TRANSITIONS
IMPROVING
INNOVATING
DIGITAL LEARNING
FORUM
INFORMING
NATIONAL FORUM
FOR THE ENHANCEMENT OF TEACHING
AND LEARNING IN HIGHER EDUCATION
w w w. t e a c h i n g a n d le a r n i n g . i e
National Forum
Seminar Series
2015/16
Seminar Title
Proposed
Date
Learning outcomes
Institution
Contact Person
Rethinking the
dissertation as a
way to develop
and assess student
research and
enterprise skills in
STEM disciplines
29th
October
2015
1. Consider the key elements of a research
active undergraduate curriculum in
Science Technology Engineering and
Maths disciplines.
2. Evaluate a range of different ways to
assess and provide feedback on student
development of research and enterprise
skills.
3. Explore and discuss the design of a
programme strategy that will engage
students in research and inquiry based
activities.
Dublin
Institute of
Technology
Jen Harvey
Jen.harvey@dit.ie
Assessment
practices for
online and blended
learning
19th
November
2015
1. Learn of the state of the art around online
and blended learning.
2. They will gain insights into excellent
assessment practices at Northampton
University, and will reflect back these
learnings to apply them to their particular
context.
University of
Limerick
Angelica Risquez
Anglica.risquez@ul.ie
Assessing
the Impact of
Cultural Diversity
Education: How to
evaluate learning
from development
and intercultural
education
3rd
December
2015
1. Share learning from existing and past
courses on strategies for assessing
teaching of development education and
intercultural education.
2. Discuss and evaluate strategies to
assess diverse project based learning on
intercultural issues.
3. Increase awareness of the potential of
development education and intercultural
education across a range of courses and
modules.
4. Compare and evaluate teaching and
assessment of intercultural issues
across specific disciplines and contexts:
educational studies, psychology,
healthcare education, sociology, law,
community settings.
5. Develop a digital portfolio with online and
offline resources on assessment of and
assessment for issues of global justice
Mary
Immaculate
College,
Limerick
Fiona Farr
Fiona.farr@ul.ie
Brighid Golden
Brighid.golden@mic.ul.ie
NATIONAL FORUM SEMINAR SERIES 2015/16
1
2
Seminar Title
Proposed
Date
Learning outcomes
Institution
Contact Person
Negotiating the
relationship
between
assessment and
learning: Tackling
the tensions
between competing
assessment
purposes within the
third-level sector
4th
December
2015
1. Share and identify best practice in
relation to assessment of, for and as
learning in a third level context across
the Shannon Consortium and build links
with international best practice through
insights gained from the national and
international expert speakers.
2. Apply research informed practice in the
design and development of assessment
methods at third level.
3. Engage the most appropriate assessment
strategies for appropriate assessment of
large cohorts of students.
4. Critique formative and summative
approaches for use in the third level
sector in terms of purpose, reliability and
validity.
5. Evaluate and develop assessment
methods appropriate for the third level
sector which foster student learning,
reflection and development.
Mary
Immaculate
College
Angela Canny
Angela.canny@mic.ul.ie
Using learning
analytics to
further inform
the acquisition of
graduate attributes.
TBC
January
2016
1. Participants will gain an understanding
of the scope, depth and potential of
institutional learning analytics from a
leading expert in the area.
There is an increasing interest in the
scope and potential of learning analytics
but it has been documented that the use of
institutional data beyond basic reporting
is poor.
2. Participants will be able to identify and
plan the stages in the Learning Analytics
‘Sophistication Model’.
This model identifies the stages an
institutional learning analytics team
would begin with, and progress through,
in the use of learning analytics data.
This process starts with data awareness
and moves through experimentation,
to organisation and eventually sector
transformation.
Awareness will be raised as to the
institutional membership required to use
learning analytics to its potential.
University of
Limerick
John O’Shea
John.oshea@mic.ul.ie
Marie Ryan
Marie.ryan2@mic.ul.ie
Sarah Gibbons
Sarah.gibbons@ul.ie
Angelica Risquez
Angelica.risquez@ul.ie
NATIONAL FORUM FOR THE ENHANCEMENT OF TEACHING AND LEARNING IN HIGHER EDUCATION
Seminar Title
Proposed
Date
Learning outcomes
Institution
Contact Person
3. Participants will be informed as to how to
action a ‘Data-Model-Transform’ approach
to learning analytics.
The first point of ‘Data’ identifies data
sources and the necessary IT support.
The ‘Model’ phase focuses on questiondriven learning analytics, not data-driven.
The ‘Transform’ phase takes a participatory
approach to designing analytical tools;
analytical tools for use by non-statistics
experts which will develop capabilities to
exploit big data.
4. Participants will understand the potential
of learning analytics related to institutional
assessment and to enhance the
development of graduate attributes.
“Graduate attributes are the set of core
outcomes that a tertiary education
community agrees its graduates will
develop during their studies.” The
University of Limerick identifies six
Graduate Attributes: Knowledgeable,
Proactive, Creative, Responsible,
Collaborative and Articulate. Effective
learning analytics pulls institutional data
from teacher and learner interactions e.g.
assessment. These data can be drawn
from a range of sources such as mobile
technology; student information systems;
virtual learning environments, all of which
can inform institutional understanding and
planning.
5. Participants will also gain an
understanding of how learning analytics
have been benchmarked internationally to
date.
NATIONAL FORUM SEMINAR SERIES 2015/16
3
Seminar Title
Proposed
Date
Learning outcomes
Institution
Contact Person
Students as
Researchers –
Linking Teaching
and Research
Throughout the
Curriculum
1st March
2016
Participants in this workshop will;
1. Reflect on examples of good practice for
embedding research and research-like
activities in the curriculum to facilitate
students to become part of the academic
community (Students as Researchers
pedagogy).
2. Consider alternatives to the traditional
dissertation thesis as an assessment
method.
3. Explore and discuss how formative and
summative experiences designed to
develop learner capacity for enquiry and
research throughout the curriculum could
be implemented in their own context.
4. Evaluate what changes could be
implemented to ensure that students have
opportunities to engage in research and
enquiry and develop the relevant core
skills.
Dublin
Institute of
Technology
Claire McDonnell
Claire.mcdonnell@dit.ie
Rethinking the
Crit: Assessment
as Learning
20th
January
2016
1. Discover how an assessment method can
be improved as a tool for learning.
2. Demonstrate an understanding of best
current international teaching practice in
the education of architects.
3. Analyse how students can be prepared for
the changing nature of the Crit.
University
College
Dublin and
Dublin
Institute of
Technology
Mark Price
markpricearchitect@gmail.
com
1. Gain insight into diverse and innovative
methods of assessment of linguistic skills.
2. Understand the criteria for various grades
in the Common European Framework of
Reference for Languages.
3. Build links with colleagues in the
community of practice be motivated to
assess their own work practices.
Mary
Immaculate
College
Máire Ní Neachtain
Maire.nineachtain@mic.
ul.ie
Measúnóireacht ar
Scrúduithe Cainte:
Deachleachtas
+ Córas
Caighdeánaithe:
(Oral competence
assessment:
Best Practice and
Standardised
System)
4
22nd
January
2016
Patrick Flynn
Patrick.flynn@dit.ie
NATIONAL FORUM FOR THE ENHANCEMENT OF TEACHING AND LEARNING IN HIGHER EDUCATION
Seminar Title
Proposed
Date
Learning outcomes
Institution
Contact Person
Improving the
use of Academic
Assessment
Feedback: Effective
Student Mentoring
Strategies.
TBC
(February
2016)
1. This presentation will increase the
awareness of effective mentoring
strategies in relation to assessment for/as
learning for higher education institutions
to facilitate strategic institutional planning.
National
2. This presentation will also demonstrate
how gaining broader insight and
understanding of how student mentoring
plays a vital role in assessment for/
as learning may influence how national
education policy is directed.
International
3. This presentation will highlight the
national and international comparability of
student mentoring strategies in relation to
assessment for/as learning, to potentially
facilitate the design and reordering of
components of the higher education
experience.
University of
Limerick
Dr. David Maloney
David.maloney@ul.ie
Personal
Development
Planning
3rd
February
2016
1. Demonstrate the use of a Personal
Development. Planning Portfolio as
assessment for learning in the context of
transition to Third Level.
2. Examine how learning outcomes are
linked to the assessment criteria.
3. Explore the opportunities for student
reflection created within the assessment.
Institute of
Technology,
Sligo
Mairead McCann
Mccann.mairead@itsligo.ie
Lessons from
the field: how
can current
research enhance
assessment
and feedback of
undergraduate work
placements.
4th
February
2016
1. Explore new research on the student
experience in workplace learning.
2. Explore new research on the experience
of academic leadership and workplace
learning.
3. Explore new research on the experience
of employers involved in work place
learning.
4. Consider the implications of this research
for enhancing assessment and feedback
in undergraduate work placements
Letterkenny
Institute of
Technology
Dr Lynn Ramsey
Lynn.ramsey@lyit.ie
NATIONAL FORUM SEMINAR SERIES 2015/16
5
6
Seminar Title
Proposed
Date
Learning outcomes
Institution
Contact Person
Creative
Assessment
for 1st Year
Undergraduates:
Assessment
strategies for
retention and
progression
10th
February
2016
1. Hear about the most recent research into
assessment in Higher Education.
2. Reflect on their experience of assessing
students.
3. Discuss the role that assessment can play
in improving the first year experience
and support the transition into higher
education.
4. Think about implementing assessment for
and as learning, in addition to of learning
within their own courses.
5. Explore with colleagues ways of
embedding creative assessments in to
their programmes.
National
University
of Ireland,
Galway
Simon Warren
Simon.warren@nuigalway.ie
Utilising BIM
technologies for
collaborative
learning
10th
February
2016
1. Gain further knowledge of BIM
terminology, protocols, execution plans
and documentation.
2. Share experience of BIM models
(architectural, structural and MEP) as
teaching resources.
3. Discuss communication tools and
strategies as part of a collaborative BIM
process.
4. Designing assessment to reflect the real
world BIM work flows and processes.
5. Network with industry, sharing current
best practice and future requirements of
industry.
Letterkenny
Institute of
Technology
Eleanor Diver
eleanor.diver@lyit.ie
Graded assessment
strategies in online
learning
11th
February
2016
1. Describe various online tools for the
management, collection, analysis and
grading of online assessments.
2. Select appropriate tools for individual and
group assessments.
3. Describe best practice in the provision of
digital feedback files and online feedback.
4. Discuss technologies which can be used
to provide enhanced online feedback (e.g.
audio, video, annotated documents etc.).
Institute of
Technology,
Blanchardstown
Daniel McSweeney
Daniel.mcsweeney@itb.ie
Michelle Tooher
Michelle.tooher@
nuigalway.ie
NATIONAL FORUM FOR THE ENHANCEMENT OF TEACHING AND LEARNING IN HIGHER EDUCATION
Seminar Title
Proposed
Date
Learning outcomes
Institution
Contact Person
Exploration of the
Mental Models
Which Inform An
Understanding of
Assessment
15th
February
2016
1. Have a deeper understanding of the
difference between assessment for
learning, assessment of learning and
assessment as learning.
2. Consider the mental models which shape
their beliefs about assessment.
3. Explore a range of assessment
methodologies and examine how, at least,
one of, these could be used in their own
classroom.
4. Examine and design assessment tools
such as rubrics, anticipation sheets, KWL’s
which they can use in their classrooms.
Waterford
Institute of
Technology
Corina Power
cspower@wit.ie
Rethinking
feedback practices
in higher
education: a peer
review perspective
16th
February
2016
1. Reflect on the conditions that are required
for feedback to enhance learning.
2. Consider evidence to date on the benefits
to learners of conducting anonymous peer
reviews (producing feedback themselves)
and compare this to research outputs on
the effect of receiving peer feedback.
3. Recognise the importance of dialogue
within assessment and feedback
processes.
4. Explore and discuss how peer review
and feedback could be implemented in
their own context to allow students to
improve their critical thinking skills and to
develop as independent and self-regulated
learners.
5. Evaluate what changes could be
implemented to ensure that students
develop the capacity to provide quality
feedback, which is a fundamental graduate
skill.
Dublin
Institute of
Technology
Jen Harvey
Jen.harvey@dit.ie
Changing
assessment
practices
17th
February
2016
1. Review the main principles of effective
assessment.
2. Explore different methods of assessing
students with a view to enhancing their
learning.
3. Reflect on current practice, and plan for
redesign.
4. Describe key technologies which can be
used to support assessment.
Daniel McSweeney
Institute of
Daniel.mcsweeney@itsligo.ie
Technology,
Blanchardstown
NATIONAL FORUM SEMINAR SERIES 2015/16
7
8
Seminar Title
Proposed
Date
Learning outcomes
Institution
Contact Person
Enhancing
Assessment
Feedback for
Learning
17th
February
2016
1. Appraise the role of feedback in learning
in Higher Education.
2. Identify principles of good practice in
assessment feedback in Higher Education.
3. Critically reflect on personal approaches
to assessment feedback for learning.
4. Apply principles of good practice to their
assessment and feedback design.
Waterford
Institute of
Technology
Fionnuala Brennan
fbrennan@wit.ie
Aligning
Instruction,
Assessment, and
Curriculum Across
Inter- Disciplinary
Programmes
19th
February
2016
1. Synthesize the literature on alignment
to enhance student learning in higher
education.
2. Critically examine higher education
programmes for alignment.
3. Use the information and insights gained
to redesign programmes for increased
alignment.
University of
Limerick
Melissa Parker
Melissa.parker@ul.ie
Assessing Creative
Arts Practice in
Higher Education:
Opportunities and
Challenges
19th
February
2016
1. Address the expectations and learning
needs of student cohorts engaged
in creative practice in the context of
employing assessment as an integral part
of their programmes.
2. Share and identify best practice in the area
of assessing creative arts practice.
3. Provide opportunities for peer learning
within the community of those teaching
and researching creative arts practice
within Higher Education.
4. Draw from international literature and
practice to explore, apply, compare and
contrast assessment approaches to
student creative practice.
Mary
Immaculate
College
Dr Ailbhe Kenny
Ailbhe.kenny@mic.ul.ie
Tablet Devices as
a Peer and Self
Assessment Tool
1st March
2016
1. Introduction to tablet technology for
assessment.
2. Usability of tablet devices as a peer and
self-assessment tool.
3. Experiences of tablet technology in
medical and legal educational settings.
University of
Limerick
Tracey McKillen
Tracey.mckillen@ul.ie
Workshop
Simulation Game
12th April
2016
1. Demonstrate use of a simulation
game (role-play) as an assessment at
undergraduate level.
2. Demonstrate the assessment strategy.
3. Demonstrate a model of assessment that
includes collaboration at different stages
of a programme.
Institute of
Technology,
Sligo
Joan Morrison
Morrison.joan@itsligo.ie
NATIONAL FORUM FOR THE ENHANCEMENT OF TEACHING AND LEARNING IN HIGHER EDUCATION
Seminar Title
Proposed
Date
Learning outcomes
Institution
Contact Person
Doctoral Outcomes
Assessment
10th March
2016
1. An appreciation of the value of assessing
broader traits of ‘doctorate-ness’.
2. An understanding of the mechanisms by
which these traits can be measured.
3. An ability to define appropriate
assessment rubrics for their own
disciplinary area.
University
College
Dublin
and Trinity
College
Dublin
Janet Carton
Janet.carton@ucd.ie
Ciara O’Farrell
cofarrell@tcd.ie
Innovation
Assessment
Opportunities in
Enterprise LMS
Implementations
24th March
2016
1. Appreciate the assessment opportunities
provided by LTI tool extensions to the
LMS.
2. Become familiar with the value of learner
analytics in Assessment FOR, OF and AS
Learning.
3. Understand the value of building flexible
T&L opportunities on reliable ‘always on’
enterprise infrastructure.
University of
Limerick
Eamonn Fitzgerald
Eamonn.fitzgerald@ul.ie
Exploring the
potential of
e-portfolios for
student learning
and assessment
25th March
2016
1. Define an e-portfolio.
2. Distinguish between a number of uses of
an e-portfolio.
3. Identify possible contents of an
e-portfolio.
4. Discuss the potential benefits and
challenges of integrating eportfolios in
teaching in a higher level environment.
5. Summarise the potential benefits and
challenges of integrating eportfolios as an
assessment methodology.
Institute of
Technology,
Blanchardstown
Daniel McSweeney
Daniel.mcsweeney@itb.ie
Transition from
'What if I get it
wrong' to reporting
Welfare and
protection concerns
27th April
2016
1. Explain the contribution of case studies
in assisting students develop knowledge
and language associated with welfare and
protection concerns.
2. Describe how role play develops a
student’s knowledge of the sector, the
multi-disciplinary team, appropriate
language and ability to discuss sensitive
matters.
3. Discuss the assessment methods used
to identify knowledge of the sector,
identification of welfare and protection
concerns, ability to relate to parents and
professionals.
4. Outline the role of reflection in developing
self-awareness and confidence in the area
of welfare and protection.
Institute of
Technology,
Sligo
Deirdre Scott
Scott.deirdre@itsligo.ie
NATIONAL FORUM SEMINAR SERIES 2015/16
9
Seminar Title
Proposed
Date
Learning outcomes
Institution
Contact Person
The challenges
of Anonymous
marking. What lies
beneath?
7th April
2016
1. Explain the theory of anonymous marking.
2. Understanding of the challenges and
tension in embedding within programmes.
Institute of
Techology,
Sligo
Dr Breda Mc Taggart
mctaggart.breada@itsligo.ie
Innovative
Assessment
approaches in
Business Schools
10th April
2016
1. Improve our understanding of the ways
TLA can enhance the learner experience.
2. Enhance the evaluation of learner
achievement.
3. Explore the variety of formative and
summative assessment approaches being
used in our Business Schools.
Letterkenny
Institute of
Technology/
Irish
Academy of
Management
Dr Simon Stephens
Simon.stephens@lyit.ie
Formative
Assessment: An
empowering tool
for students and
educators
20th April
2016
1. To demonstrate the link between formative
assessment and self-regulated learners.
2. To identify the shift in focus from a
proactive to a reactive role in generating
and using feedback and its implications in
terms of organising assessments.
3. To examine the effect of this student
empowerment on student engagement,
positivity, self-esteem and motivation.
4. To compare the views of student groups
on the grading of student performance
versus feedback.
5. To investigate any linkages between
formative assessment and student
retention.
Institute of
Technology,
Sligo
Denise Lowe
Lowe.denise@itsligo.ie
1. To gain an understanding of the benefits
of real world company and community
projects as a means of assessment of
learning at third level.
2. To design assessments that allow for
enhanced student learning experiences
and the development of key graduate skills
and attributes.
3. To manage the assessment process to
address the needs of all stakeholders.
4. To incorporate real world projects
into programme and module learning
outcomes.
Institute of
Technology,
Sligo
Marie Moran
moran.marie@itsligo.ie
The Use of
29th April
Company and
2016
Community
Projects to Enhance
Assessment and
Learning at Third
Level
10
Lisa Dunne
Dunne.lisa@itsligo.ie
NATIONAL FORUM FOR THE ENHANCEMENT OF TEACHING AND LEARNING IN HIGHER EDUCATION
Seminar Title
Proposed
Date
Learning outcomes
Institution
Contact Person
‘Rich tasks’ as
a framework
for innovative
assessment in
teacher education
9th May
2016
1. Examine what is considered as
meaningful, relevant and worthwhile
assessment with respect to individual
teacher education programmes.
2. Discuss instructional alignment and the
relationship between assessment, learning
goals and learning experiences.
3. Demonstrate an ability to use research on
teaching and learning to apply and design
appropriate assessment strategies.
4. Consider how best to involve pre-service
teachers in planning what they need to
learn, what they want to be able to do and
how they plan to get there and how they
would demonstrate their achievement
throughout the process and at the end.
University of
Limerick
Ann MacPhail
Ann.MacPhail@ul.ie
Creating outwardfacing assessment
TBC
1. Create student assessments as
(May 2016)
outward-facing communications,
Trinity
College
Dublin
Ciara O’Farrell
cofarrell@tcd.ie
Coordinating the
Programme Team
for Assessment
and Feedback
6th May
2016
Dublin
Institute of
Technology
Ciaran O’Leary ciaran.
oleary@dit.ie
directed to real-world settings.
1. To create and visualise a mapping
between assessment methods and
programme outcomes.
2. To analyse assessment and feedback in
the context of the programme aims and
objectives.
3. 3. To explore ways of coordinating
programme teams during programme
design and validation, for the purpose
of designing appropriate assessment
and feedback methods across the
programme.
4. To explore ways of coordinating
programme teams during programme
implementation, for the purpose of
implementing appropriate assessment
and feedback methods across the
programme.
5. To make appropriate choices on the
use of technology for the design,
implementation and alignment of
programme team activity for effective
assessment across the programme.
Jen Harvey
jen.harvey@dit.ie
NATIONAL FORUM SEMINAR SERIES 2015/16
11
12
Seminar Title
Proposed
Date
Learning outcomes
Institution
Contact Person
Informal in-class
learning – to
assess or not to
assess?
6th May
2016
1. Explore the theoretical basis for using
informal in-class learning activities.
2. Experiment with a variety of informal
in-class learning activities.
3. Identify possible uses for in-class
learning activities in their own teaching.
4. Weigh up the advantages and
disadvantages, as suggested by
evidence based practice, of assessing
informal in-class writing.
Letterkenny
Institute of
Technology
Deirdre McClay
Deirdre.mclay@lyit.ie
Giving feedback on
writing to doctoral
students
9th May
2016
1. Guide and help research students
develop as writers and researchers.
2. Implement the proposed conceptual
framework for supervising the writing
component of postgraduate research.
3. Provide formative experiences to help
research students develop and enhance
their performance within the doctoral
curriculum.
Regional
Writing
Centre,
University of
Limerick
Dr. Íde O’Sullivan
Ide.osullivan@ul.ie
Auditing
Assessment for
Learning (AfL)
Practices in Higher
Education
TBC
(Between
2nd and
13th May
2016)
1. Explain how the Higher Education
Assessment for Learning Audit
instrument (HE-AfLAi) can be used to
gather data on the AfL practices of those
teaching/lecturing in Higher Education.
2. Describe how data from the HE-AfLAi
can be analysed and presented.
3. Outline the steps involved in providing
feedback to HE personnel based on
HE-AfLAi data.
4. Explain how programmes of
professional development for HE
personnel can be planned and
implemented using HE-AfLAi data.
St Patrick’s
College,
Dublin City
University
Dr. Zita Lysaght
Zita.lysaght@dcu.ie
Assessing Learning
Groups
17th May
2016
1. Discuss a range of assessment
approaches that support group work.
2. Develop group assessment strategies
that support collaborative learning.
3. Apply peer assessment approaches to
group work activities.
Cork Institute
of Technology
Dr Tom O’Mahony
Tom.omahony@cit.ie
Marese Bermingham
Marese.bermingham@cit.ie
NATIONAL FORUM FOR THE ENHANCEMENT OF TEACHING AND LEARNING IN HIGHER EDUCATION
Seminar Title
Proposed
Date
Learning outcomes
Institution
Contact Person
Assessing DesignFocused Learning
19th May
2016
1. Discuss a range of assessment
approaches aligned with good practice
in engineering education.
2. Develop assessment strategies that
support design-centred learning.
3. Develop assessment approaches
that enhance student learning in the
laboratory.
Cork Institute
of Technology
Dr Tom O’Mahony
Tom.omahony@cit.ie
Marese Bermingham
Marese.bermingham@cit.ie
Exploring the
role and use
of assessment
in Education
for Sustainable
Development
31st May
2016
1. Provide an introduction to ESD, explore
the concept of a sustainable university/
institute and examine its application to
a diverse range of disciplines.
2. Examine how different assessment
strategies can enable students and
staff to engage at different levels
with the complexity and ‘wickedness’
of sustainability issues to promote
capacity building to recognise ESD as
an emergent core principle of higher
education.
3. Explore the application of the ESDrelated assessment initiatives through
the lens of assessment FOR, OF and AS
learning.
4. Suggest how future assessment
strategies can contribute to a
transformative learning space where
curriculum, research, campus
management and community
engagement activities can be integrated
to provide a holistic approach to ESD
across programmes, departments and
schools.
Galway-Mayo
Institute of
Technology
Mark Kelly
Mark.kelly@gmit.ie
Collaboration
and Innovation:
Enhancing
inclusive formative
and summative
assessment in large
and small class
settings
TBC
(Between
March and
June 2016)
1. Use formative assessment techniques
in a large class setting (400 students).
2. Collaboratively plan for formative and
summative assessment.
3. Build on and deepen students’ learning
through an upward spiralling/evolving
method of assessment.
4. Identify opportunities for linking
assessments across modules.
5. Align assessment with learning
outcomes.
St Patrick’s
College,
Dublin City
University
Ann Marie Farrell
Annemarie.farrell@spd.dcu.ie
Dr Anna Logan
Anna.logan@spd.dcu.ie
Dr Fiona King
Fiona.logan@spd.dcu.ie
NATIONAL FORUM SEMINAR SERIES 2015/16
13
14
Seminar Title
Proposed
Date
Learning outcomes
Institution
Contact Person
Purposeful Peer
Assessment as
a Pedagogical
Strategy
3rd June
2016
1. To highlight the learning benefits of
effective feedback strategies in third
level education generally.
2. To present learning from the project,
“Purposeful Peer Assessment as a
Pedagogical Strategy”.
3. To evaluate project impact on
student learning and to recommend
improvements.
4. To learn from teaching and learning
experts and to explore effective
feedback strategies in other academic
disciplines.
5. To include greater awareness of
effective feedback strategies in
engineering curricula going forward.
Institute of
Technology,
Tallaght
Eileen Goold
Eileen.goold@ittdublin.ie
Assessment
and Evaluation
Showcase at GMIT
9th June
2016
1. What worked and lessons learned.
2. Establishing a clear assessment
purpose to meet information needs of
all intended users.
3. Setting clear learning targets.
4. Communicating summative and
formative results effectively.
5. Involving students in the assessment
process and in using the results to
further learning their development.
Galway
– Mayo
Institute of
Technology
Carina Ginty
Carina.ginty@gmit.ie
Formative
Assessments
Strategies to
Engage Learners
15th June
2016
1. To share findings from clicker
implementations that focus on formative
assessment.
2. To reflect on how findings could be
applied to different teaching and
learning contexts.
3. To identify common success criteria for
clicker implementations that engage
learners.
4. To develop a network of faculty and
education technologists with an interest
in ‘Clicker’ technology for formative
assessment.
University
of Limerick
(on behalf
of Shannon
Consortium)
Padraig Hyland
Padraig.hyland@ul.ie
NATIONAL FORUM FOR THE ENHANCEMENT OF TEACHING AND LEARNING IN HIGHER EDUCATION
Seminar Title
Proposed
Date
Learning outcomes
Institution
Contact Person
Assessing and
Evaluating Writing
– Defining what
‘good’ writing looks
like across the
disciplines
16th June
2016
1. Articulate ideas and examine potential
misconceptions about what counts as
‘good’ writing.
2. Consider the difference between
expressive writing (writing-to-learn or
for enquiry) and transactional writing
which is crafted as a deliverable for a
specific audience.
3. Explore the integral role of criticality in
‘good’ undergraduate writing.
4. Clarify ways of identifying ‘good’
writing and suggest strategies for how
we might help our students to achieve
‘good’ writing in higher education.
5. Consider how we can make the
characteristics of ‘good’ writing visible
for our students and central to our
criteria for written assignments.
Athlone
Institute of
Technology
Nuala Harding
Nuala.harding@ait.ie
Assessing and
Evaluating
Writing – Student
Self-Assessment
and Peer Review:
broadening the
teaching of ‘good’
writing
17th June
2016
1. Share their practice with regards using
self-assessment and peer review of
written assignments with students.
2. Consider current literature on selfassessment and peer review of written
assignments by students.
3. Explore a variety of strategies for
the integration of self-assessment/
evaluation and peer review of writing by
students.
4. Plan for the application of appropriate
self-assessment/evaluation and peer
review strategies.
Maynooth
University
Alison Farrell
Alison.m.farrell@nuim.ie
Innovations
in LMSs for
Assessment:
Formative and
summative
approaches to
assessment while
applying sound
pedagogical
principles
23rd June
2016
1. To share findings from LMS use in
teaching and learning that focus on
formative and summative assessment.
2. To reflect on how findings could be
applied to different teaching and
learning contexts.
3. To identify common success criteria for
innovative LMS based formative and
summative assessments.
4. To develop a network of faculty and
education technologists with an interest
in LMSs for assessment.
University
of Limerick
(on behalf
of Shannon
Consortium)
Padraig Hyland
Padraig.hyland@ul.ie
NATIONAL FORUM SEMINAR SERIES 2015/16
15
Seminar Title
Proposed
Date
Learning outcomes
Institution
Technology
supported
approaches to
providing feedback
on student
academic writing
TBC
(Week of
27th June
2016)
University
1. Experiment with an online writing lab
package called WriteLab www.writelab. College Cork
com (further detail in description of
workshop).
2. Reflect on the experience of using
WriteLab and consider how technology
could be used to provide feedback on
student writing, particularly at drafting/
revising stages.
3. Share experiences of using technology
as lecturers to provide feedback
on student writing and discuss the
perceived/otherwise effectiveness.
4. Learn about College Composition
and Communication, College English,
Research in the Teaching of English,
Across the Disciplines, Written
Communication, Assessing Writing,
and The Journal of Writing Assessment.
5. Consider if and how technology might
be used in one’s own setting to support/
enhance feedback approaches to
students to help them to become better
writers.
Contact Person
Rosarii Griffin
Rosarii.griffin@ucc.ie
For full details of all seminars including links for registration please
visit www.teachingandlearning.ie
Please note that the dates listed above are provisional, for the most up todate
details of the events please check our website
16
NATIONAL FORUM FOR THE ENHANCEMENT OF TEACHING AND LEARNING IN HIGHER EDUCATION
STANDARD SETTING
IMPROVING
INNOVATING
DIGITAL LEARNING
FORUM
TRANSITIONS
National Forum for the Enhancement of Teaching and Learning
in Higher Education
c/o 19 Dawson Street, Dublin 2
T: +353 1 6090648
info@teachingandlearning.ie
w w w. t e a c h i n g a n d le a r n i n g . i e
VALUING
INFORMING
DEVELOPING