QAES 05 Learning and Teaching Environment

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5.1     Learning and Teaching Strategy

The Learning, Teaching and Assessment Strategy is a strategy document, not a policy, and is maintained separately. Current institutional strategies are published on the NCI website.

5.2     Blended Learning

Superseded. This section no longer applies. Blended and online delivery is now governed by the Policy on Blended and Online Learning Programmes.

5.3     Work-Based Learning

Work-based learning is defined as credit bearing learning that takes place in a workplace setting and is a mandatory element of a programme of study. As such, work-based learning can be of any duration. At present, NCI delivers work-based learning in the following formats, either as the primary mode or a component part of a programme’s learning and teaching strategy:

• Collaborative arrangements to provide in-company training
• Accredited placements offered as part of undergraduate degrees
• Industry based projects/dissertations offered on postgraduate degrees
• Apprenticeship programmes

NCI’s policy on work-based learning has been developed to ensure that the learning environment is managed using the same principles as the traditional learning environment. Accordingly, this policy is informed by the following principles:

• All activities must be consistent with the College’s strategic plans, (ideally) arise from School plans and be congruent with the School’s existing academic provision, bringing clear benefits to all those involved;
• All activities should only be delivered with other organisations that have
• the academic OR professional standing to successfully contribute to or deliver programmes of study to appropriate academic and professional standards;
• the financial standing to sustain them;
• adequate infrastructure facilities and resources to support them, including appropriate staffing; and
• the legal standing to contract to their delivery;
• All activities should be equivalent in quality and standards to comparable programmes delivered solely by the College, and be comparable in student learning, support and experiences to those programmes based solely at NCI; and 
• All activities should give adequate opportunity for student representation and feedback;

Programmes delivered solely through, or that consist of components of, work-based learning are subject to the College’s existing processes for programme monitoring. The Vice Dean of the School is responsible for ensuring that the annual School Report and contains the observations and recommendations of the relevant Programme Reviews, which contain the outcomes of the Programme Committee Meeting, the Class Representative Meeting, External Examiner reports and learner feedback surveys. Such programmes are also subject to revalidation every 5 years using the programme revalidation process.

5.3.1    Learning Environment

The work-based learning environment should be safe and appropriate to the learning taking place. All environments should be appropriately vetted and due diligence carried out on prospective employers.  A tri-party agreement between the learner, the employer and NCI must be completed in all cases. In the unlikely event of a minor or vulnerable adult going on placement, the appropriate child protection arrangements should be put in place.

Please refer to Chapter 3 (Section 3.6.13) on the due diligence process conducted when developing programmes delivered through collaborative provision for further information on how the learning environment is assessed prior to the delivery of programmes involving work-based learning. Chapter 3 (3.6.9) also provides details on the quality assurance system that ensures the standards of this learning-environment are maintained as the programme is delivered.

5.3.2    Consistency of Learning

Each learner must be visited in accordance with the programme validation requirements by the academic supervisor/placement supervisor to ensure that the learning outcomes associated with work-based learning can be achieved.

The ratio of learners to academic supervisor/placement supervisor will normally be no more than 8:1 or the equivalent of a module workload in the case of supervisors who are undertaking only this role. All supervisors, placement tutors and workplace mentors must be appropriately briefed on the nature of the programme, the nature of the learning and how this is being managed at NCI. Those involved in assessing learners must have undertaken training at NCI.

All supervisors, placement tutors and workplace mentors must be appropriately briefed on the nature of the programme, the nature of the learning and how this is being managed at NCI. Those involved in assessing learners must have undertaken training at NCI.

5.3.3    Assessment of Work-Based Learning

All assessment of work-based learning is subject to NCI’s quality assurance procedures for assessment. Work-based learning must be designed so that judgement is not dependent on a single marker and that it can be externally examined. 

Work-based learning may or may not be graded. When considering the grading of work-based learning, consideration should be given to impact on the award classification of the learner, the experience and expertise in assessment of those grading the work and the level of the programme. 

5.3.4    Information Provisions

Each learner shall receive a placement handbook or in the case of apprentices, a programme handbook, outlining the processes, expectations of them as a learner and the responsibilities of NCI and the employer. Each workplace mentor shall receive a handbook outlining the processes, expectations of them as an employer and the responsibilities of NCI and the learner.  

5.3.5    Data Protection and Intellectual Property

When designing work-based learning, the nature and types of data that must be shared for the placement to be effective should be made clear to both the learner and the employer. The data that may need to be shared between the employer and NCI may include but is not limited to:

• Attendance data
• Results data
• Commercially sensitive information for the purposes of validating assessment outcomes
• Submissions of student’s work-based assessment 

5.3.6    Roles and Responsibilities

The following individuals have particular responsibilities concerning the monitoring and maintenance of academic standards in work-based learning activities.

5.3.6.1     Academic Supervisor

The Academic Supervisor is based at NCI and is responsible for supervising the learner’s successful completion of the work-based learning modules as set out in the programme schedule. In particular, they will liaise with the workplace mentor to review the delivery of the programme and the development of the learner, paying close attention to the Minimum Intended Programme Learning Outcomes and the Minimum Intended Module Learning Outcomes, as appropriate, and assessing the learner’s achievement of these as evidenced through the learner’s submitted evidence. 

5.3.6.2      Workplace Mentor

The Workplace Mentor is an experienced officer within the organisation where the learner is completing their work-based learning. They are responsible for supporting the learner’s personal development and encouraging their independent learning by providing confidential feedback to reinforce what the learner does well and to identify the areas where they need to improve. Ultimately, the Workplace Mentor assist the learner in taking increased initiative for their own learning and development, and greater responsibility for managing the mentoring relationship.

The Workplace Mentor also supports the development of the learner by leveraging internal learning and development opportunities that are relevant to the learning outcomes of the programme/module(s); challenging the learner to demonstrate what they have learned and correct any misunderstandings; and facilitating the learner in reinforcing knowledge by working on tasks where they can directly apply their learning.

5.3.6.3     The Placement Tutor

The Placement Tutor supports and evaluates student teachers during the placement by means of meetings, site visits and portfolio assessments. The Placement Tutors work with the Module Leader and the Programme Director and are members of the Programme Team.

5.3.6.4     Placement Co-Ordinator

The placement co-ordinator has overall administrative responsibility for the placements. They assign Placement Tutors to each student. They monitor progress and make sure that students and Placement Tutors keep up-to-date submissions. The placement co-ordinator will also act as liaison with the placement setting.

5.3.6.5     Mentor Teacher

An experienced professional who works in the co-operating institution and who agrees to act as a mentor for the student teacher while he or she is fulfilling the placement.

5.3.7    Learning and Teaching Standards

The following standards must be met when delivering blended learning programmes and/or content.

1. MIPLOs and Minimum Intended Module Learning Outcomes (MIMLOs) should be the same regardless of the mode of delivery unless approved during the programme validation and explicitly specified programme schedule.
2. Lecturers should apply good pedagogic design to their production and planning of student learning activities. This is achieved by mapping such activities against the MIPLOS and/or MIMLOs  
3. Where possible, the amount of student contact hours should be the same. In a blended learning context, “contact hours” are designated as:
   1. Learning events where learners have opportunities to ask questions contiguously, i.e. conventional classroom or online class environment
   2. Guided learning activities, i.e. interactive exercises that are pedagogically designed to enable the student to achieve a specific learning outcome)
4. Learners should be provided with opportunities to review archived instructional materials for revision and assignment purposes.

5.3.8    Staff Training and Support

To ensure the above standards are consistently met, staff are provided with ongoing support and continuing professional development opportunities in the area of technology mediated and technology enhanced learning, in particular in the design, production and implementation of learning and teaching strategies suited to NCI’s VLE.

Any staff member asked to participate in online delivery is required to undertake training sessions aimed at improving online pedagogy and ensuring consistent and appropriate teaching methodologies, regardless of prior online delivery experience outside of NCI.

Please refer to Section 5.4 below for further information regarding the professional development opportunities for faculty in the areas of learning and teaching.

5.3.8.1     Synchronous Online Delivery

Training on the use of the virtual classroom platform is currently modelled on University of Maryland Sloan online training. It addresses 5 key competencies

• System training
• Avoiding standard practice
• Discussing motivation
• Course design
• Institutional support

Modules set for synchronous online delivery must be discussed with an instructional designer. This provides the lecturer with an opportunity to become cognisant of how module delivery may have to vary in an online mode, while also allowing for discussion with, and feedback from an expert regarding the planned learning and teaching strategy, and the resources available.

Each module will have a Learning Experience Monitor (LEM) assigned for the first 2-3 weeks of delivery. The LEM will be an individual trained in pedagogical approaches for online delivery who will assist lecturers in refining their technique and navigating the online system. They will also advise the IT department if there are any technical issues that require monitoring.

5.3.8.2     Asynchronous Online Delivery

Content developed for asynchronous delivery is subject to the following process:

1. Development of Traditional Content

• The module developer develops content in accordance with the approved module descriptor in traditional text and/or slide style. This includes instructions with respect to assessments and how formative assessment should be accommodated.
• Slides and accompanying text are proof read by a second reader who is a subject expert in the area

1. Treatment by the instructional designer.

• The content is then reviewed by the instructional designer and converted into appropriate content using the VLE or other SCORM based tools.

1. The voice recording is prepared to be overlaid on the content.

The choice of content to be delivered in this manner should be chosen carefully as the resources required to maintain and update this type of delivery are significant. This mode is suitable for historical and/or theoretical concepts that are not likely to change frequently.

5.4     Continuing Professional Development

NCI recognises the importance of teaching and learning for both its students and its staff. Furthermore, the College also appreciates that in order to be a teaching and learning institution, its staff must be provided with opportunities to learn and to use this learning to inform their teaching practices. For these reasons, NCI places great emphasis on building its capacity to increase existing, and develop new knowledge, through engagement in advanced research and professional activities, and the provision of professional development opportunities. The learning thus achieved can then be utilised by staff in their teaching activities, such as, programme design, development and delivery; curriculum and module content; and facilitating student engagement.      

Having a faculty that is fully engaged with developing best practices, facilitating independent learning and knowledge dissemination, and involved in collaborative enhancement sets an excellent example for the College and encourages a similar attitude in the student community. In addition, providing teaching staff with continuing professional development opportunities in the area of learning and teaching further strengthens the College’s commitment to realising ‘students as partners’ in the development, delivery and enhancement of its academic programmes. 

5.4.1    Centre for Research and Innovation in Learning and Teaching (CRILT)

CRILT coordinates the teaching enhancement services provided to all teaching staff at NCI. At the core of this service is the Teaching Enhancement course available on the College’s Virtual Learning Environment (VLE). This course is available to all new and existing faculty and associate faculty, and addresses the six competence areas identified for accomplished teaching by the CRILT. These are:

• Teaching Effectiveness
• Reflection on Practice
• Student-Centeredness
• Digital Capacity
• Assessment
• How College Works

CRILT provides professional development workshops and specialist seminars in each of the above areas to improve the College’s capacity to provide an excellent student learning experience informed by the principles of reflective practice and continuous enhancement. Proficiency in the above competence areas is demonstrated by staff accessing the online resources and completing the associated activities.

CRILT also coordinates the induction of new teaching staff through its “New to Teaching” seminar series, which addresses assessment and feedback, teaching strategies, and developing teaching skills. New teaching staff can also request to meet with a specialist teaching practice mentor to address a particular area of concern.

As the Postgraduate Diploma in Learning and Teaching is delivered through CRILT, the centre has access to a wide range of scholarship on best practices. These are often made available to teaching staff in the form of online resources accessed through the Teaching Enhancement course on NCI’s VLE. Furthermore, its ‘Accomplished Teacher’ workshop is specifically designed for NCI teaching staff and those involved in supporting student learning. This workshop provides staff with the opportunity to share best practices in the area of learning and teaching, and facilitates collaborative learning in the six core competency areas mentioned above. CRILT are also responsible for implementing the ‘Accomplished Teacher’ framework. Please refer to Chapter 8 (Section 8.3.2.2) for further information about this framework and to Chapter 8 (Section 8.3.2.3) to understand how the above professional development opportunity is mapped against the appointment criteria for faculty at different grades.

5.5     Guidelines for Programme Delivery

Identifying and responding to the needs of all our learners equally and conscientiously; providing a learning environment that facilitates increased student engagement in learning, teaching and assessment activities; and developing a culture where students are partners in the quality assurance system and quality enhancement initiatives are some of the core activities outlined in the college’s Learning, Teaching and Assessment Strategy. Accordingly, NCI has developed the following policies, guidelines and associated procedures to address some of the practical considerations that must be maintained when delivering programmes that respond to learners’ requirements in an environment conducive to effective learning, teaching and assessment practices.

5.5.1    Publication of Programme Information

The publication of programme information should be carried out with reference to the Policy on Public Information

5.5.1.1     Full-Time Programmes

Full-time programme information is made available for the production of marketing material 18 months prior to the intake date. Any programmes that are not yet approved by QQI should not be advertised in the prospectus unless the validation has been applied for using the processes described in the Policy on the Development & Validation of Programmes Leading to HE awards.  If this is the case, all materials for this programme should prominently and clearly specify that programme validation is pending using the phrase ‘Subject to QQI validation’. If the programme is not yet approved only a broad indicative outline of the curriculum should be included in any pre-publicity materials. Detailed curricula should not be published until validated.

5.5.1.2     Part-time Programmes

Part-time programme information is made available for the production of marketing material 9 months prior to the expected intake date. Any programmes that are not yet approved should not be advertised in the prospectus unless the programme submission document has been submitted to the awarding body using the processes described above. If this is the case, all materials for this programme should prominently and clearly specify that programme validation is pending using the phrase ‘Subject to QQI validation. If the programme is not yet approved only a broad indicative outline of the curriculum should be included in any pre-publicity materials. Detailed curricula should not be published until validated.

5.5.2    Admission & Registration

Learners may not be admitted or registered on a programme that has not been through the validation process as outlined above. The Certificate of Validation or equivalent documentation must be received prior to admission and registration unless permission is received from the awarding body.

Offers may be made to applicants pending validation of the programme. Offers should not be made unless the programme has been submitted to the awarding body for validation.

5.5.3    Annual Planning and Agreement of Schedule of Programme Delivery

As part of the annual budgeting cycle, the schedule of expected overall programme delivery is agreed by Executive Group. This will be based on the strategic plan of the College and operational considerations such as availability of location, expected market demand etc. 

Figure 1 outlines the process and interplay between the relevant functions within the College throughout this process.

Full-time Programmes

The schedule for full-time programme delivery is set 18 months ahead of the expected intake date. It should be available by mid-March.  Executive Group may opt to remove a programme from the advertised set of programmes based on application information made available in March preceding the intake date. Due to the impact on the CAO process, this decision must be taken in time for the change of mind process in July. All applicants to this programme should be contacted.

Part-time Programmes

The schedule for part-time programme delivery is set 9 months ahead of the expected intake date. This schedule will include indicative days, timeframes, locations and expected intake per cohort

5.5.4    Decisions to Cease Delivery of a Programme

5.5.4.1     Cessation of an Approved Programme

Where an Approved Programme does not operate for two years or more due to lack of learner demand, the Programme Committee may decide not to include the Programme in the next Programmatic Review for revalidation.

The decision to withdraw a programme from CAO or not to offer a programme in a particular year due to lack of demand is taken by Executive Group, having consulted with the Dean of School concerned.

It is National College of Ireland’s policy that should a programme commence, it will be offered to completion for the specific intake of students.

5.5.4.2     Non-Commencement of an Offered Programme

In cases where an offered programme may not run for reasons such as non-viable numbers, unsuitability of location or unavailability of appropriate teaching staff, learners are offered the following.

• Transfer to the same programme at another NCI location if appropriate

Or

• Full refund on fees paid for that academic year and appropriate guidance as to other education options.

In such cases, the decision to not run a programme in such cases as above is made at least 5 working days prior to the proposed start date for programmes at levels 5-6 of the National Qualifications Framework. For all other programmes, the decision is made at least 10 working days prior to the proposed start date. Refunds are made to those persons or organisations that originally paid the programme fee.

Prospective Learners are notified in all correspondence and publications that programmes may not commence for reasons such as those outlined above.

5.5.4.3     Cessation of a Programme that has Commenced

In exceptional cases where a programme is terminated after it has commenced and prior to the normal completion of the programme for reasons such as non-viable numbers, unsuitability of location or unavailability of appropriate teaching staff, learners will be offered the following options

• Transfer to the same course at another NCI location if appropriate

Or

• Endeavour to facilitate transfer to a similar programme with another provider using procedures agreed under the HECA PEL Scheme Action plan

Or

• Full refund on fees paid for that academic year  and appropriate guidance as to other education options

Where appropriate, a statement of credit will be provided for successful completion of modules. Refunds are made to those persons or organisations that originally paid the fee.

5.5.5    Notification of Resources Required to Support Teaching & Learning

A report on additional software, hardware and information resources shall be made available to the IT department and Library & Information Service as part of the annual budgeting process.

5.5.6    Teaching Assignments & Timetables

Teaching assignments for the following year (all semesters) should be made by 28^th February (for September – May delivery) or 30^th September (February-December delivery). This is completed by the Dean or Vice Dean of School as appropriate.

These assignments will be made based on decisions made regarding programme delivery for the following year and expected intakes. Expected intake should be calculated based on previous years’ trends of intake/retention and/or completion.

The Dean of School will provide detail of any resourcing requirements to the HR Department by 28^th February (for September – May delivery) or 30^th September (February-December delivery).

Teaching assignment, capacity requirements and arrangements for tutorials should be provided to the Central Timetabling Office by 28^th February (for September – May delivery) or 30^th September (February-December delivery).

5.5.6.1     Subject Teams and Module Owners

For modules that are shared across multiple programmes, module owners must be identified by each School.

5.5.6.2     Notification of Module Teams

Arising from the assignment of teaching loads, module teams will be identified for modules that are shared by several programmes. Details of the module teams will be provided to all faculty via the staff portal

5.5.6.3     Notification of Programme Teams

Arising from the assignment of teaching loads, programme teams will be identified and details provided to all faculty via the staff portal

5.5.7    Scheduling of Teaching Activities

To ensure that all learners at NCI are provided with the same high standard of learning opportunities and within learning environments that are suited to their requirements, the following policy and associated procedures have been developed for the scheduling of teaching activities.

NCI also recognises the importance that effective scheduling of teaching activities plays in enhancing the student experience. Therefore, the following conditions apply when compiling the academic timetable.

5.5.7.1     General Principles

When compiling the timetable of learning activities for the College, the Central Timetable Office (CTO) employs the following general principles:

• Public Holidays, Good Friday and the Christmas Closedown period are not considered teaching days. Please refer to Academic Calendar for exact dates.
• Teaching activity starts sharply on the hour. All rooms should be vacated five minutes to the hour to allow time for students to vacate the room and enable the following session to start on time.
• Teaching activities take precedence over non-teaching activities. Bookings for Open Days may be requested as part of the timetable construction process however, due to the demand on teaching space there is no guarantee that rooms required will be available.
• All teaching activity must be recorded in Syllabus+ and attached to relevant student sets. No teaching activity must be recorded as an ad hoc booking.
• All campus space designated as teaching space is considered owned by CTO in Syllabus+ and the CTO has responsibility and authority to allocate this teaching space in accordance with this policy.
• Teaching activities will not be arbitrarily scheduled at the same time every year via rolling over of activity bookings in Syllabus+.

5.5.7.2     Priority Scheduling 

Teaching activities are scheduled within priority blocks to ensure that teaching activities with specific requirements or constraints are given the resources that they need. Priority is as follows: 

1. Teaching activities with set timetables as their times and dates are inflexible. 
2. Any activity that requires to be scheduled at a specific time of the day. 
3. All other teaching activities. 

5.5.7.3     Daytime Programmes (Full-time and Part-time)

The teaching hours for daytime programmes at NCI are 9am – 6pm Monday – Friday, with the following conditions:

• Classes on a Wednesday must finish at 1pm to facilitate student recreation;
• Students and teaching staff will have at least one hour free from 12pm – 2pm each day; and
• Classes will only be scheduled during the 5pm-6pm timeslot on a needs must basis.

To enhance the student experience, NCI also endeavours to ensure that:

• No more than 4 consecutive hours of teaching activity will be scheduled for all students
• No more than 3 consecutive hours of teaching will be scheduled for School of Business where possible
• No more than 2 hours of consecutive teaching in the same module will be scheduled.  Daytime block delivery is an exception to this.
• The time between students start and end times on a particular teaching day will not exceed 9 hours.
• Compulsory learning activities do not clash with optional academic activities
• A learner will not be scheduled for just 1 hour of teaching on a single day, where possible and permitted by resources
• A learner will not have more than 2 hours between scheduled teaching on any given day, where possible and permitted by resources
• Teaching activities for Higher Certificates in the School of Business are not scheduled before 10am, where possible and permitted by resources 
• Tutorials, Labs and Practicals are scheduled after the relevant lecture(s) but ideally not on the same day

5.5.7.4     Evening Programmes (Part-time)

The teaching hours for part-time evening programmes are 6pm – 10pm Monday – Friday and 9am – 6pm Saturday with the following conditions:

• At least a 1 hour break will be scheduled between 12pm – 2pm on Saturdays for both students and teaching staff
• Evening classes will not commence before 6pm on any given weekday, except in exceptional circumstances. In these cases, the relevant school must submit a request to the CTO by the published deadline 
• No teaching activities will take place after 10pm Monday – Friday or anytime on Sundays. 

5.5.7.5     Daytime Block Delivery

The teaching hours for programmes that include the block delivery of learning content are 9am – 6pm Monday – Saturday with the following conditions:

• students are generally scheduled for a maximum of 3 days in a single week
• students are scheduled for either one or two 3-4 hour blocks a day with a maximum of an hour break between blocks for lunch

5.5.8    Teaching Load and Availability

While NCI recognises that poorly scheduled teaching activities can have adverse effects on student experience, the college also acknowledges that the requirements of teaching staff must also be considered to ensure a high standard of teaching activities for all learners. For this reason, the CTO adheres to the following conditions when compiling the schedule of teaching activities.

• No regular, ongoing teaching activities are scheduled between 1pm – 6pm on Wednesdays to facilitate meetings and other activities.
• If a staff member is scheduled to teach until 10pm on a given evening, then generally they will not be scheduled until the end of the morning the next day, except by agreement between the staff member and the Dean of School.
• Teaching staff can be assigned a maximum of four hours continuous teaching activity before a break is scheduled.
• The time between teaching staff starting and ending teaching on a particular teaching day will not exceed 9 hours, except by agreement between the staff member and the Dean of School.
• No teaching day can exceed 12 hours from start to finish.

5.5.8.1     Faculty

The CTO adheres to the following conditions relating to teaching load and availability when scheduling teaching activities that are delivered by Faculty.

• Whether a faculty member is assigned to teach a daytime, evening or block module, or a combination of delivery modes, is decided by the Deans of School. Once a faculty member has been allocated a daytime, evening or block module to teach, it will be assumed by the CTO that they are fully schedulable during the teaching times for these delivery modes indicated above.
• On the assumption above, Faculty assigned to only teach on full time daytime modules can be scheduled up to 5 of the 5 teaching days. Faculty assigned to evening modules or a combination of evening and daytime modules can be scheduled for 5 of the 6 teaching days, except by agreement between the staff member and the Dean of School.
• Any Faculty member that would like to request a reduction in their availability for the standard teaching times listed above, due to such things as research activity, must request this in writing to their Dean of School and then this must be communicated to the CTO by the agreed deadline.
• The standard teaching load per week for Faculty Staff is 12 hours, and Faculty can expect to be scheduled up to those 12 hours. For Faculty members with agreed higher teachings loads, they will be scheduled up to the maximum agreed.
• Any reductions in teaching loads, due to such things as research activity, must be formally agreed with the Dean of School and communicated to the CTO within the agreed deadline.

5.5.8.2     Associate Faculty

The CTO adheres to the following conditions relating to teaching load and availability when scheduling teaching activities that are delivered by Associate Faculty.

• Associate Faculty availability will be taken into account when scheduling, but there can be no guarantee that all teaching activity assigned to associate faculty can be timetabled within their notified availability.
• 2 hours is the minimum of hours that can be scheduled in one day.
• Within an Associate Faculty’s availability, and within the guidelines of this policy, Associate Faculty can expect to be scheduled within the full range of teaching hours listed above, although they will only be scheduled for a maximum of 5 of the 6 teaching days, except by agreement between the staff member and the Dean of School.
• There is no stated minimum or maximum teaching hours that Associate Faculty can be scheduled for during the week, although normally Associate Faculty will not be scheduled for less than two hours per week of teaching activity and no more than 18 hours per week of teaching activity, unless approved by the Dean of School.

5.5.9    Postponement of Lecture/Late Start

Classes should be postponed only in the case of emergency and missed lectures must be made up. In the case of known non-attendance, faculty should arrange to swop with colleagues and/or arrange alternative sessions with students.

5.5.10                       Assessment

NCI policy and process for assessment is detailed in Chapter 4 of the QA Handbook. Assessment should be carried out in accordance with this policy and process.

5.5.10.1  Annual Agreement of Module & Programme Assessment Strategy

The Programme Team, both the current iteration and those who are due to deliver the programme the following year, will meet before the commencement of term to review the current programme and module assessment strategy. The assessment strategy for the following year should be agreed no later than the 30^th of June (for September – May delivery) or 31^st October for (February – December delivery). This will allow time for faculty to prepare and for the support services (e.g. disability support, IT) to ensure that the assessment strategy can be supported.

This annual review refers only to the nature of the assessment instrument or the number of coursework elements. Proposals to change the overall assessment structure and/or the weighting of assessment must be processed through the module modification process as outlined in Chapter 3 (3.8.3).

Consideration will be required for the co-ordination of the inputs of module teams in agreeing assessment strategies for shared modules.

5.5.10.2  Variation in Assessment

It is College policy that the assessment strategy for shared modules will be the same for the purposes of consistency and quality assurance. However, it is recognised under the principles of assessment that in some circumstances a variation in assessment may be required e.g to allow for blended delivery, international delivery, learners with specific learning needs or other pedagogical reasons. Such variation shall be approved at the original validation or through differential validation as appropriate. If a validation process is not being undertaken, proposals for variation in assessment should be submitted to the module owner. This will then be reviewed at subject team level from which a recommendation will be made to the School Committee.

This recommendation will be approved at the Academic Standards & Policy Committee.

5.5.11                       Programme Information

5.5.11.1  The Programme Handbook

Purpose

The programme handbook provides information to the student on his/her programme. The programme handbook will refer to common information for the programme, i.e. programme learning outcomes, award information, contact details for key services policy for late submission, policy for extensions, deferrals etc. In order to ensure that learners are fully aware of requirements, it is good practice to cross reference the module guide to the programme guide and/or to the student portal.

Approval of the Programme Handbook

The programme handbook is approved annually by the Programme Director and forms part of the initial validation documentation set. . In the case of programmes that may have more than 1 person dealing with different cohorts of learner on the same programme, the School will appoint the director who should take responsibility for the completion on the handbook.

Publication of the Programme Handbook

The programme handbook should be published electronically on the student portal. It should be available prior to the commencement of teaching and at orientation/induction. A template for completion of the Programme Handbook is available in Appendix 1.

5.5.11.2  The Module Handbook

In accordance with best practice, European Standards & Guidelines for Quality Assurance and Assessment & Standards (2015), the module handbook has been created to supplement the approved module descriptor. The guide gives more specific guidance to learners about what they can expect from class, the basis of their assessment and what is expected of them in terms of class participation and wider reading etc. as appropriate to their module. In many cases this information already exists and individual lecturers have been provided it in a number of ways. This handbook brings these practices together into one common template for use by all. The module handbook is closely linked to the programme handbook.

Whilst all sections of the outline will be appropriate to all modules, there will be variance in the detail required to ensure full information is provided to learners. Technical and numerate modules may not require much guidance as to readings. However, learners should be referred to appropriate examples of computing codes, mathematical models etc.

Variations in Assessment of Common/Shared Modules

Where a module is delivered over multiple programmes or delivery modes, it is recognised that there will be variances in the specific weeks that a subject is dealt with, submission dates of assignments or under approved circumstances the assessment structure or assignment brief may vary. Where a module falls into this category, lecturers are encouraged to collaborate on the module guide and agree variations to ensure that learners are provided with the correct information.

Approval of the Module Handbook

The module handbook is approved by the module owner. The module owner is appointed by the School to ensure the academic integrity of the module as it is taught across the College.

Publication of the Module Handbook

The module handbook may be made available in hard copy, on Moodle or on the student portal. Whilst it is preferable that a common place is used e.g. Moodle, it is recognised that this may not be feasible for this initial implementation. The information on the handbook may be placed on Moodle as a document download or the Moodle week by week schedule can be used to provide the same information.

A template for completion of the Module Handbook is available in Appendix 2.

5.5.12                       Use of Moodle

It is expected that all faculty will make use of Moodle as a single point of contact for module information. Faculty may opt to use Moodle in different ways but at a minimum, the following information should be made available:

• Link to programme handbook
• Link to programme and module details on Coursebuilder
• Link to the module handbook

5.5.13                       Feedback to learners

Faculty should identify the date that feedback will be provided on all formative and summative assessment. This will normally be within 3 weeks of the assessment in the case of coursework. If for unforeseen circumstances the published date cannot be met, faculty should inform learners in good time.

The feedback provided to learners should be detailed and constructive.

Formal feedback days are available for end of semester examinations. These dates should be agreed as part of the academic calendar and published. A student may request formal feedback of examination scripts at the end of each semester (or assessment period in the case of non semesterised programmes). This should not be confused with requests for review or recheck which take place at the end of the second semester.

5.5.14                       Communication with learners

5.5.14.1 Use of email/SMS texting

Learners should be emailed using the contact functionality within QuercusPlus. This ensures a record of the correspondence with the learner/class group is maintained.

1. Broadcast SMS texting or emailing of current students is to be used in the following circumstances only:

• Notification of a cancelled class
• Notification of a change in class time
• Reminder of critical deadline eg closing date for Careers events, graduation deadlines
• Reminder of student services/learning development seminars
• Notification that examination results are published
• Notification that the publication of examinations results has been delayed
• Notification of registration dates
• Notification of change in library opening hours

2. Broadcast SMS texting or emailing of applicants is to be used in the following circumstance only
   • Notification of interview
   • Notification of interview change
   • Reminder of deadline for acceptance of offers

   • Notification of registration dates

      

3. Broadcast SMS texting or emailing of prospective students is to be used in the following circumstance only
   • Invitation to open days
   • Invitation to recruitment events

   • Invitation to revision events

      

4. Broadcast SMS texting or emailing of graduates/alumni is to be used in the following circumstance only
   • Invitation to alumni/graduate seminars

   • Invitation to alumni/graduate reunions

      

5. The use of Broadcast SMS or email facility should not be used for any other reason. The Registrar must approve use of this facility and the student/prospective student/ phone number/email address for any other reason

5.5.14.2  Source of Telephone Number and email address

Current Students/Applicants

1. The telephone number used will be that as stated in the student record held on QuercusPlus
2. The email address used will the students current NCI email address or in the case of applicants, the email address provided by the applicant
3. The student will be automatically enrolled on the above services at registration or application. (this will be actioned using the Application/Registration Checks option on QuercusPlus – true = opt in; false = opt out. Acceptance of the service is to be incorporated into the Registration /Application form
4. During the year or the recruitment process, the student/applicant may opt out of these services and must do so at the Academic Affairs office by filling in the withdrawal of SMS service form
5. It is the duty of the Director of Student Services to ensure that this is actioned on NCI systems

Prospective Students

1. The contact number or email address used will be that as provided by the prospective student for the particular service that the contact number was sent for
2. The prospective students may opt out of the service at any point using an unsubscribe text or form (to be clarified)
3.  It is the duty of the Director of Marketing to ensure that processes are in place to ensure that this opt out is actioned on NCI systems
4. The record of numbers is to be stripped at the end of each recruitment season

Graduates/Alumni

1. The telephone number/email address used will be that as stated in the alumni record held on QuercusPlus /Alumni office system
2. The graduate will be enrolled on these services if they opt to do so
3. The graduate must opt out of these services and must do so at the Alumni office by filling in the withdrawal of SMS service form
4. It is the duty of the Alumni Officer to ensure that this is actioned on NCI systems

Content

The content of any text or email will comply with normal business practices and data protection/freedom of information legislation.

5.5.14.3  Methodology

Email

Faculty should use the messaging functionality for classes in QuercusPlus. Administrative staff should use the distribution lists provided by the IT department

SMS

All staff should use the information supplied by reports from the MIS system and the XIAM texting service. Note, that SMS messages should only be sent to those students who have agreed to be contacted in this manner.

This policy applies to the use of Email and SMS in the context of general information being provided to a group of students. When corresponding with an individual student, normal business rules apply

5.5.15                       Recording Learning Events

The use by learners of devices to record learning events is strictly prohibited. However, it is permitted in exceptional circumstances and to enhance access and engagement for learners with a disability or learning/health difficulty. The following policy and procedure applies to audio recording only; visual recording is permitted in no circumstances outside of the blended learning context and for formal assessment purposes.

Academic staff can provide personal permission to a learner to record their lecture and/or tutorial if they wish to do so. There is no obligation for academic staff to provide such permission. However, academic staff are obliged to allow audio recordings of their learning events for learners authorised by the Disability Office and in accordance with their educational needs assessment.

Learners who are not authorised by the Disability Office to record lectures and/or tutorials must request permission from the relevant academic member of staff prior to the learning event taking place.  Where a learner records a lecture without seeking and obtaining prior approval it will be treated as misconduct, which will result in the College taking disciplinary action against the student(s) responsible.

Teaching staff who wish to record their own lectures for professional development purposes may do so only after advising the learners present. A learner may request that a lecturer stop recording in order to protect confidentiality and personal data.

5.5.15.1  Reasonable Accommodation

NCI is committed to the principles established by the Equal Status Act 2000 and Disability Act 2005 to make reasonable accommodation to learners with a disability.  The use of recording devices, i.e. dictaphones or computer-based recording devices, in lectures and/or tutorials should normally be allowed by academic staff once the learner has been deemed eligible by the Disability Office (DO) through an Educational Needs Assessment (ENA). The ENA must indicate which accommodation is the most suitable to that learner’s requirements and recording will only be permitted under those circumstances. Academic staff will be informed of this authorisation and the rationale for this via the ENA report, which will be supplied electronically to Programme Coordinators. 

Learners authorised by the Disability Office to use a recording device in lectures and/or tutorials must agree to the following conditions in writing. The original student agreements by the DO and a copy will be attached to the student record. If a learner has not signed the agreement, they will not be authorised to use a recording device.

• recordings are for personal use only and for the purpose of private study.  No further use is permitted.  Students must not transfer, disseminate, publish in another media, or otherwise disclose the recording to any third party including the National College of Ireland;
• the processing of any personal data is in accordance with GDPR (2016);
• the lecturer concerned retains the rights to any recording made of a lecture and/or tutorial and also owns the rights to the electronic distribution of a lecture and/or tutorial.  Any unauthorised commercial exploitation of recorded material by the NCI or student is prohibited;
• any recorded material used in a written assessment must be acknowledged and correctly referenced within their text. If the learner does not understand how to do this correctly, they should seek advice from appropriate academic or library staff;
• misuse of recorded material, including but not limited to unauthorised re-distribution, disclosure, dissemination, publication on any media including but not limited to social network sites, will be deemed a form of misconduct, which will result in the College taking disciplinary action against the student(s) responsible; and
• all recordings must be stored securely in read-only format and with password protection. They must be destroyed after the successful completion of the course.

When recording a learning event, the learner must be aware that:

• other students in the lecture and/or tutorial are to be informed by the lecturer that recording is taking place and that such recording is solely for a student’s private study and that it will be destroyed on completion of the module;
• on occasions, where sensitive issues or personal experiences are being discussed, lecturers or other students can insist that recording stops in order to protect confidentiality and personal data.  In this event, all recording devices will be switched off immediately;
• where a lecturer feels that a recording is negatively affecting the quality of the students’ discussion then he/she may direct that recording cease; and
• recorded lectures and/or tutorial or seminar discussions may not be used in any way that brings into disrepute or intends to bring into disrepute the Faculty member, other Lecturers, or students whose comments are recorded as a part of the teaching activity and where it is used in this way, it shall be treated as a form of misconduct which will result in the College taking disciplinary action against the student(s) concerned.

5.5.15.2  Blended Learning Programmes

By their nature, blended learning programmes are designed to be recorded and archived for further and future use. Learners enrolled on such programmes will, at registration, consent to this recording and archiving. The conditions outlined above do not apply to these programmes. However, learners enrolled on a blended learning programme may insist that recording be ceased where sensitive issues or personal experiences are being discussed.

5.6     Policy on Student Attendance and Engagement

Superseded. This section no longer applies. Attendance and engagement is now governed by the Student Attendance and Engagement Policy

5.7     Student Engagement and Quality Enhancement

While students are ultimately responsible for their level of engagement with the academic components of their programmes, i.e. the teaching, learning and assessment activities, such a limited understanding of student engagement can have a negative impact on learners’ experience of the institution as a whole during their period of study. However, even within this very limited understanding, student engagement is dependent on certain institutional conditions, cultures and policies that either allow or preclude more active involvement of learners’ in their studies. For this reason, it is important to adopt the definition of student engagement proposed by Enhancing Student Engagement in Decision-Making (2016), which refers to student involvement in decision-making processes in higher education institutions in relation to governance and management, quality assurance, and teaching and learning. This report builds on V. Trowler and P. Trolwer’s definition of student engagement as:

The investment of time, effort and other relevant resources by both students and their institutions intended to optimise the student experience and enhance the learning outcomes and development of students, and the performance and reputation of the institution.[1] 

Student engagement, therefore, refers to one of the core components of quality assurance and enhancement: the involvement of students as partners within a learning community during the development, delivery and review of programmes and their associated teaching, learning and assessment activities. Accordingly, NCI subscribes to the findings of the above report, in particular that student engagement can be greater facilitated within institutions that position themselves as a site of democratic citizenship, a learning community and a critical institution.

Perhaps the most significant outcome of the Enhancing Student Engagement in Decision-Making (2016) report was the establishment of the National Student Engagement Programme (NStEP), which aims to assist higher education institutes in building capacity to embed the principles needed to develop a culture of student engagement, primarily in the areas of quality assurance, teaching and learning, and governance and management.  

5.7.1    National Student Engagement Programme

The National Student Engagement Programme (NStEP) is intended to develop student capabilities and assist higher education institutions build capacity to allow for enhanced engagement. NStEP operates according to the principles proposed by the Working Group on Student Engagement in Irish Higher Education. These guiding principles are:

1. Democracy: The institution will adhere to democratic principles, and will encourage these principles in staff, students, and in wider society.
2. Student as partner: The implications of perceiving students as partners, rather than as consumers are substantial and deep. The student as partner is an active member of an institution with which s/he shares a strong sense of allegiance and commitment.
3. Inclusivity and diversity: Institutions will actively seek to gain insights and contributions from all sectors of the academic community in their governance and decision-making processes. This will go beyond the formal legislative requirements, to provide myriad formal and informal engagement opportunities. As institutions become more socially and culturally diverse, student unions will work to ensure that the diverse nature of the student body is represented on the executive team.
4. Transparency: Institutions will be transparent in the life-cycle of their decision-making processes, while student unions will be transparent in their internal lines of governance, and in the relationship between elected officers and permanent staff. They will ensure that suitable measures are in place to facilitate knowledge transfer from year to year.
5. Students as co-creators: Students will be expected to take responsibility for their own learning. Irish HEIs will embrace innovative teaching and learning techniques which value active involvement from the students.
6. Collegiality and parity of esteem: Irish HEIs and student unions will promote collegiality between staff and students across the institution. Central to collegiality is the development of an open and trustful relationship between individual staff and students within the institution.
7. Professionalism and support: Students and their representatives will contribute fully and act in a professional manner when they are involved in the structures and processes of the HEI. This professionalism is the joint responsibility of the institution and student union. The institution will recognise that staff and student members on committees may have different life experiences and areas of expertise but all are equally valued in the ongoing evolution of the institution. It will be the responsibility of the institution to provide the necessary supports to the student representatives as to enable them to fulfil their role.
8. Feedback and feedback loop: Institutions will welcome and encourage open and prompt feedback from students. Suitable measures will be put in place across the institution to ensure that students are facilitated in providing feedback in a safe and valued manner. Feedback practices will be transparent and the feedback loop will be closed in a timely fashion.
9. Self-criticism and enhancement: Student unions and institutions will continue to be self-critical of their student engagement practices. They will use evidence-based techniques to assess and critique the effectiveness of their strategies for building a culture of engagement.
10. Consistency: Institutions and student unions will ensure that values and practices with regard to student engagement are applied consistently through particular institutions and across institutions, and may put procedures in place to allow departments to share good practice measures.

Not only does NCI recognise these principles in terms of its own short-term goals and long-term objectives regarding student engagement, the college was one of five HEIs involved in the pilot phase of assessing our own institutional capacity for student engagement and identifying areas for enhancement towards improved practice.  

The institutional analysis outputs from the pilot phase were compared and five common themes were identified. These themes were developed into projects each lead by one of the institutions which completed the pilot. The working titles of the projects are:

1. The Role and Recruitment of Class Representatives
2. The Design, Review and Delivery of Programmes
3. Student Feedback Opportunities, Data and Follow Up
4. Students in formal System Level Procedures, Strategy and Decision-Making
5. Staff Roles and Capacity Building

NCI is the lead institution for Project 1, which aims to develop:

• A set of national guidelines on how the role of class representative should be defined in accordance with the requirements and characteristics of the institution;
• Best practice case studies for the recruitment of class representatives;
• Analyses of existing systems to mentor and monitor the retention of class representatives;
• Examples of how class representatives can be recognised and rewarded by their institutions; and
• Strategies for utilising the class representative mechanism to realise the long-term objective of installing students as partners in quality assurance and enhancement.   

NCI’s involvement in NStEP since the very beginning testifies to the college’s active role in developing student capabilities to engage in quality enhancement, quality assurance and other related activities at all levels of the higher education system, and in developing processes and resources to strengthen the value placed on student engagement and support the sharing of best practices.   

5.7.2    Learner Feedback

Effective and prompt learner feedback plays a crucial role in NCI’s Quality Assurance system and, in particular, the quality enhancement initiatives therein. Following a review, conducted in 2015, of the learner feedback mechanisms operating in NCI, the College focused its attention on improving learner feedback processes in accordance with the ‘virtuous circle’ principle. This effective practice involves four stages: (i) promotion of feedback mechanism, (ii) completion of feedback activity, (iii) evaluation of data and (iv) actions supported by ongoing communication with feedback participants. 

5.7.2.1     Module Evaluations

Module evaluations are the primary internal source of learner feedback regarding the delivery of academic programmes in NCI. This mechanism is designed to obtain learners’ views on the academic content of a module and the teaching activities through which it was delivered. Students are invited to complete their module evaluations during Week 8 (or equivalent for block teaching) of each semester. The quantitative responses and qualitative feedback provided by students is anonymised and aggregated. This information is then compiled in a report that is sent directly to individual lecturers. These reports are then reviewed by the lecturer and their respective Dean of School.

The Quality Assurance and Statistical Services (QASS) Office coordinates the module evaluation mechanism. Gathering students’ views on the delivery of their programmes during Week 8 of each semester is intended to facilitate module conveners reviewing the feedback and responding effectively to the concerns of learners. Receiving learner in such a prompt manner is crucial to NCI being seen to be responding to the opinions of its students through the responses of its teaching staff to their module evaluations and any quality enhancements initiatives they may implement as a result. The QASS Office also compiles the module evaluation reports at programme and school level, which are then presented to the Programme Committee and School Committee, respectively. This serves to close the feedback loop by providing those responsible for the delivery, review and enhancement of academic programmes with examples of best practice and areas for immediate improvement. Please refer to Chapter 7 (7.18) for further information on how the learner feedback gathered through module evaluations is used in the context of NCI’s Quality Assurance system.  

5.7.2.2     Irish Survey of Student Engagement

NCI has participated in the Irish Survey of Student Engagement (ISSE) since the 2013/14 academic year. In contrast to the feedback obtained via module evaluations, the data obtained via ISSE allows NCI to compare its institutional feedback to national standards.  ISSE now plays an increasingly prominent role in the academic calendar of the 27 Higher Education Institutions (HEIs) that participate as it provides them with effective and prompt feedback from learners at the beginning and the end of their studies. ISSE surveys learners in the first and final years of their studies, therefore useful information regarding trends and trajectories across the entire student lifecycle can be obtained. By assisting HEIs to understand their own performance regarding student engagement in the context of other providers’ in the sector, ISSE provides potential opportunities for the identification and sharing of best practices for enhancing student engagement between HEIs. 

Each participating institution receives quantitative data and qualitative responses regarding student engagement from its own students. Since 2016, the Quality Assurance and Statistical Services (QASS) Office has analysed this information against both national standards and HEIs of a comparable size. The QASS Office presents its analyses of the local institutional report to the Learning, Teaching and Assessment Committee (LTAC), focusing on the following areas:

1. Response rates
2. Levels of student participation in/outside the classroom
3. Learner interaction with and support from staff
4. Feedback to/from staff regarding teaching and assessment activities

As the LTAC is attended by the Director of the Centre for Research and Innovation in Learning and Teaching (CRILT), the Deans and Vice Deans of each School, and two student representatives, this occasion is an important example of closing the feedback loop as the various stakeholders involved in enhancing student engagement are informed of and can discuss NCI’s performance in comparison to previous years and other providers in the sector to identify good practices and potential improvements that can then be communicated to the entire college community. 

By collecting data on students’ engagement with the learning and teaching environments, ISSE provides institutions with the data required to make evidence-based decisions in this area. It also functions to improve learner feedback by:

• increasing transparency in relation to the student experience in higher education institutions
• enabling direct student input on levels of engagement and satisfaction with their higher education institution
• identifying good practice that enhances the student experience
• assisting institutions to identify issues and challenges affecting the student experience
• serving as a guide for continual enhancement of institutions’ teaching and learning and student engagement
• documenting the experiences of the student population, thus enabling year on year comparisons of key performance indicators
• providing insight into student opinion on important issues of higher education policy and practice
• facilitating comparison with other higher education systems internationally

The data gathered by ISSE and disseminated amongst higher education institutions, in conjunction with the research presented in Enhancing Student Engagement in Decision-Making (2016), has been crucial to developing and foregrounding the objectives the National Student Engagement Programme (NStEP). Like ISSE, NStEP is a collaborative partnership involving the Higher Education Authority (HEA), Quality and Qualifications Ireland (QQI) and the Union of Students in Ireland (USI), with working groups consisting of institutions’ and students’ representatives managing the national projects. Please refer to Section 5.7.1 above for further information on NStEP. 

5.8     Prevention and Resolution of Bullying and Harassment (Students)

Superseded. This section no longer applies. See the Student Policy on Prevention and Resolution of Bullying & Harassment.

5.9     Student Complaints Procedure

Superseded. This section no longer applies. See the Student Complaints Procedure on the NCI website.

5.10    Disciplinary Policy & Procedures

Superseded. This section no longer applies. General student discipline is now governed by the Disciplinary Policy and Procedure. Disciplinary matters arising from breaches of assessment are governed by the assessment-domain Disciplinary Policy.

5.11    Drugs and Alcohol Policy

Superseded. This section no longer applies. Alcohol and drugs are now governed by the Intoxicants Policy and smoking by the Smoking Policy.

5.12    Policy on Recording of Learning Events

5.12.1                       General Policy

The general policy is that the use by students of recording devices to record learning events is prohibited and only in exceptional circumstances will their use be permitted.  This policy applies to audio events only. Visual recording is not permitted outside of the blended learning context.

If academic staff wish to allow any student to record their lecture and/or tutorial for personal use, then they are free to do so; but there is no obligation to do so in any case other than those authorised by the Disability Office in accordance with an educational needs assessment.

Students who are not authorised by the Disability Office to record lectures and/or tutorials must request permission from the relevant academic member of staff prior to the lecture and/or tutorial taking place.  Where a student records a lecture without seeking and obtaining prior approval it will be treated as misconduct which will result in the College taking disciplinary action against the student(s) concerned.

Recordings undertaken in this context are subject to the conditions of recording outlined in  below.

Teaching staff who wish to record their own lectures for the purposes of professional development and improving their teaching may do so but they must advise students that they are doing so. A student may request that a lecturer stop recording in order to protect confidentiality and personal data.

5.12.2                       Students with a disability or learning difficulty

The College is committed to the principles established by the Equal Status Act 2000 and Disability Act 2005 to make reasonable accommodation to students with a disability.  The use of recording devices (for example, dictaphones, or computer-based recording devices) in lectures and/or tutorials should normally be allowed by academic staff if the student has been deemed eligible, by the Disability Office (DO) through an educational needs assessment, because of their disability. The educational needs assessment must indicate which accommodation is the most suitable. Only in these circumstances will a recording device be provided.

Academic staff will be informed of this authorisation and the rationale for this via the Educational Needs Assessment (ENA) report which will be electronically supplied to relevant lecturers and programme co-ordinators via email and via NCI360

Students who are authorised by the Disability Office in accordance with an educational needs assessment to use a recording device in lectures and/or tutorials will be obliged to agree in writing to the conditions of recording as outlined in 1.3.

The original student agreements are to be held by the AT Office and a copy will be attached to the student record on NCI360. If a student has not signed the agreement, then he or she will not be authorised to use a recording device until this takes place

5.12.3                       Conditions of Recording Lectures and/or Tutorials

Recordings are for personal use only and for the purpose of private study.  No further use is permitted.  Students must not transfer, disseminate, publish in any media or otherwise disclose the recording to any third party including the National College of Ireland;

The processing of any personal data is in accordance with the Data Protection Act 2018.

The lecturer concerned owns the rights to any recording made of a lecture and/or tutorial and also owns the rights to the electronic distribution of a lecture and/or tutorial.  Any unauthorised commercial exploitation of recorded material by the NCI or student is prohibited;

Any recorded material used in a written assessment must be acknowledged and correctly referenced within their text and, if the student does not understand how to do this correctly, they should seek advice from appropriate academic or library staff;

Misuse of recorded material (including but not limited to  unauthorised re-distribution, disclosure, dissemination, publication on any media including but not limited to social network sites) will be deemed a form of misconduct which will result in the College taking disciplinary action against the student(s) concerned;

All recordings must be stored securely, in read only format and password protected. They must be destroyed after the successful completion of the course.

In relation to the recording of the lecture and/or tutorial:-

• other students in the lecture and/or tutorial are to be informed by the lecturer that recording is taking place and that such recording is solely for a student’s private study and that it will be destroyed on completion of the module;
• on occasions, where sensitive issues or personal experiences are being discussed, lecturers or other students can insist that recording stops in order to protect confidentiality and personal data.  In this event, all recording devices will be switched off immediately;
• where a lecturer feels that a recording is negatively affecting the quality of the students’ discussion then he/she may direct that recording cease;
• recorded lectures and/or tutorial or seminar discussions may not be used in any way that brings into disrepute or intends to bring into disrepute the Faculty member, other Lecturers, or students whose comments are recorded as a part of the teaching activity and where it is used in this way, it shall be treated as a form of misconduct which will result in the College taking disciplinary action against the student(s) concerned.

5.12.4                       Blended Learning Programmes

By their nature, blended learning programmes are designed to be recorded and archived for further and future use. Students enrolled on such programmes will at registration, consent to this recording and archiving.

The conditions outlined in above do not apply to these programmes, however students enrolled on a blended learning programme may insist that recording be ceased where sensitive issues or personal experiences are being discussed.

5.13    Visual Recording

Other than in the case of formal (formative & summative) assessment, the use of visual recording is prohibited outside of the Blended Learning context.

5.13.1                       Reference Sources:

University of St. Andrews 15.2; Recording lectures & tutorials

http://www.st-andrews.ac.uk/staff/policy/tlac/miscellaneous/recording/

Blended Learning NCI student portal; https://myncistudent.ncirl.ie/ITFacilitiesServices/DocLib/Blended%20Learning%20IT%20Support.aspx

Policies from AIT; TCD; UCC were also consulted and are available on the portal for review at

https://myncistaff.ncirl.ie/departments/qass/Consultation%20Documents/Forms/AllItems.aspx?RootFolder=%2fdepartments%2fqass%2fConsultation%20Documents%2fRecording%20of%20learning%20events%2fOther%20College%20policies&FolderCTID=&View=%7bB3DE944E%2d534E%2d4882%2d8934%2d80D19D3A538A%7d

Related material

JISC (2010) Recording Lectures: Legal Considerations

http://www.jisclegal.ac.uk/Portals/12/Documents/PDFs/Recording%20Lectures.pdf

• 05 Learning and Teaching_2026.pdf1 MB