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PRODID:-//Teaching & Learning - ECPv4.2.4//NONSGML v1.0//EN
CALSCALE:GREGORIAN
METHOD:PUBLISH
X-WR-CALNAME:Teaching & Learning
X-ORIGINAL-URL:https://www.teachingandlearning.ie
X-WR-CALDESC:Events for Teaching & Learning
BEGIN:VEVENT
DTSTART;VALUE=DATE:20160311
DTEND;VALUE=DATE:20160311
DTSTAMP:20171103T115331
CREATED:20151027
LAST-MODIFIED:20160908
UID:18574-1457654400-1457740799@www.teachingandlearning.ie
SUMMARY:Aligning Instruction\, Assessment\, and Curriculum Across Inter- Disciplinary Programmes
DESCRIPTION:[dt_quote type="blockquote" font_size="big" animation="none" background="plain"]Click here to view the Seminar Report[/dt_quote]\n\n \n\nPresenters:\n\nDeborah Tannehill\,  University of Limerick\nRay Lynch\, University of Limerick\nJean Downey\, University of Limerick\nMary Masterson\, University of Limerick\nMelissa Parker\, University of Limerick\nPaul Conway\, University of Limerick\nNiall Seery\, University of Limerick\nPatrick Johnson\, University of Limerick\n\nThis seminar is designed to link to the suggested sub-themes of: holistic and integrative approaches to assessment across programmes within and between colleges and aligning formative\, summative\, and reflective assessment.  The purpose of the seminar is to share concepts and strategies for aligning assessment\, instruction\, and curriculum across interdisciplinary programmes and provide space and opportunity for discussion and exploration of these ideas across the country. This is especially significant for teacher education programmes given the recent changes with respect to particular accreditation requirements of the Teaching Council.\n\nThe success of any learning environment is determined\, to a large extent\, by the degree to which goals\, content\, instruction\, and assessment are aligned.  The most commonly misaligned factor appears to be assessment (Reeves\, 2006).  Alignment is complex and difficult to achieve and reports indicate that innovative or aligned approaches in higher education are “more the exception than the rule” (Reeves\, 2006\, p. 305).  While alignment is challenging enough within a module or course it is compounded exponentially when it needs to occur throughout and across a programme. Yet\, cross-or inter-disciplinary programmes are commonplace\, especially in teacher education where subject matter content and education content are taught in different departments and at times in different faculties.  The sought after result of these programmes\, however\, is common.  In the case of teacher education in Ireland it is to\nensure that tomorrow’s teachers are competent to meet the challenges they will face and are prepared to be lifelong learners\, continually adapting over the course of their careers to enable them to support their students in achieving their full potential.  (Teaching Council\, 2011\, p.10)\nFailure to align programmes undermines the achievement of the desired goals. To achieve cross-programmatic alignment requires interrogation of all alignment aspects\, not the least of which is assessment.  While the assessment of student learning should be a driving force in higher education\, one aspect of the alignment matrix cannot be discussed in isolation of others or the premise of alignment is violated.\n\nThis seminar\, using the development of an aligned cross-disciplinary Professional Master of Education (PME) programme\, will share strategies used in programme development and implementation\, while assisting others in doing the same.  The half day seminar will begin with the presentation of a case study portraying the design and implementation of the PME Programme.  Within the presentation a review of the literature on instructional alignment in higher education\, and guideposts and roadblocks to the task of alignment\, with special attention to assessment across programmes\, will be highlighted.  A facilitator-assisted working session\, preferably within programmes and institutions\, regarding how they might move forward with programmatic alignment and in particular\, the design of assessments\, in their own programmes will follow the presentation.  While the case study to be used relates to teacher education\, the constructs presented are generic and would allow any faculty to discuss and explore these ideas.\n\n \n\nLearning Outcomes:\n\n1.  Synthesize the literature on alignment to enhance student learning in higher education.\n2.  Critically examine higher education programmes for alignment.\n3.  Use the information and insights gained to redesign programmes for increased alignment.
URL:https://www.teachingandlearning.ie/event/aligning-instruction-assessment-and-curriculum-across-inter-disciplinary-programmes/
LOCATION:University of Limerick\, Limerick\, Limerick\, Ireland
GEO:52.6685569;-8.5744815
X-APPLE-STRUCTURED-LOCATION;VALUE=URI;X-ADDRESS=University of Limerick Limerick Limerick Ireland;X-APPLE-RADIUS=500;X-TITLE=University of Limerick:geo:-8.5744815,52.6685569
CATEGORIES:National Seminar Series
ORGANIZER;CN="Melissa%20Parker":MAILTO:missy.parker@ul.ie
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20160311
DTEND;VALUE=DATE:20160311
DTSTAMP:20171103T115331
CREATED:20151027
LAST-MODIFIED:20160422
UID:18591-1457654400-1457740799@www.teachingandlearning.ie
SUMMARY:Doctoral Outcomes Assessment
DESCRIPTION:[dt_quote type="blockquote" font_size="big" animation="none" background="plain"]Click here to view the Seminar Report[/dt_quote]\n\nPresenters:\n\nCharles Caramello\, Associate Provost and Dean\, The Graduate School\, University of Maryland\n\nDoctoral education is distinguished by its focus on the individual student\, its reliance on close and sustained faculty mentoring\, its footing in research rather than coursework\, and\, most salient for outcomes assessment\, its requirement and goal - that doctoral candidates produce new knowledge. Creating\, not learning\, defines success in doctoral education.\n\nDoctoral Outcomes Assessment\, in essence\, formalizes and enhances familiar assessment practices. Doctoral education differs significantly from undergraduate education and Doctoral Outcomes Assessment (DOA\,) as a result\, must differ from undergraduate Learning Outcomes Assessment (LOA). DOA must render visible\, discussable\, measureable and useable those criteria and standards for student and programme success widely employed. These criteria and standards are generally invisible\, tacit and internalised\, neither measured or tracked and often not used as feedback.  A meaningful DOA plan must feature criteria for success and tools for measuring success\, focused on the creative production of new knowledge'.  Chuck Caramello\n\nProfessor Caramello will share experience garnered in the University of Maryland on establishing enhanced assessment principles and guidelines which underpin the uniqueness of doctoral education and its multi-disciplinarity.  With an increased global emphasis on skills acquisition and demonstration beyond research ability in the doctoral experience\, this seminar will offer key educationalists and policy makers an opportunity to consider an enhanced assessment framework for doctoral graduates.  This unique collaborative event\, jointly hosted by UCD and TCD\, will be open to key stakeholders in Irish doctoral education and is timely in following the launch of the National Framework for Doctoral Education in June of 2015.\n\n \n\nLearning Outcomes:\n\nParticipants at this workshop will acquire the following;\n- An appreciation of the value of assessing broader traits of 'doctorate-ness'\n- An understanding of the mechanisms by which these traits can be measured\n- An ability to define appropriate assessment rubrics for their own disciplinary area
URL:https://www.teachingandlearning.ie/event/doctoral-outcomes-assessment/
LOCATION:Belfield\, \, Dublin 4\, Limerick
GEO:53.3046659;-6.2215599
X-APPLE-STRUCTURED-LOCATION;VALUE=URI;X-ADDRESS=Belfield  Dublin 4 Limerick;X-APPLE-RADIUS=500;X-TITLE=Belfield\,:geo:-6.2215599,53.3046659
CATEGORIES:National Seminar Series
ORGANIZER;CN="Janet%20Carton%20%28UCD%29%20%20%2F%20Ciara%20O%E2%80%99Farrell%20%28TCD%29":MAILTO:Janet.carton@ucd.ie / cofarre@tcd.ie
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20160311
DTEND;VALUE=DATE:20160311
DTSTAMP:20171103T115331
CREATED:20160217
LAST-MODIFIED:20160217
UID:20262-1457654400-1457740799@www.teachingandlearning.ie
SUMMARY:TEL Week / Digital Skills in Action - NCAD (TEL) Event
DESCRIPTION:Date to be confirmed.\n\nDetails to follow.\n\n 
URL:https://www.teachingandlearning.ie/event/tel-week-digital-skills-in-action-ncad-tel-event/
LOCATION:100 Thomas St\, Dublin 8\, Limerick\, Ireland
GEO:53.3429523;-6.2783274
X-APPLE-STRUCTURED-LOCATION;VALUE=URI;X-ADDRESS=100 Thomas St Dublin 8 Limerick Ireland;X-APPLE-RADIUS=500;X-TITLE=100 Thomas St:geo:-6.2783274,53.3429523
CATEGORIES:Digital Skills in Action,Leinster Region,TEL Week
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC+0:20160311T093000
DTEND;TZID=UTC+0:20160311T153000
DTSTAMP:20171103T115331
CREATED:20160217T231121
LAST-MODIFIED:20160303T165322
UID:20260-1457688600-1457710200@www.teachingandlearning.ie
SUMMARY:TEL Week / Digital Skills in Action
DESCRIPTION:The IADT Case Study is a combined staff and student case study on the Introduction to FACT first year 5 credit module taken by the first year students in the Faculty of Film\, Art and Creative Technologies from September to December 2015. The case study focuses on enabling students to develop digital skills and the management of a large module using the Institute VLE Blackboard.\n\n\n\n9.30am\nDigital Skills in Action overview\n\n\n10.00am\nIADT case study – part 1\n\n\n11.00am\nCoffee break\n\n\n11.30am\nStudent perspectives\n\nFaculty perspectives\n\n\n12.30pm\nLunch break\n\n\n1.45pm\nKeynote address:\n\nOnline Identity\n\nDiscussion\n\n\n2.45 pm\nWorkshops - to be confirmed\n\n\n\n \n\nAudience:         All staff and students welcome.\n\nVenue:              Rooms across IADT\, will follow.\n\nCase Study\n\nIntroduction to FACT Year 1 module\n\nYear 1 students and staff\n\nDavid Quin\, Ruth Moran and Dr Marion Palmer\n\nBooking Information
URL:https://www.teachingandlearning.ie/event/tel-week-digital-skills-in-action/
LOCATION:Dun Laoghaire\, Dublin\, Limerick\, Ireland
GEO:53.2943958;-6.1338666
X-APPLE-STRUCTURED-LOCATION;VALUE=URI;X-ADDRESS=Dun Laoghaire Dublin Limerick Ireland;X-APPLE-RADIUS=500;X-TITLE=Dun Laoghaire:geo:-6.1338666,53.2943958
CATEGORIES:Digital Skills in Action,Leinster Region,TEL Week
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC+0:20160311T130000
DTEND;TZID=UTC+0:20160311T140000
DTSTAMP:20171103T115331
CREATED:20160217T233853
LAST-MODIFIED:20160217T233853
UID:20284-1457701200-1457704800@www.teachingandlearning.ie
SUMMARY:TEL Week / Universal Design for Learning (UDL) using advanced Powerpoint to create interactive resources
DESCRIPTION:The "What Works and Why?" partnership will run a  2015/16 TEL week that will be led by  Dublin City University and partners Athlone Institute of Technology (AIT) and Dundalk Institute of Technology (DkIT).  This project will run from 7 to 11 March 2016.
URL:https://www.teachingandlearning.ie/event/tel-week-universal-design-for-learning-udl-using-advanced-powerpoint-to-create-interactive-resources/
LOCATION:Athlone Institute of Technology\, Athlone\, Co. Westmeath\, Ireland
GEO:53.4189394;-7.905093
X-APPLE-STRUCTURED-LOCATION;VALUE=URI;X-ADDRESS=Athlone Institute of Technology Athlone Co. Westmeath Ireland;X-APPLE-RADIUS=500;X-TITLE=Athlone Institute of Technology:geo:-7.905093,53.4189394
CATEGORIES:Leinster Region,Technology Enhanced Learning: What Works and Why?,TEL Week
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC+0:20160311T143000
DTEND;TZID=UTC+0:20160311T153000
DTSTAMP:20171103T115331
CREATED:20160217T233748
LAST-MODIFIED:20160217T233748
UID:20283-1457706600-1457710200@www.teachingandlearning.ie
SUMMARY:TEL Week / Mapping Traditional to eLearning Case Study
DESCRIPTION:The "What Works and Why?" partnership will run a  2015/16 TEL week that will be led by  Dublin City University and partners Athlone Institute of Technology (AIT) and Dundalk Institute of Technology (DkIT).  This project will run from 7 to 11 March 2016.
URL:https://www.teachingandlearning.ie/event/tel-week-mapping-traditional-to-elearning-case-study/
LOCATION:Glanevin\, Dublin 9\, Limerick\, Ireland
GEO:53.3630556;-6.2707389
X-APPLE-STRUCTURED-LOCATION;VALUE=URI;X-ADDRESS=Glanevin Dublin 9 Limerick Ireland;X-APPLE-RADIUS=500;X-TITLE=Glanevin:geo:-6.2707389,53.3630556
CATEGORIES:Leinster Region,Technology Enhanced Learning: What Works and Why?,TEL Week
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