DT Quin
Wednesday, 12 June 2019
Inclusive Assessment of 'Live Brief' Undergraduate Projects
Thanks to Lisa Padden, Julie Tonge, Therese Moylan and Geraldine O Neill for their invitation to write a chapter in their IADT/UCD book 'Inclusive Assessment and Feedback'. Thanks too to Therese for very patiently ghosting me through the chapter writing process! The book is available online (see the link below).
http://www.ucd.ie/all/ourwork/publications/
Wednesday, 29 May 2019
MAY 2019 - RCSI launch and DESTIN conference in KYIV
RCSI Youth Mental Health Animations - Launch
On Thursday 9th May, 'accidental researcher' Helen Coughlan launched her 2019 IADT/RCSI Youth Mental Health animations, which are now live on SpunOut.ie. Keynote speech was by Senator Lynn Ruane and HRB Communications Manager Gillian Markey moderated a panel discussion. I especially liked Gillian's description of the animations as 'simple messages, about complex issues, honestly told.' The animations will be available in English and in Irish. Well done too to Helen and to IADT animation students Daniel and Cassandra for their appearances on RTE's Drivetime.
The takeaway from the broader RCSI research project is that 1 in 2 young people in Ireland today experience some kind of mental health issue.
https://spunout.ie/news/article/launch-date-mental-health-animation
DESTIN conference Kyiv - May 13th to 17th
On Monday 13th of May, the DESTIN project team assembled in Taras Shevchenko National University Kyiv (TSNUK) for a project conference. Our WP3 toolkit draft was launched at the conference, though a more focused 'training for trainers' toolkit will have to be developed to assist the university teams in their study programme rewrites and revisions.
http://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-overview-one.html
In addition, Roman Paziuk and the Chernivtsi team launched the DESTIN project official website.
http://www.destin-project.info/language/en/
On Thursday 9th May, 'accidental researcher' Helen Coughlan launched her 2019 IADT/RCSI Youth Mental Health animations, which are now live on SpunOut.ie. Keynote speech was by Senator Lynn Ruane and HRB Communications Manager Gillian Markey moderated a panel discussion. I especially liked Gillian's description of the animations as 'simple messages, about complex issues, honestly told.' The animations will be available in English and in Irish. Well done too to Helen and to IADT animation students Daniel and Cassandra for their appearances on RTE's Drivetime.
The takeaway from the broader RCSI research project is that 1 in 2 young people in Ireland today experience some kind of mental health issue.
https://spunout.ie/news/article/launch-date-mental-health-animation
IADT students waiting for the launch in RCSI
students waiting for the launch in RCSI
recording Irish versions of the voice
recording Irish versions of the RCSI project voice
recording Irish versions of the voice - well done Tim!
On Monday 13th of May, the DESTIN project team assembled in Taras Shevchenko National University Kyiv (TSNUK) for a project conference. Our WP3 toolkit draft was launched at the conference, though a more focused 'training for trainers' toolkit will have to be developed to assist the university teams in their study programme rewrites and revisions.
http://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-overview-one.html
In addition, Roman Paziuk and the Chernivtsi team launched the DESTIN project official website.
http://www.destin-project.info/language/en/
Thursday, 16 May 2019
DESTIN WP3 TOOLKIT - PROGRAMME DESIGN FOUR
DESTIN WP3 TOOLKIT - PROGRAMME DESIGN FOUR
Here we show some charts, tables and matrices which may be useful to you to consider in the preparation of your revised study programme documents. The documents here are invented! Concentrate on the form of the documents, rather than on the content presented!
Matrix mapping Modules against ECTS, contact hours and allocation of marks
Matrix mapping Modules against Programme Learning Outcomes
Matrix mapping standards, PLOs and modules
(this is an invented matrix, so apologies for any non-correlations - focus on the format of the Matrix, rather than the content!)
Tuesday, 7 May 2019
DESTIN WP3 TOOLKIT - OVERVIEW ONE
Toolkit Themes and Topics – March 2019
The DESTIN WP3 Needs Assessment
(Bath FEB 2019) identified 7 main (core)
headings which needed to be addressed through this DESTIN TOOLKIT…
Pedagogy – T+L Strategies
Programme Design
Learning Outcomes
Benchmarking
Module Design
Assessment and Feedback
Terminology
Other topics will be dealt with
through these core headings.
The DESTIN WP3 Needs Assessment
identified these additional topics (in order of priority):
QA for Institutions (especially how it relates to and
affects programme design * Workloads * SER (Self Evaluation Report)
documentation * Student Surveys *
Student Assessment * Student Centred Learning (SCL) * Peer Review * Levels of
Award * Student Handbook * Credits/ECTS.
HOW
will we address our core headings through any DESTIN TOOLKIT?
We’re using the Tempus ALIGN
Guidelines as the start point for our DESTIN toolkit.
We’re attempting to update the
ALIGN materials, to make them more relevant to the current (2019) Ukrainian and
EU HE context. In addition, we’re trying to keep the TOOLKIT materials relevant
and useable.
Each Topic or Heading will be
based on modularised PACKETS (we’re NOT
calling them modules). Some headings will be dealt with in one or two
PACKETS. Other headings may require many more PACKETS (in other words, the
TOOLKIT should be elastic and scaleable).
The DESTIN toolkit is an
architecture, rather than a finished building. We’re hoping that DESTIN partner HEIs will prepare and upload their own
documents, resources, instances of best practice, checklists and workshops,
eventually replacing the documents we start with here.
Each PACKET will have an
introductory text, explaining what subjects and topics the packet will address
and how the packet will work.
Each PACKET will have
explanatory text resources. Each PACKET should be accomplished by a learner or
programme team in a short time? Larger packets should be broken down into
smaller, more doable packets. Each PACKET will also have links to other
(external) pdf and video resources (additional or supplementary OERs (Open
Educational Resources) (eg UCD or Plymouth University 7 Steps).
Over time, we hope to add video
resources, screencasts, e-learning components, training workshops and short
tests to our DESTIN TOOLKIT.
This document is the start point for our DESTIN WP3 TOOLKIT
www.davidquin.ie/ALIGN Guidelines for Aligning or Checking the Alignment of an academic programme V1.0 Final-1.pdf
next: DESTIN TOOLKIT Index https://quindpdp.blogspot.com/2019/05/wp3european-curriculum-design-toolkit.html
WP3
European Curriculum Design TOOLKIT
Toolkit Overview TWO – Index
WP3 European Curriculum Design
TOOLKIT - TOOLKIT OVERVIEW ONE
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-overview-one.html
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-overview-one.html
WP3 European Curriculum Design
TOOLKIT - TOOLKIT OVERVIEW TWO – Index
https://quindpdp.blogspot.com/2019/05/wp3european-curriculum-design-toolkit.html
https://quindpdp.blogspot.com/2019/05/wp3european-curriculum-design-toolkit.html
Pedagogy – Teaching and
Learning Strategies
Pedagogy ONE: Core SCL and LO
T+L Strategy – what students will learn, how they will learn, how do we KNOW
our students are learning?
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-pedagogy-and-tl_59.html
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-pedagogy-and-tl_59.html
Pedagogy TWO: A Basic Model of
an ALIGNED Curriculum - How Curriculum Learning Outcomes, Teaching and Learning
Activities and Assessment link together to allow our students to successfully
learn what we intend them to learn. Student Backwash ‘why students learn what
they need to PASS?'
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-pedagogy-and-tl_26.html
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-pedagogy-and-tl_26.html
Pedagogy THREE: UCD ‘How
Students Learn’ – a series of 5 short packets on pedagogical theory.
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-pedagogy-and-tl_17.html
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-pedagogy-and-tl_17.html
Pedagogy FOUR: How can I teach
and How do I assess?
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-pedagogy-and-tl_64.html
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-pedagogy-and-tl_64.html
Pedagogy FIVE: How and Why are
Programmes created?
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-pedagogy-and-tl_7.html
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-pedagogy-and-tl_7.html
Pedagogy SIX: Peer Review of a
Study Programme
Programme Design
Programme Design ONE: Basics
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-programme-design-one.html
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-programme-design-one.html
Programme Design TWO: Current
(2019) trends in European Programme Design
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-programme-design-two.html
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-programme-design-two.html
Programme Design THREE: Tempus
ALIGN Programme Design Findings
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-programme-design.html
Programme Design FOUR: Charts, tables and matrices which may be useful to you to consider in the preparation of your revised study programme documents.
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-programme-design-four.html
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-programme-design.html
Programme Design FOUR: Charts, tables and matrices which may be useful to you to consider in the preparation of your revised study programme documents.
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-programme-design-four.html
Learning Outcomes
Learning Outcomes ONE: What are
Learning Outcomes?
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-learning-outcomes-one.html
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-learning-outcomes-one.html
Learning Outcomes TWO: A TCD
Learning Outcomes Checklist
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-learning-outcomes-two.html
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-learning-outcomes-two.html
Benchmarking
Benchmarking ONE: What is
Benchmarking and Why do we benchmark?
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-benchmarking-one.html
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-benchmarking-one.html
Benchmarking Two: How do we
benchmark? Strategies for benchmarking.
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-benchmarking-two.html
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-benchmarking-two.html
Module Design
Module Design ONE: Examples of
Documents
https://quindpdp.blogspot.com/2019/05/destin-wp3-module-design-one.html
https://quindpdp.blogspot.com/2019/05/destin-wp3-module-design-one.html
MODULE DESIGN TWO: UCD T+L
Module Design and Enhancement
https://quindpdp.blogspot.com/2019/05/destin-wp3-module-design-two.html
https://quindpdp.blogspot.com/2019/05/destin-wp3-module-design-two.html
Assessment and Feedback
Assessment and Feedback ONE:
Current (2019) trends and themes in assessment
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-assessment-and_32.html
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-assessment-and_32.html
Assessment and Feedback TWO:
Programme Level Assessment (no over-assessing and Assessment Schedules)
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-assessment-and_7.html
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-assessment-and_7.html
Assessment and Feedback THREE:
Some Plymouth University 7 Steps documents on Assessment and Feedback
https://quindpdp.blogspot.com/2019/05/destin-wp3-assessment-and-feedback-three.html
https://quindpdp.blogspot.com/2019/05/destin-wp3-assessment-and-feedback-three.html
Terminology
EU Commission Glossary link. Tempus ALIGN Glossary. A DESTIN 2019 Glossary drafted by SSU and IADT
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-terminology.html
EU Commission Glossary link. Tempus ALIGN Glossary. A DESTIN 2019 Glossary drafted by SSU and IADT
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-terminology.html
Tempus ALIGN project Guidelines
47 page full document
www.davidquin.ie/ALIGN Guidelines for Aligning or Checking the Alignment of an academic programme V1.0 Final-1.pdf
https://enqa.eu/wp-content/uploads/2015/11/ESG_2015.pdf
next PEDAGOGIES ONE https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-pedagogy-and-tl_59.html
DESTIN WP3 TOOLKIT - PEDAGOGY and T+L STRATEGIES - ONE
WP3
European Curriculum Design TOOLKIT
Pedagogy and
T+L Strategies
Pedagogy
and T+L Strategies ONE: Core SCL and LO T+L Strategy – what students will learn, how they will learn, how do we KNOW
our students are learning?
When our students sign onto our
Study Programme, they expect to spend a period of time, (one year, two years,
three years or four years) LEARNING what we INTEND them to learn. Ours is a
Learning Outcome approach. On SUCCESSFUL completion of our Study Programme, our
students will be able to… do this, do that et cetera, as specified in our Programme Learning Outcomes.
Each Study Programme is broken
down into a separate year of study (in Ireland this is known as a Stage. (Stage 1, Stage 2, Stage 3,
Stage 4). Each Stage or year of study may be broken down into Semesters or
Terms, depending on the regulations of your HEI. Each Stage of our Study
Programme is usually broken down into separate study sections. In Europe, we
often call these study sections ‘MODULES’.
In Ukraina and elsewhere, these sections of study are often called ‘courses’ or
‘classes’.
Through their years of study
with us, our students must start to learn at a simple (or entry) LEVEL. Each student’s level of learning
should develop and progress as they successfully spend time learning on your
study programme.
Different subjects can be taught
and learned in different ways – this should generally be determined by the
Programme Team, as experts in their field or discipline, respecting their
‘academic autonomy’.
When our students complete a
Module of study, there is an expectation that we will check that they have
learned what we intended them to learn. This is the first part of what we know
as ASSESSMENT. When each student has
successfully completed the modules in a STAGE (or year) of study, they are
allowed to PROGRESS to the next stage of study. When each student has
successfully completed all of the stages of our study programme, they will
achieve a final AWARD (eg BA, MA or PhD). These levels will have evolved from the Dublin Descriptors.
ALL of these components come
together to form the individual Teaching and Learning STRATEGY for our
Programme.
UCD Assessment – A Guide to Taxonomies – January 2010
UCD
Teaching Toolkit One – How Students Learn – January 2010
Irish National Framework of Qualifications - interactive FAN diagram
https://nfq.qqi.ie/
Qualifications Frameworks - A European View (from QQI Ireland) - interactive FAN diagram
https://nfq.qqi.ie/qualifications-frameworks.html
QQI Irish NFQ Grid of Level Indicators BA MA and PhD - IMAGE
QQI Irish NFQ Grid of Level Indicators - IMAGE
NEXT: PEDAGOGIES TWO https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-pedagogy-and-tl_26.html
DESTIN WP3 TOOLKIT - PEDAGOGY and T+L STRATEGIES - TWO
WP3
European Curriculum Design TOOLKIT
Pedagogy and
T+L Strategies
Pedagogy – T+L
Strategies - TWO: A Basic Model of an ALIGNED Curriculum
How Curriculum Learning Outcomes, Teaching and Learning
Activities and Assessment link together to allow our students to successfully
learn what we intend them to learn.
In our European Curriculum
Development model, The Programme Team (ordinary Professors, lecturers,
teachers) are usually responsible for Programme Design and Curriculum
Development. They will often be assisted by their Heads of Department and
Managers. They will sometimes be advised and guided in their Teaching and
Learning development by experts from other Programmes or Departments within
their Institution or University. European Universities generally do not
maintain ‘Methodological Departments’, but will often have ‘Teaching and
Learning’ Units, often drawn from teaching staff across the university.
The Intended Learning Outcomes of the Curriculum are formulated first.
On successful completion of our module or our programme ‘WHAT will our students
be able to do’?
Once our Learning Outcomes are
devised, we can either specify the Assessment
Regime OR the Teaching and Learning
Activities.
In our case, let’s start with
the Teaching and Learning Activities. These are what the teacher DOES and what
the students DO in order to achieve the learning required by some or all of our
learning outcomes. Our Teaching and Learning activities must do several things.
They must get essential information, concepts and experiences across to our
students (things they NEED to know). The teaching and learning activities must
hold the attention of our students (ideally our teaching should surprise,
inspire and excite our students). Thirdly, our teaching and learning activities
MUST provide our students with at least enough information, concepts and
experience to PASS the assessment we set (in other words to achieve our Minimum
Intended Learning Outcomes). Ideally, our students should get enough
information, concepts, experience and inspiration to EXCEL in any assessment we
set them.
The Assessment Regime creates CRITERIA FOR ASSESSMENT which relate to
our Intended Learning Outcomes. Our assessment criteria should check if our
students have successfully achieved our Minimum Intended Learning Outcomes. Our
assessment criteria should also allow us to know if our students have EXCELLED
in their studies. Some assessment can be pass/fail. However, most assessment is
organised into clear levels of attainment – Excellent, Satisfactory, Pass,
Fail. These levels of attainment can be expressed as a mark or grade.
Students also benefit from
Feedback from our assessment of their work. Constructive feedback allows
students to see what was STRONG in their work, what could be IMPROVE or DEVELOP
in the future and might even give them some RECOMMENDATIONS (a kind of action
plan) which will allow them to improve their learning and their grades.
We will deal with assessment and
feedback in more detail in ‘Assessment
and Feedback’.
Tempus ALIGN Guidelines - page 25 - 7 steps of an ALIGNMENT process - 14 pages
www.davidquin.ie/ALIGN Guidelines - page 25 - 7 steps of an ALIGNMENT process - 14 pages.pdf
NEXT: DESTIN TOOLKIT PEDAGOGIES THREE: https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-pedagogy-and-tl_17.html
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