Date: 10th February 2022 

Time: 14:00 - 17:00    

Venue: Online

This session forms part of a Health Sciences Faculty event on “Teaching & Learning in the Hybrid Environment The future for Health Sciences?”. The session explores the findings of Trinity’s survey of Student and Staff Experiences of Teaching, Learning and Assessment at Trinity 2020-21, with a particular focus on findings within Health Sciences. This will be followed by a structured discussion on future approaches to teaching, learning and assessment within the Faculty.

Date: 15th February 2022 

Time:13:00 - 14:00

Venue: Online

Facilitator: Dr Pauline Rooney

The session explores the findings of Trinity’s survey of Student and Staff Experiences of Teaching, Learning and Assessment at Trinity 2020-21, with a particular focus on findings within STEM. This will be followed by a structured discussion on future approaches to teaching, learning and assessment within the Faculty.

Date: 17th February 2022 

Time:13:00 - 14:00

Venue: Online

Facilitator: Dr Pauline Rooney

The session explores the findings of Trinity’s survey of Student and Staff Experiences of Teaching, Learning and Assessment at Trinity 2020-21, with a particular focus on findings within STEM. This will be followed by a structured discussion on future approaches to teaching, learning and assessment within the Faculty.

Date: 22nd February 2022    

Time:13.00 – 13.50 (14.00 - 15.50)

Venue: Online

Facilitator: Dr Jonny Johnston

The workshop aims to support academic staff with the design of open-book examinations for the digital environment.

The workshop aims to support academic staff with the design of open-book examinations for the digital environment.

The first hour of the workshop (13.00 – 13.50) shares Faculty-specific experiences of open-book examination and explores benefits and challenges of open-book in the context of Health Sciences. We also consider key strategies supporting academic integrity in digital open-book assessment. 

In the second hour of the workshop (14.00 – 14.50) colleagues will work with peers in cognate disciplines to review and re-design questions for use in open-book environments. Colleagues staying for this second hour are requested to bring an example of a current closed-book exam question that they would like to re-work for an open-book format (‘long or short window’). 

Participant takeaways: 

Strategies that support academic integrity in digital open-book assessment. 

Redesign of a closed-book exam question appropriate for open-book environments. 

Date: 1st March 2022 

Time: 13.00 – 13.50 (14.00 - 15.50)

Venue: Online

Facilitator: Dr Jonny Johnston

The workshop aims to support academic staff with the design of open-book examinations for the digital environment.

The workshop aims to support academic staff with the design of open-book examinations for the digital environment.

The first hour of the workshop (13.00 – 13.50) shares Faculty-specific experiences of open-book examination and explores benefits and challenges of open-book in the context of Health Sciences. We also consider key strategies supporting academic integrity in digital open-book assessment. 

In the second hour of the workshop (14.00 – 14.50) colleagues will work with peers in cognate disciplines to review and re-design questions for use in open-book environments. Colleagues staying for this second hour are requested to bring an example of a current closed-book exam question that they would like to re-work for an open-book format (‘long or short window’). 

Participant takeaways: 

• Strategies that support academic integrity in digital open-book assessment. 
• Redesign of a closed-book exam question appropriate for open-book environments. 

Date: 8th March 2022 

Time: 13.00 – 13.50 (14.00 - 15.50)

Venue: Online

Facilitator: Dr Jonny Johnston

The workshop aims to support academic staff as they design open-book assessment questions for the digital environment. 

The workshop aims to support academic staff with the design of open-book examinations for the digital environment.

The first hour of the workshop (13.00 – 13.50) shares Faculty-specific experiences of open-book examination and explores benefits and challenges of open-book in the context of Health Sciences. We also consider key strategies supporting academic integrity in digital open-book assessment. 

In the second hour of the workshop (14.00 – 14.50) colleagues will work with peers in cognate disciplines to review and re-design questions for use in open-book environments. Colleagues staying for this second hour are requested to bring an example of a current closed-book exam question that they would like to re-work for an open-book format (‘long or short window’). 

Participant takeaways: 

• Strategies that support academic integrity in digital open-book assessment. 
• Redesign of a closed-book exam question appropriate for open-book environments. 

Date: 22nd March 2022

Time: 9:30 - 12:00

Venue: Trinity Business School

Workshop Leader: Professor Felicity Kelliher is a Professor of Management Practice at the School of Business, Waterford Institute of Technology Ireland. She is a member of the Irish Research Council and past-Chair of the Irish Academy of Management

Facilitator: Dr Cicely Roche (rocheci@tcd.ie)

Laine Abria and Alex McKibben, fourth year Pharmacy students on 16 week experiential placement in 'role emerging education' aligned with TCD Academic practice (Sept to December 2021) will also share their experience(s) and observations. 

This interactive workshop introduces participants to the process of creating meaningful collaborative online student learning experience through targeted teaching presence, underpinned by the educational Community of Inquiry (ECoI) framework (Garrison et al., 2000). ECoI will be used to first address course design and then course implementation (Swan et al., 2014). Tools including guided reflection and questioning instructional methods will be used to consider how a balance of direct instruction and facilitation (Nasir et al., 2018) can help guide learners’ written or audio-recorded reflections based on assigned readings and personal experience. Discipline specific questioning methods will be used to consider how learner reflections can be challenged through the inquiry lens, thereby moving away from superficial discussion responses to more meaningful dialogue and engagement with tutor and peers, ultimately leading to greater learning outcomes (Hambacher et al., 2018). Examples of both individual and group inquiry activities will help participants consider the optimum level of online teacher presence and influence. This approach can help build a community of inquiry, where learners reply to the teacher and/or peer questions through dialogue, modelling and facilitation (Liu, 2018). This thinking-encouraging approach is effective in engaging and challenging online learners, reinforced by an iterative peer feedback loop as a scalable intervention (Fillusa et al., 2018). Considerations include scaffolding, instructional design, and understanding students’ comfort level with collaborative online work (Robinson et al., 2017). Examples of how rubrics can be built to map learner inquiry skill development to programme assignments will form part of the workshop.

Please note that Professor Kelliher's presentations, at the beginning/ end of the workshop will be recorded and the recording will be made available on the National Forum and TCD websites after the event.

Learning outcomes - at the end of this workshop participants will be able to:

1. Understand the principles of the educational community of enquiry (ECoI) framework. 

2. Describe the benefits and challenges of using ECoI framework in undergraduate education. 

3. Plan for the introduction of ECoI to curriculum design. 

4. Explore the potential for alignment of a community of Inquiry approach with experiential learning placements. 

This event has been funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education 

Date: 5th April 2022 

Time:13:00 - 14:00

Venue: Online

Facilitator: Dr Caitríona Ní Shé

The most used assessment types in the Faculty of AHSS are essays and literature reviews (TLA survey, 2021). In this workshop we will share and explore ways in which digital technologies can be used to enhance these types of assessments for formative and summative purposes. 

This event is aimed at academic staff from AHSS: however, all interested staff are welcome to attend. 

Participants' takeaway

A set of strategies that support the design/redesign of an essay or literature review using digital technologies to enhance the assessment. 

See video in the resources section of this webpage.

Date: 7th April 2022 

Time:13:00 - 14:00

Venue: Online

Facilitator: Dr Caitríona Ní Shé

During the pandemic is it was not always possible to run physical or real field trips, resulting in the development of virtual field trips. In this workshop we will share and examine how elements of these virtual field trips can be used to enhance assessment in the STEM disciplines. This event is aimed at academic staff from the STEM faculty, however all interested staff are welcome to attend.

Participants' takeaway: A set of strategies that support the design/redesign of a field trip assessment that incorporates both formative and summative assessment using digital technologies. 

See video in resources section of this webpage.

Date: 26th April 2022 

Time:13:00 - 14:00

Venue: Online

Facilitator: Dr Caitríona Ní Shé

Many aspects of clinical practice skills were assessed using digital technologies during the pandemic. In this workshop we will share and explore how such skills are digitally assessed, both formatively and summatively. 

Participants' takeaway: A set of strategies that support the design/redesign of a clinical practice assessment that incorporates both formative and summative assessment using digital technologies. 

See video in the resources section of this page.