The Learning, Teaching + Assessment Strategy has been developed to enable IADT to review and enhance learning, teaching and assessment across the Institute. It considers IADT’s mission and places it in the context of higher education. It embodies the values that are fundamental to IADT and reflects the three pillars of enterprise, creativity and technology. The strategy outlines the philosophy of learning, teaching and assessment at IADT.
The Learning Teaching + Assessment Strategy was developed by the Teaching and Learning Committee, sub-committee of Academic Council. The strategy was originally developed and adopted in 2008, a revised strategy was adopted by Academic Council in October 2010. The current Learning, Teaching + Assessment Strategy runs from 2014-2019 and is the third iteration of the strategy.
Learning, teaching and assessment in IADT take place in the national and international context of higher education. It embodies principles of fairness, equity and natural justice. The Learning Teaching + Assessment Strategy links to IADT’s Strategic Plan. It embodies the principles stated in the IADT Learner Charter. IADT aims to be a research-informed higher education institution and research is required to enable the Institute’s teaching programmes to be excellent and relevant.
The national context for higher education is that of the agenda for quality in Teaching + Learning, flexible provision, knowledge gain, enhancing social inclusion, raising skills levels and promoting economic regional and cultural development. The international context is that of mobility, international and Erasmus exchanges.
The legal obligations are those stated in the Qualifications and Quality Assurance (Education and Training) Act (2012) for programmes that meet the standards of the National Framework of Qualifications (2003) and have 'procedures which are fair and consistent for the assessment of . . . learners' (2012, p. 36). The emphasis on programme learning outcomes, assessment and flexuble modes of delivery have been reflected in the programmes developed by each faculty.