Author ORCID Identifier

https://orcid.org/0000-0001-7213-3273, https://orcid.org/0000-0002-5296-5416, https://orcid.org/0000-0002-2040-1675

Document Type

Report

Disciplines

5.3 EDUCATIONAL SCIENCES

Publication Details

Ryan, Barry J.; Darby, Fionnuala; and Ferns, Shaun, "Learner Assembly Spring Report 2024" (2024). Group Reports. 36.

doi:10.21427/11b9-6004

Abstract

This paper outlines the strategic vision of Technological University Dublin (TU Dublin) to position learners as central partners in their university experience. Through its Strategic Intent, TU Dublin is dedicated to creating transformational educational opportunities that inspire, support, and develop learners to achieve their full potential. This vision is realised through the University Education Model that integrates research-informed and practice-based learning to promote academic excellence. A key initiative in this strategy is the establishment of a Learner Assembly, a gathering of students representing the university’s diversity to discuss important topics. Unlike a student representative body, the Learner Assembly serves as an advisory group that provides insights based on learners’ lived experiences. This approach empowers learners by giving them a consistent voice at a strategic level within the university. The pilot Learner Assembly focused on identifying the best steps to ensure the learner-centric education model supports transformational learning experiences. This pilot topic, selected by the Learning Assembly Working Group, provided a starting point to test the proposed framework and allowed for valuable student input into this strategically important work. By fostering the development of essential attributes and capabilities for the future, TU Dublin ensures that learners remain integral to the evolving university context.

DOI

https://doi.org/10.21427/11b9-6004

Creative Commons License

Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

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