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Cork Institute of Technology

Ireland

October 2020

Plagiarism and Collusion – Myth or Reality? Assessment for Future Needs

30th October

Learning Objectives • Enhance awareness amongst all those who teach of the types of plagiarism and collusion that are most prevalent • Enable debate on the evidence surrounding plagiarism, collusion and contract cheating • Encourage re-design of assessment practices to support learning and reduce possibilities for plagiarism and collusion • Embed self-reflection and create awareness of our own biases and assumptions and design strategies to investigate and improve our teaching and assessment approaches, that involve our students’ voices

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November 2020

Redesigning Assessment and Developing Staff and Student Feedback Literacy

6th November

Learning Objectives • Elaborate on the meaning of feedback and distinguish between general feedback and feedback on assessment • Examine assessment strategies and consider how we can redesign assessments to provide opportunity for students to engage with and incorporate the feedback in subsequent assessments • Empower students as confident and competent evaluators of their own work by providing opportunities to incorporate feedback in subsequent assessment • Discuss the importance and types of feedback, including feedback dialogue • Recognize what students…

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Working On Reflection – Supporting Students to Reflect on Work Placement

12th November

Learning Objectives • Discuss the importance of using reflective practices for work based learning and assessment • Conduct a workshop for students pre-placement and during placement on reflective processes and methods • Provide feedback for students on their reflections • Assess reflections for work based learning

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January 2021

Relational Pedagogy and Whole-class Engagement – Can it Really be Done?!

12th January 2021

Learning Objectives • Understand and explore the concept of relational pedagogy in a face-to-face and online environment • Reflect on how your own experience in ‘whole-class’ engagement practices contributes to an engaged learning environment • Consider how our own understandings and definitions of student engagement, partnership and co-creation impact our professional practice • Identify and plan the practical/impactful methods/approaches that could be implemented in learning environments to support a whole-class resulting in a more inclusive experience for all students

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Developing Engineering Competencies in Industry for Undergraduates

29th January 2021

Learning Objectives • Developing “culturally fit” graduates matching national employability criteria (core technical engineering competencies and deep skills) • Structuring learning outcomes of industrially hosted modules to enable successful completion by the student, independent of the sector, and assessed in a manner, which is tailored to the needs of student outputs at an advanced level • Demonstration of best practise on the delivery of industrial hosted modules from execution, mentoring and assessment of same ensuring student success based on continuous…

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