The TEL Café initiative was developed by the Technology Enhanced Learning (TEL) Support Service in the Limerick and Clare ETB in response to a key challenge: engaging staff who are committed to their practice but may lack the time or capacity to attend workshops. Following a review of professional development engagement, the idea emerged to offer informal, flexible learning opportunities that fit more naturally into schedules.

Research shows that educators highly value informal and non-formal professional development that is collaborative, context-specific, and practice-based (Trust et al., 2016; Opfer & Pedder, 2011; Souto-Seijo et. al., 2020). Feedback reflects this, with staff reporting increased confidence, engagement and a greater willingness to integrate digital tools into their practice.

Rooted in Universal Design for Learning principles, the monthly cafés provide a relaxed, supportive space—in-person and online—where educators can explore digital tools, share experiences, and ask questions. Themes have included Resource Development, AI for Education, Event Management, and Assistive Technology.

The cafés have also led to increased engagement with 1:1 TEL clinics, reflecting a growing confidence and interest in personalised support. This presentation will explore the design and implementation of the TEL Café model, share practical insights, and outline its impact on staff engagement.

References:

Trust, T., Krutka, D.G. and Carpenter, J.P., 2016. ‘Together we are better’: Professional learning networks for teachers. Computers & Education, 102, pp.15–34.

Opfer, V.D. and Pedder, D., 2011. Conceptualizing Teacher Professional Learning. Review of Educational Research, 81(3), pp.376–407.

Souto-Seijo, A., Moss, G. and Higham, R., 2020. Teachers' Informal Learning and Digital Competence in Further Education: A Systematic Review. British Journal of Educational Technology, 51(5), pp.1575–1594.

In this short session, I share my practical experience designing and delivering a suite of self-directed teacher training courses for new academic staff across multiple campuses at ATU, using Articulate Rise and Reach 360. Developed to support flexible, anytime learning for busy lecturers, the course introduces core teaching practices, university policies, and digital tools. I’ll discuss why I selected Rise and Reach as the authoring and delivery platforms, where they shine, and where they challenge creativity and control. The session will highlight the pros, cons, and practical considerations of these tools from a learning designers’ perspective.

Our presentation will highlight the AI Research & Productivity Workflow Group's strategic efforts to integrate AI at Innopharma Education, focusing on three major goals: enhancing staff AI skills, boosting organisational efficiency, and fostering innovation in AI-driven teaching and learning. Learners at the college will directly benefit, as educators, equipped with new AI tools and methods, can enrich the learning environment and better prepare students for a future shaped by AI. Since early 2025, we've conducted popular and successful weekly AI training sessions for both teaching and non-teaching staff, covering diverse AI topics to improve capabilities across the board. Building on this foundation, we're developing mandatory AI training for all staff using Articulate Rise, planned for implementation later this year. Articulate Rise’s AI features, including content generation, course outline creation, and personalized assessments, offer an efficient and engaging way to upskill staff. This initiative aligns with industry trends emphasising AI’s role in workforce development, personalized learning, and operational efficiency. This training aims to equip staff with essential AI literacy, encouraging innovation in teaching and learning practices , ultimately enhancing the learning experience and preparing students for an AI-driven future

This paper explores the experience of co-creating an online course with students.

The Financial Readiness for Life Digital Badge was created as a collaboration between ATU and MABS the Money and Budgeting Service. The creation of the course was supported by the N-TUTORR project which financed four Student Champions to work on the project.

The students co-created the course content - scripting and shooting videos and animations, conducting interviews, creating scenarios and providing voiceovers. This paper reflects on the experience of collaborating with students to create an online course and how the project has encouraged the use of eLearning publishing tools and the creation of eLearning content as course work in academic programmes.

The paper also showcases the Financial Readiness for Life Digital Badge itself, which ATU has made freely available for to all educational institutes and bodies.