reflect on, develop and research
practice
Act as a bridge between the HEA, the IOTI and staff within
institutes
Continue to lead innovation in the sector with the ultimate aim of
improving the learning experience for students
Build capacity within institutes to run LIN modules for increasing
numbers of participants
Act as interface between the National Forum and the Institutes
Support IOTI in the implementation of the objectives of the
National Forum

23. Conclusions
 Greatest impact in APD – Flexible pathway to accredited
postgraduate diploma in Learning, Teaching and Assessment
 Sustained collaboration since 2007
 Activity guided by national agenda – National strategy and
National forum
 In some instances LIN activity is already leading the way on the
national agenda. For example Hunt recommends that:
All higher education institutions must ensure that all teaching
staff are both qualified and competent in teaching and learning,
and should support on-going development and improvement of
their skills10
 Potential for further teaching and learning and APD outcomes
10 http://www.hea.ie/files/files/DES_Higher_Ed_Main_Report.pdf

24. LIN Coordination Grou
p November 2012
 AIT – Nuala Harding
 ITB – Daniel McSweeney
 IT Carlow – Anne Carpenter
 CIT – Dr Stephen Cassidy
 DIT – Dr Jen Harvey
 DKIT – Dr Brendan Ryder
 IADT – Dr Marion Palmer (Chair) & Mary Anne O’Carroll
 GMIT – Dr Carina Ginty
 LYIT – Dr Averil Meehan
 LIT – Dr Martin Fitzgerald & Dr Michael Ryan
 IT Sligo – Stephanie Donegan
 ITTD – Rose Cooper
 IT Tralee – Brid McElligott
 WIT – Dr John Wall
 LIN Coordinator Dr Niamh Rushe
10 http://www.hea.ie/files/files/DES_Higher_Ed_Main_Report.pdf