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January 2019

Evidencing teaching achievements effectively

23rd January

Learning Outcomes: To be able to identify and gather appropriate evidence for teaching achievements To appreciate your own key achievements in teaching and supporting learning, including recognising where you have exercised leadership To be able to present a teaching achievement effectively in a teaching portfolio  

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Towards digital literacy for language teaching and learning: Approaches and practices

29th January

Learning Outcomes Higher expertise amongst participants on the practical skills necessary for the successful implementation and integration of digital tools and resources The ability to access and work with training modules and templates to facilitate the integration of tools to work on language skills A repository of activities for the teaching and learning of languages based on the newly explored framework Increased synergies between language teaching strategies adopted at secondary and third levels Direct positive impact on participants’ teaching practices

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Street Law

31st January

Learning Outcomes Develop knowledge of Street Law as a teaching technique in university education Appreciate how Street Law empowers and engages students to become better learners and how it is an “assessment AS learning Understand the learner-centred teaching methods that are used in Street Law Gain a deeper understanding of their own thought processes and self-reflect on their teaching practice Be prepared to introduce Street Law, or similar discipline-specific, teaching methods into their own teaching

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February 2019

Aligning learning, teaching and assessment in the design of HE curricula

1st February

Learning Outcomes: Discuss different theoretical approaches to student assessment and feedback Apply these approaches to adopt an outcomes based approach to curriculum design Consider assessment strategies at modular and programmatic levels so that planning for assessment constructively aligns with both the module and programme learning outcomes Propose methods to ensure the assessment for, as and of learning is embedded in the process and procedures of curriculum and learning design Eventbrite registration link will be added soon, in the interim please…

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Forget the learning outcomes, what are students really learning on placement?

8th February

Learning outcomes: To explore the student/educator relationship To consider the role of the practice educator in observation based assessment of student placements To reflect if we impose our own belief systems on students during placement To consider the implications of these observations for both their personal and course level practice Eventbrite registration link will be available soon, in the interim please contact the organiser directly for further information.

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Revisiting “research-led teaching”: Integrating teaching and research activities with open science framework

19th February @ 8:00 am - 5:00 pm

Learning Outcomes Explore definitions of “research-led teaching” and examine one’s own teaching activities through the lens of research (and vice versa) Identify programme-level opportunities for integration of teaching and research within one’s own discipline(s), including opportunities for inter-institutional collaboration Demonstrate basic proficiency with key features of Open Science Framework mapped on to core research skills acquired at undergraduate level (e.g., development of a research question and/or hypothesis, conducting literature reviews, and dissemination activities).

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Embedding threshold concepts in curriculum design

21st February

Learning Outcomes: Describe the pedagogic principles that underpin Threshold Concepts Outline the key attributes associated with Threshold Concepts and their application within disciplines Identify activities that embed the principles of Threshold Concepts into day to day teaching Discuss approaches for incorporating Threshold Concept into teaching and learning Eventbrite registration link will be available soon, in the interim please contact the organiser directly for further information.

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March 2019

Students as partners in assessment and feedback

5th March

Learning Outcomes: Explore the role of the responsibility sharing in the giving and receiving of feedback in the learning process for both the assessor and the student Examine the importance of including the student in the feedback process as a means of increasing the learning experience Define some principles that should underpin a culture of including the students as partners in the feedback process Discuss the practicalities of incorporating this approach within the programmes of study

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April 2019

The case for problem-based learning in the behavioural and social sciences

26th April

Learning Outcomes: Compare and contrast different approaches to problem-based learning in the behavioural social sciences across a number of higher education institutions in Europe Evaluate some of the opportunities and challenges of implementing problem based learning in the behavioural and social sciences Discuss ideas for implementing innovative teaching approaches (including problem based learning) with colleagues from different disciplines, different institutions, and different countries Prepare brief action plan for how to incorporate new knowledge gained in this workshop into current teaching…

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May 2019

Programmatic assessment in physiotherapy education; exploring a new approach to student assessment in the clinical workplace

8th May

Learning Outcomes Be able to describe what is meant by programmatic assessment Be able to differentiate between “assessments of learning” and “assessments for learning in their current physiotherapy curricula Critically appraise current methods of assessment used in their physiotherapy education programmes Consider the need for programmatic assessment in current physiotherapy curricula by debating it pros and cons Discuss the feasibility of programmatic assessment in current physiotherapy curricula nationally

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