LIN is a network that supports academic professional development for staff in Irish higher education. It aims to enhance teaching and learning through collaboration. LIN has validated numerous special awards and a Postgraduate Diploma in Learning, Teaching and Assessment. LIN is well positioned to implement recommendations from the Hunt report on training teaching staff and providing flexible programs. The Postgraduate Diploma can be completed modularly with one mandatory and nine elective modules allowing practitioners to develop at all career stages.

1. LIN Position on Hunt report
The Learning Innovation Network (LIN) is the network of academic professionals from higher
education that support academic professional development (APD) for staff in the Irish higher
education sector, particularly the Institutes of Technology. LIN was established to enhance the
delivery of core educational activities through collaboration and reform, and to support innovation
and quality improvement in teaching and learning. Originating from a SIF 1 funded project, LIN has
validated and piloted numerous APD special purpose awards and has recently validated a
Postgraduate Diploma in Learning, Teaching and Assessment specifically for educational
practitioners. LIN is therefore ideally positioned to immediately implement a number of the
recommendations in the Hunt report, particularly those relating to the training of teaching staff and
accommodating participants with a flexible delivery mode. Figure 1 shows a possible route that can
be taken to complete the postgraduate diploma. There is one mandatory module (red) and nine
elective modules (blue).
Background
LIN commenced as a joint strategic innovation fund (SIF 1) project including all fourteen Institutes of
Technology. A key objective of the project was ‘to scope the parameters of an agreed academic
development programme.’1 The LIN project received the highest ranking in the 2010 HEA
commissioned SIF review. LIN was acknowledged by Dr Gordon Davies, as ‘a well-regarded project
which has been important in stimulating collaboration among IoTs. 2 The report considers the
1
LIN [last accessed on http://lin.ie 6th May 2011]
2
Report of SIF Evaluation, Dr Gordon K Davies, 2010
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2. Academic Development Programme (APD) as 'impressive’. Based on the recommendations of Davies
the HEA has continued funding LIN through the Institutes of Technology Ireland (IOTI) and formally
acknowledged the positive impact the network has had across the HE sector. The collaborative
curriculum design process which underpins this programme has been detailed in a recent publication
‘Designing together: effective strategies for creating a collaborative curriculum to support academic
professional development’ 3 LIN is underpinned by a commitment to teaching as a professional
practice.
The National Strategy
The National Strategy for Higher Education 2030 4 states that:
• All higher education institutions must ensure that all teaching staff are both qualified
and competent in teaching and learning, and should support ongoing development and
improvement of their skills.
• Flexible learning structures across the HE sector are vital.
• Enhancing the quality of teaching and learning is identified as critical for the future of higher
education in Ireland.
The strategy also highlights the importance of the student experience. The following issues,
identified by the Hunt report as priority to enhance the student experience and improve the quality
of teaching and learning in HE can be achieved through continuous professional development of
academic staff:
• student satisfaction with quality of their teaching and learning,
• framework for developing quality of teaching and learning (including qualifications to teach),
• quality assurance, including the use of learning outcomes and the development of subject
guidelines.
Continuous professional development of frontline educational staff in HE will ensure that the
recommendations of Hunt, that are now policy, will be effectively implemented. Current LIN
activities clearly demonstrate that these recommendations are already being achieved through LIN
and can continue to be achieved in a sustainable manner in the future.
The features of the LIN programme that are unique and that allow for the immediate
implementation of the priorities listed above are:
 The Postgraduate Diploma is completed on a modular basis
 The modules are running nationally through a variety of flexible delivery modes
 The credits earned from the completion of each module can be used to progress onto the
LIN PG Dip in Teaching Learning and Assessment
 Progression routes onto masters of education programmes are already established and have
been utilised by some LIN graduates
 Educational practitioners at all stages of their careers can avail of training focused on
personal areas of interest in their academic practice, including Technology in teaching,
assessment practices, classroom management, research for teaching and reflection in
teaching.
3
‘Designing together: effective strategies for creating a collaborative curriculum to support academic
professional development’, Fitzpatrick, N. and Harvey, J. (eds) Dublin Institute of Technology. ISBN 1 900454
41 6
4
National Strategy for Higher Education 2030, pgs 18 and 62
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3.  LIN participants are given the opportunity to complete a Personal Development Planning
module.
 The material covered on the LIN programme is informed by current educational research,
which ensures the teaching skills of lecturing staff are developing in accordance with
internationally recognised best practice.
In addition to the LIN APD Programme, LIN organises an annual conference that disseminates
pedagogical research and promotes innovative practice across the higher education sector. The
conference enables the enrichment of the existing community of practice that supports frontline
educational staff in the development and implementation of curricula for diversity and
employability. It provides a forum where the theories underpinning effective teaching practice can
be discussed and this can enhance the conceptual understanding of teaching so that the provision of
a complete education allows students to reach their full potential. This reflection on practice helps
the sector ensure relevance and currency of provision. Sharing of knowledge and expertise has also
continued through the facilitation of collaborative workshops, often offered on a quid pro quo
arrangement between LIN members.
LIN is coordinated nationally under the auspices of the IOTI. Through LIN, the IOTI is already
supporting the coordination of the national provision of teaching qualifications for lecturing staff
across the IoT sector. It is a logical progression for LIN to assist the implementation group to achieve
the goal of qualified lecturing staff nationally.
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