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Limerick

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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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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June 2019

The CEFR as an aid to learning and assessment for literary and cultural studies in the modern languages: Challenges, opportunities, practices

7th June

Learning Outcomes: Upon completion participants Have a more developed understanding of the implications of the CEFR for the teaching and assessment of literary and cultural content in the modern languages Have had an opportunity to reflect critically on their pedagogical strategies for linking the study of language with that of literary and cultural content Have contributed to the clarification and consolidation of sector-wide practices in this regard across the Irish HE sector, with a focus on identifying current, and evolving,…

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