TLU Resources

"In a typically busy academic semester, lecturers and students are naturally focused on delivering and consuming course material and content. Consequently, neither rarely have the time to stop and consider whether the necessary tools are being utilised to promote long term durable learning. Accessing these learning tools is easier than one might think and simple implementable strategies which are backed by decades of research can dramatically improve learning. This interactive session focused on a simple case study which showed how effective the introduction of simple practices can be in facilitating effective learning. Attendees learned how to apply these tools in their own courses and modules and will also got to see what students felt about adopting these new practices."

"Learning communities serve many functions in education. They allow for the sharing of ideas, the standardisation of practices and the presentation of new solutions and insights. They can also enhance teamwork and collaboration, as well as reduce individual workloads within and across departments and schools. In the last 2 years the TLU have supported the creation and development of over 20 Learning Communities across MTU Cork. This session allowed them to share their experiences and gave those interested in developing their own LC an understanding of how the TLU can help support and fund their ideas."

"CIT’s Teaching & Learning Unit (TLU) launched an inaugural call in 2018 to develop and support a number of Learning Communities (LCs) across the institute and is currently working with 13 emerging LCs from across the institute as a direct result of this call. LCs facilitate the exchange of good teaching and learning ideas amongst its members and provide a platform for professional discussions and sharing of practices. The main purpose of this session was to support our current cohort of (LCs) but was also useful to those who would like to learn more about the benefits of initiating and sustaining an active LC."

"This aim of this seminar was to promote informed thinking about how assessment is conceived and practiced at third level with a view to greater alignment between teaching, learning and assessment. It allowed lecturers and academic managers to discuss and share good practice while also considering how current assessment procedures in place in their institutions might be enhanced to improve student learning, progression and success. Assessment for learning is one of the most powerful ways of improving student learning and achievement. Formative assessment, done well, improves student self-regulation and awareness of what needs to be done to enhance their learning, is forward focused and motivational. Participants considered how enhancing learning, teaching and assessment alignment can improve learning for different student cohorts and group sizes in times of limited resources and increasing accountability. The workshop element of the seminar gave participants the opportunity to share and take away some practical ideas and techniques that they could use in their classes. Participants in this seminar: Reflected upon the relationship between teaching, learning and assessment for learning Considered the challenges of effective management of assessment from an institutional, teacher/lecturer and student perspective Reflected on how assessment design, integration with the curriculum, marking and feedback could best be supported Discussed, shared good practice and considered current assessment procedures and how they might be enhanced with different student cohorts/group sizes Considered some practical/ impactful assessment for learning techniques that they may like to use in the future"

"Vygotsky’s (1978) theory of social constructivism highlighted the importance of the contribution of others to every individual’s learning. With the increasing use of ICT and the internet, learning communities can expand beyond geographical limitations leading to new and exciting educational dimensions and learning opportunities across schools, colleges, communities and cultures. The term ‘learning community’ has become increasingly common in education usage and can mean many different things, from bringing members of the local community in to the college to collaborative learning among students or lecturers. Colleges today are complex, interwoven, interactive environments where learning flourishes when there is a spirit of openness and transparency and where lecturers are more likely to adopt a collegial approach incorporating shared leadership and authority thereby facilitating the work of the students. In colleges that are learning communities, everyone is a learner, and everyone is a teacher. This seminar explored how a coaching skill set can be used to enable learning institutions to develop the skills of enquiry, collaboration, sharing of practice and critically evaluate beliefs about teaching and learning. The overall aim of the seminar was to enhance the quality of professional communication and dialogue one of the four domains underpinned by the National Professional Development framework’s values. The seminar employed a blended learning approach involving experiential learning techniques complimented by facilitated debriefs, group discussions and short presentations. The main objectives of this seminar were that participants would have: Deepened their understanding of the nature and benefits of peer coaching. Gained a heightened awareness of how coaching skills can be used to enhance individual and group learning. Gained insight into how a departmental wide peer mentoring model is evolving in CIT. Increased their knowledge and expertise in the use of coaching skills in their professional roles. Have practiced their coaching skills in challenging situations. Constructed an action plan to utilise the workshop content to improve their peer coaching skills so they can better support their peers and engage in purposeful conversations regarding professional development, development of learning communities and communities of practice."

Cork Institute of Technology and Griffith College Cork came together to organise this seminar to examine digital teaching tools for Mathematics in Higher Education. The focus of this seminar was to explore and champion effective digital tools and technologies in the teaching of Mathematics in Higher Education in Ireland and to create an opportunity for networking and initiation of collaborative relationships in this area. It provided hands on experience of educational technology in Mathematics for participants and provided a forum for exploring challenges, exchanging ideas and disseminating practices. Talks/workshops included: Dr Maria Meehan, UCD, who discussed her experience of the use of technology in teaching Mathematics. CIT’s Technology Enhanced Learning Department who discussed Teaching Mathematics using virtual and augmented reality. Lightning Talks from participants who use education technology in their Higher Education Maths classroom/lecture who shared their experience with others Parallel Workshops on Mathematics e-assessment using Numbas catering for beginners and more advanced users.

This seminar considered key theoretical perspectives on work-based assessment. It discussed: The nature of work-based learning and its role in: Developing key graduate skills The wider life-long learning society. Different approaches to work-based learning practice, including the new apprenticeship model. The context of learning, including the role and responsibilities of both the learner and the employer, with a focus on authentic assessment approaches that support individualised learning. Participants were encouraged to bring along module descriptors, related to learning in the workplace, so that these theoretical perspectives could be applied to practice. n the workshop component, participants, in small groups, discussed, critiqued and developed the methods and processes that they currently use to assess placements in their own disciplines. They were encouraged to examine the ways in which current theory and best practice could inform and develop their disciplinary approaches.

"Assessment is probably the most important thing we can do to help our students learn. Traditionally, our assessment practices tend to be summative, for the purposes of progression and completion, rather than formative, for the purposes of improving instruction and student learning. If assessment is to be an integral part of student learning, formative assessment must be at the heart of the process. Formative assessment refers to a wide variety of methods that educators can use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, module, or programme. Formative assessments help educators identify concepts that students are struggling to understand, skills they are having difficulty acquiring, or learning standards they have not yet achieved so that adjustments can be made to lessons, instructional techniques, and academic support. If we wish to use assessment as a tool to enhance student learning the provision of formative feedback is crucial. We need to help students understand not only where they have gone wrong, but also what they need to do to improve and when they have done well, we need to help them understand what is good about their work and how they can build on it and develop further. This workshop was aimed at all academic staff, whether new to the whole notion of formative assessment and feedback, or those who wanted to improve their feedback practice to students, or those looking for innovative ideas on how to enhance their current practices. It provided participants with an opportunity to think about the benefits of formative assessment and providing formative feedback to learners and an opportunity to examine some case studies of how this can be done in practice."