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2016 Project Take 1 Step

Take one Step

Take 1 Step

The Take 1 Step campaign (, led by the TELU in collaboration with the Shannon Consortium partners (MIC and LIT), run between January and June 2016 with funding provided by the National Forum for the Enhancement of Teaching and Learning.

‘The project has developed a simple and easy-to-use tool to identify digital skills development needs, which should be spread to other HEIs. Thanks to the diagnostic tool, needs that were unknown previously were identified. The project management’s ambition to reconnect and feedback experience back to the framework is very valuable’. National Forum International Evaluation Panel.

T1Step designed and delivered (face to face and life-streamed) five Technology Enhanced Learning Roadshows, across the three institutions, assisted by student ambassadors who led some of the student sessions:

  • UL (two roadshows): 21 presentations covering 10 different digital skills, 159 attendants (excluding webinar)
  • MIC: 8 presentations covering 7 different digital skills, 80 attendants (excluding webinar)
  • LIT (two roadshows): 11 presentations covering 9 digital skills, 151 attendants (excluding webinar)

The T1Step roadshows produced 30 open educational resources (OERs), and 28 additional OERs were curated and disseminated through the portal. OERs resulting from the Faculty Innovation Fund were also curated (15 UL project, 7 in MIC and 10 in LIT), together with student-led videos resulting from the Student Innovation Fund. The Twitter account (@t1step), gathered 345 followers during the project (and continues being active), achieved an engagement rate of 1.2%, and over 105,000 impressions. Additionally, the YouTube channel has accrued 950 views.

The project was extensively evaluated, using a mixed methods approach including staff and student survey data, and focus groups in all institutions with staff and students. Some impact on teaching practices can be inferred from the responses to the end of programme survey, which rendered a satisfaction rate of 68.26% for staff (n=65) and 70.51% for students (n=218). Flexibility, openness, resources, focus on learning, friendly and collegiate atmosphere, practical and focused approach, and wide range of sessions were amongst the most mentioned positive experiences. The wealth of data collected demonstrates that there has been an impact on organisational practices and systems which may not be observable in the time-frame of the project. The most noticeable of these effects consists of the increased capacity in the team that led this campaign and the many staff and students who collaborated with it.

‘(The presentation) demonstrated both the enthusiasm of the management team and how the three institutions really share the ownership of this project. Another explanation for the success of the project is the fact that they build on already existing structures. (…) Also the involvement of a wide range of participants from different backgrounds (e.g. ICT, libraries) is strength of the project’. National Forum International Panel

The project has been widely disseminated through multiple professional interactions in formal and informal arenas. Two presentations took place in EdTech2016, the national conference of the Irish Learning Technology Association (Law Society of Ireland, May 26th and 27th); followed by the presentation to the National Forum International Panel in June 9th. For more information, see