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Workshops & Lunchtime Seminars 2019-20

Date Event Information

Date: 11 Feb - 24 Mar 2020

Venue: Webinars

Course Schedule

 

National Forum: Programme Focused Assessment - Digitial Badges

We are delighted to announce that TCD and UCD are teaming up in partnership with the National Forum for the Enhancement of Teaching and Learning in Higher Education to facilitate the PD Short Course for Programme-Focussed Assessment in a fully online format this Spring, claimed by a Digital Badge. This short course was developed by TCD and UCD as part of the Forum’s PD short courses initiative. The course will run for 6 weeks from February 11th 2020 and will provide participants with a strong introduction to Programme-Focussed approaches to Assessment, and enable them to identify appropriate assessment design interventions for subjects/programmes and to envisage how they might lead change with respect to programme level approaches to assessment.
The short course involves approximately 25 hours over the 6 week period, with a 5 hour add-on later in the course for those interested in becoming future facilitators of the short course themselves.

This free iteration of the short course is particularly aimed at individuals or groups of individuals who are interested in rolling out the PFA short course themselves as a facilitator at a later date (e.g. for staff in their institution). For more information on the Short Course more generally and how facilitators can implement it themselves, visit the webpage. Please note, since one of the aims of this iteration of the short course is to train future facilitators, we are limiting the number of participants per institution that can sign up to 3 should the PFA course be over subscribed. If we reach full capacity, we will contact the latest participants to register from each institution to notify them of the situation.
There is no cost involved for participants.

ABOUT THIS PFA SHORT COURSE (with Digital Badge)

Implementation of Programme-Focussed approaches to assessment cultivates student-centered learning by attending to intergration, timing, load and range of assessments, clarifying the interconnectedness of modules and viewing assessment as a linked series of learning opportunities across the whole programme.  It provides an opportunity to assure that assessment across a programme is ‘fit for purpose’ in relation to the subject/programme outcomes, while also ‘future-proofing’ your teaching. As our learning environments become increasingly diverse, our practices must also adapt to reflect the changing landscape of higher education.  The PFA short course draws on evidenced-based national and international practice to support programme-focussed ‘evidence gathering’, design interventions and leadership in this challenging field.
Participants will be allocated to groups of three to form a ‘peer-learning triad’.  Triads will be given time/opportunity to ‘breakout’ during all webinars- in order to maximise opportunity for peer learning and to progress activities related to the award of the badge(s). Triads are likely to also interact online, e.g. on their forums or using online meeting rooms, at mutually agreed times between webinars.  Triad members will determine whether or not badges are ‘awarded’ to members within their own triad.
This PD short course will give you an introduction to the concept of programme-focussed approaches to assessment and invite you to review and update your own teaching and learning practice.

PARTICIPANTS ON THE SHORT COURSE WILL:

  1. Discuss and investigate Programme-Focussed Assessment practices in a subject/ programme.
  2. Debate different approaches to ‘knowing what’s going on in your programme’, such as assessment mapping, team dialogue, other evidence gathering tools
  3. Identify appropriate assessment design interventions for subject/ programme.
  4. Explore leadership of change in Programme Focussed Assessment

Date: 22nd January 2020

Time:13:00 - 14:00


Venue: Room 1.03, 3-4 Foster Place

Registration closed

CAPSL Lunchtime Seminar: When the unthinkable happens, and we need to radically change teaching strategy and assessment to accommodate acquired disability’. 

Facilitator:Dr Helen Sheridan, School of Pharmacy and Pharmaceutical Sciences (Provost's Teaching Award winner 2019)

In 2012 the School of Pharmacy and Pharmaceutical Sciences (SoPPS) received terrible news. One of our freshman students had sustained a C5 cervical break in an accident that occurred on holiday.  There was tremendous uncertainty as to how the future would play out for this student. We realised that there would be significant challenges ahead if we were to navigate a path for this student to complete a lab-based biomedical degree in Pharmacy. Today I would like to share this story with you and show how academics can radically change teaching and assessment strategies to accommodate acquired disability. Situations like this can  arise overnight for Schools within the University. Our experience may be of benefit. 

Date: 21st January 2020

Time:13:00 - 14:00


Venue: Room 1.03, 3-4 Foster Place

Registration closed

CAPSL Lunchtime Seminar: Managing Expectations for Multicultural Classrooms

Facilitator: Dr Niamh McGoldrick, Global Officer, Schools of Chemistry & Physics

Understanding and managing expectations in a diverse multicultural classroom can be a challenge, especially when many students may be learning through English for the first time. Enabling all students to maximise their learning experiences often results in a richer classroom environment for both the teacher and the learners. This resource and seminar aims to enable academics to design and prepare their classrooms for a multicultural student audience by drawing from personal learnings and international best practice.

Date: 30th October 2019

Time:13:00 - 14:00


Venue: Room 1.03, 3-4 Foster Place

Registration closed

CAPSL Lunchtime Seminar: Graduate attributes: Social constructions and lived experience of university students in Ireland

Facilitator:Ayeshah Emon and Virpi Timonen, School of Social Work & Social Policy

In this presentation, we explore how dominant understandings of students in Irish third-level education are reflected in national policies, filtered through the official and aspirational texts of Irish colleges, and negotiated and contested by students. Specifically, we investigate the attributes of the imagined third-level student in Ireland as reflected in national policies and promoted by higher education institutions, and compare these with the lived realities of students.

Date: 23rd October 2019

Time:13:00 - 14:00


Venue: Room 1.03, 3-4 Foster Place

Registration closed


CAPSL Lunchtime Seminar: Best Practice in Student Assessment Development

Facilitator: Dr Niamh McGoldrick, Global Officer, Schools of Chemistry & Physics

Developing assessments for a diverse classroom is challenging. Assessment performance is a key indicator of student performance and allows staff to evaluate learning objectives and identify student misconceptions. In order to minimise these misconceptions, clear and consistent strategies can be implemented during assessment creation. This seminar will provide practical tips and strategies to support assessment design as well as opportunities to reflect on key learnings from international best practice.

Date: 22nd October 2019

Time:13:05 - 13:50


Venue: Room 1.03, 3-4 Foster Place

Registration closed

 

CAPSL Lunchtime Seminar: Rubrics in support of Learning and assessment: how to design and integrate to curriculum planning

Facilitator: Dr Cicely Roche, Academic Practice Teaching Fellow, School of Pharmacy & Pharmaceutical Sciences

This 45 minutes workshop will outline how rubrics can be integrated to curriculum design to support learning and assessment, in face-to-face and online environments.  Participants will work in small groups to complete a rubric template or sample rubric of their own, and share perspectives on challenges and benefits aligned with the approach.

Participant prework/preparation: Participants should be familiar with the the '4 key features of rubric; key benefits of using rubrics, and the six-step approach to the development of a rubric' as introduced in the 2018 TEP two-page resource 'Rubrics in support of learning and Assessment' (Roche, 2018).  This will be emailed to registered attendees in advance of the workshop and workshop activities will proceed on the assumption that participants are familiar with its contents.

Participants will be supported in the development of/ adaptation of rubrics for use in their own teaching and/or assessment - rubrics will be designed to includes the four essential features of a rubric.  Common barriers and challenges to the effective development and use of rubrics, and how those challenges and barriers might be overcome, will be explored.

Learning Outcomes

By the end of this session, participants will be able to:

  • Identify new, additional or improved ways to use rubrics in their own setting

  • Develop a rubric for use in their own setting that includes the four essential features of a rubric 

 

Date: 11th November 2019

Time:9.30 to 1pm.


Venue: St. Patricks campus, Drumcondra.

 

Eportfolio Ireland

Keynote: Kristina Hoeppner, from Catalyst IT, New Zealand

A Connect & Converse session will be held to share eportfolio practice. The value of the Eportfolio Ireland community is to share experiences and seek to learn from others at these events. The format of Connect & Converse is a 10 minute presentation/discussion in small groups as participants rotate around the room. If you would like to share what you have been doing with eportfolio in your institution, what you would like to try, or would simply welcome feedback on your initiative from others in the field, please just send a 5 line description of would you would like to discuss by email to lisa.donaldson@dcu.ie Tables are limited.

Event Brite Registration