SlideShare a Scribd company logo
1 of 89
Download to read offline
Dr. Ronan Bree ; @Breebio
Dept. of Applied Sciences, Dundalk IT
Thursday April 6th, 2017
www.teamshp.ie
Outline
• Quality of teaching
• Practicals – Powerful Learning Environments
• Assessment of practical sessions
• Introduction of digital technologies
• TEAM project Overview and status update
• Technologies to assist in assessing practical
sessions
mindsharing.info
Learning & Teaching
• Scholarship of learning and teaching
• Recommends those in a teaching capacity to
research and focus on the quality of their students’
learning and understanding
• Encourage learner-focused conceptions with
complementary associated practices.
• Important not to confine this approach to just the
classroom
(Boyer 1991; Light et al. 2001)
Powerful Learning Environment
Teacher- vs. Student-centered
• ….. learners take full responsibility for the construction of their knowledge in a
comfortable context, combined with targeted support from educators ensuring
their approaches/activities prove effective
Teacher-centred learning Student-centred learning
Low level of student choice High level of student choice
Student Passive Student active
Power is primarily with the teacher Power primarily with the student
(Elen et al. 2007)
Attitude
Behaviour
Communication
skills
The Practical
• A place of learning; where students regularly engage with numerous aspects of
education;
• provide opportunities for students “to engage in processes of investigation and inquiry”
(Hofstein and Lunetta 1982, 2004; Biggs 1996; Boud and Falchikov 2006; Pickford and Brown 2006; Prades and Espinar 2010; Bree et al. 2014).
Academic Writing
Practical laboratory skills
Clinical Skill Competencies
Group work
Knowledge
Understanding
Data acquisition
Data analysis/interpretation
Data presentation
Formulating
hypotheses
Peer, self-assessment
Roth (Roth 1994) : potential of practical sessions to yet to be realised
Concerns with Practicals
obtaining the correct
result and completing
the practical as
quickly as possible
time for mental
engagement to relate other
learning experiences to
practical work can lead to
a greater understanding
time for interpretation,
discussion, elaboration
and application of one’s
learning
no clear purpose of the
investigation and the
interconnections
between all the
elements
limited elements of
metacognitive
activities
Become only
interested in the
grade
(Gunstone and Champagne 1990; Gunstone 1991 Hart et al. 2000; Hofstein and Lunetta 2004).
OSCEs test just
a few skill sets
Encourage learners to
suggest hypotheses, ask
questions and even design
investigations with
“minds-on as well as
hands-on”.
Designing the Format
Style Outcome Approach Procedure
Expository Predetermined Deductive Provided
Inquiry Undetermined Inductive Student Generated
Discovery Predetermined Inductive Provided
Problem Based Predetermined Deductive Student Generated
(Bennett and O’Neale 1998; Domin 1999; Mc Donnell et al. 2007; Dunne and Ryan 2012)
The Expository Problem
• Expository – ‘cookbook’, ‘recipe’…known procedure, known
outcome..understand a phenomenon.
• Repeat lecturer’s instructions, follow defined, provided protocol
• The students are regularly not required to think, reflect, reconcile results or
do not encounter challenges – “predictable”
Follow the
protocol exactly
You should be
getting this result
Read your
manual
(Pickering 1987; Gunstone and Champagne 1990; Lagowski 1990; Johnstone and Al-Shuaili 2001)
www.creativereview.co.uk
Building Inquiry
• increases the level of student involvement
as there usually less direction provided by the
instructor
• there is an undetermined outcome and
students are required to design and create
their own procedure
• This format provides the student with more
ownership over the practical activity
(Domin 1999)
www.mheducation.ca
“The key is to allow the students to design their own
experiments, working through any problems they encounter along
the way. It is important to allow the students to experience some
frustration while doing this and to refrain from “rescuing” the
situation”
(Roberts 2001)
Assessment
nature of implemented assessments have the potential to determine
students’ learning style, motivate and build self-confidence while also
influencing the way in which students view the learning process
Assessment
• “Assessment is at the heart of the student experience”
• Early 90s – present: “the assessment era”
• Practical can represent an ideal avenue for Assessment of, for and as learning.
(Sadler 1998; Nicol and Macfarlane-Dick 2006; Brown and Knight 1994; Black and Wiliam 1998; Miller et al. 1998; Prades and Espinar 2010;
Broadfoot and Black 2004 )
Power of Assessment
• Students have become very assessment driven in the current culture
• that if assessment is neglected, with less assessment given to certain
elements such as practical skills, students assign less value to such
approaches and believe they do not warrant attention
• Vital to consider what is being assessed and how this will be evaluated
• Feedback essential to reap benefits
(Hofstein and Lunetta 2004; Pickford and Brown 2006; Mc Donnell et al. 2007)
Feedback
• “oil that lubricates the cogs of understanding”
• Highly sought after but often misinterpreted
• For students to engage with feedback, they may require guidance/advice
on understanding and using it
• Incremental marking system
• Realise more feedback does not always equate to more learning
• Content-focused vs Facilitator-focused feedback
(Kulhavy et al. 1985; Weaver 2006; Brown 2007; Carnell and Lodge 2002; Watkins et al. 2002; Carnell 2007; Bree et al., 2014; Y1 Feedback, 2016)
Dialogue
http://neurosciencenews.com/tacs-
learning-brain-stimulation-2259/
Traditional Modes of Assessment in Practicals
• The Practical Report
• Overused; lack of focus
• Traditional – common headings
• High workload for staff and students
• Writing introductions “a sham”
• Different standards
• …but there are some benefits
(Hughes 2004; Pickford and Brown 2006; Mc Donnell et al. 2007; Aurora 2010; Moskovitz and Kellogg 2011 ;Hunt et al. 2012; Bree
et al. 2014; Whitworth and Wright 2015)
http://www.somervillenjk12.org/Page/4719
Traditional Modes of Assessment in Practicals
• The OSCE
• Gain clinical skills directly related to
practice
• Knowledge, practical skills & attitude
• Ability to perform a skill in an OSCE
environment is translatable to
competency in handling a real case in
a real situation
• Stress/anxiety/resource intensive
(Miller 1990; Linn et al. 1991; Newble 2004; Davis et al. 2006; Rushforth 2007)
Knows
Knows How
Shows How
DoesBehaviour
Cognitive
Assessment of performance
Assessment of competence
Content based assessment
Factual recall
Alternative Format & Assessment Strategies
• Move to experience learning base
• Migrate from expository to Inquiry – “fun” solving real-life
problems; students engaged, gain hands on experience, in
charge more, develop critical thinking skills.
(Johnstone and Al-Shuaili 2001; Caspers and Roberts-Kirchhoff 2003; Weaver et al. 2008; Henkel et al. 2015 )
http://www.thinkadvisor.com/201
3/05/25/investors-show-strong-
commitment-to-alternative-st
• What do we want undergraduate students
to learn in the practical sessions?
• How might our assessment choices/design
facilitate this?
Self- and peer-
assessment
Assessment as
learning
Rubrics
Oral & Poster
presentation
Pre-Practical Work
Improving Feedback
dialogue & uptake
The practical manual
& Quizzes
Alternative Practical
Reporting Format
Skill set /
competency tests
(e)Portfolios
Walters and Adams 2002; Seery 2009; Sevian & Robinson 2011; Walgren 2011, Dunne & Ryan 2012; Eisenkraft 2003; Crowe et al. 2008; Whatley & Ahmad 2007; Chan 2010
Heyborne et al. 2011; Seery and Donnelly 2012; Karsten 2012; Qu and Lu 2012; Kihlén & Waligorski 2003; Machina & Wild 2013; Johnston et al. 2014; Dervan 2014; Boylan
2014; Hazzard 2014; Zwickl et al. 2012; Meade et al. 2015; Framp et al. 2015; Parker 2015; Boylan and Boland 2015; Dunne et al. 2015; Donaldson 2016; Forbes et al. 2016
Science Writing Heuristic (SWH)
The Modified Science Writing Heuristic
A Beginning Ideas &
Questions
What are my questions about this experiment?
B Tests & Procedures What will I do to help answer my questions?
C Observations What did I see when I completed my tests and
procedures?
D Claims What can I claim?
E Evidence What evidence do I have for my claims? How do I
know? Why am I making these claims?
F Reading and Discussion How do my ideas compare with others?
(Hand and Keys 1999; Keys et al. 1999; Rudd et al. 2002; Carnduff and Reid 2003; Bennett et al. 2009)
“to change the experience, you don’t have to change the experiment
just what you do with it”
Areas to consider
Pre-practical
Resources
Assessment &
Feedback
Self-
Assessment &
Reflection
Building
Digital
Capacity and
Literacy
Design,
Format &
Practical
Learning
Environment
Design, Format and Practical Learning Environment
Learning Environment
Minds-on design
Inquire in some way
Assessment strategies
Re-design practical manualLearning style
Pre-practical Resources
Preparation
2nd to 3rd level transition
Customised videos
Quiz / Questioning level
Clear purpose/Context
Learning objectives
Assessment & Feedback
Assessment options / value
Practical Report
Rubrics as learning tools
Self-marking presentations
Moving up levels from MCQs
Clinical/practical skill
Feedback ; uptake
Facilitator vs Content focused
feedback
Feedback review & dialogue time
Self-Assessment & Reflection
http://partnerinedu.com/2007/05/26/
assessing-distance-learning-538-post-1/
Self-assessment strategies
Self- & Peer Assessment Training
Grading Exemplars – High Quality
Building Digital Capacity and Literacy
Embrace Development
Consider programme view
Digital Capacity
Training
Supporting Assessment Methods with
Technology
• Digital capacity development
• support and enrich vibrant learning strategies
• must be embraced and utilised more
• “enrich teaching, improve learning experiences, support
personalised learning, facilitate access through distance
learning”
(European Commission 2011 ; Teaching and learning in Irish higher education: A roadmap for enhancement in a digital world 2015-2017)
National Forum for the enhancement of
Teaching & Learning in Higher Education
Quizzes
Video
Engagement
&
Collaboration
Practical &
Clinical Skills
Electronic
Reporting &
Feedback
“Tell me, and I will forget
Show me, and I may remember
Involve me, and I will understand”
(Confucius around 450 BC - read in Henkel et al. 2015)
TEAM at NUIG - 06 April 2017 - R Bree
TEAM at NUIG - 06 April 2017 - R Bree
Dr. Ronan Bree ; @Breebio
Dept. of Applied Sciences, Dundalk IT
Thursday April 6th, 2017
www.teamshp.ie
TEAM at NUIG - 06 April 2017 - R Bree
Background
• B.Sc Hons Biochemistry NUIG 95-99
• PhD NUIG 99-03 (Byrnes & Grealy lab)
• Post-doc NUIG 03-07 (Lowndes lab)
• Icon Clinical Research 07-09
• Dundalk Institute of Technology Lecturer 09-present
• MA Learning & Teaching 2013 DkIT
• Practical assessment (Bree et al., 2014, AISHE-J)
• 2017 - Retired amateur cyclist!
Outline
• TEAM Project Steering Committee
• Project concept to successful application
• Practicals in the IoTs
• Project Phases
• Introduction of digital technologies
• Current Status
mindsharing.info
School of Health
& Science
Edel Healy
Moira Maguire
Ronan Bree
Don Faller
Nuala Harding
Anne Mulvihill
David Dowling
Gina Noonan
Dina Brazil
Yvonne Kavanagh
Jeremy Bird
Akinlolu Akande
David Doyle
MALT Research
Project Concept
Research Application Developed
HoS National Forum
Establishment of project team,
external advisor & steering committee
Stakeholder involvement
Student Partner & Employer
engagement
Ethical Approval x4
Student-Staff Workshop
Lit. Review & Student Survey
Thematic Analysis
Staff recruitment
Pilot implementation
Ethical approval (x4) & Pilot
evaluation
Practicals in the IoTs
• Typically 4 x 3-hour sessions per
week for approximately 10
weeks of term
• Used to be 1 assessment per
practical…...240
• 18 students per practical session
(over 18 = 1 demonstrator)
• Lecturer designs the practical
session and develops the associated
practical manual
• Lecturer submits requirements lists
48-hours in advance to technical
team
• Lecturer moderates session, sets
assessment and corrects assessment
Overassessment can
represent a block to
deep learning
High student and
staff workload
Format of session?
“powerful learning
environment”
Can Technology
assist students and
staff?
Importance of practical element of
Health & Science programmes
PROJECT OVERVIEW
KEY QUESTION 1: How can practical classes be re-aligned to
reduce over assessment and develop essential knowledge, skills
and competence?
KEY QUESTION 2: How can we use digital technologies to
promote assessment for learning in practical settings?
Project Stakeholders
TEAM
Project
Group
Partner lecturing teams
Senior Management
Team (Heads of
School)
Student Partners
Industry/Employer
Partners
Library and IT
Learning and
Teaching Units
Project Approach: Phase 1
PHASE 1
Baseline Review
LITERATURE REVIEW
International Best Practice
STAKEHOLDER INPUT
Student Needs
STAKEHOLDER INPUT
Employer Needs
STAKEHOLDER INPUT
Staff expertise and feedback
Project Approach: Phase 2
PHASE 2
Piloting & Evaluation
of technology-
enhanced assessment
practices’ across all
partner institutions via
academic peer network
DIGITAL
TECHNOLOGIES
Monitored
ASSESSMENT
APPROACHES
Monitored
ASSESSMENT of
IMPACT
Project Approach : Phase 3
PHASE 3
Dissemination &
Resource Sharing
PROJECT WEBSITE
Assessment Resource
Sharing
DISSEMINATION
Master Classes/Workshop
Publications
COMMUNITY OF
PRACTICE
Project
Workshop
Student Partners
Keynote Speaker:
Dr. Michael Seery
(University of Edinburgh)
‘Learning in the 21st Century Laboratory’
Presentations on
Literature findings &
practical assessments in
action from frontline
academics
Networking &
Breakout Group
Work Session:
Staff & Students
Project Workshop: 13th June 2016
TEAM	Staff	Workshop	questions:	
1. What	do	you	want	your	students	to	be	able	to	do	as	a	result	of	their	
practical/clinical/laboratory	experience?	
2. How	well	do	you	think	that	current	assessment	practices	help	them	to	achieve	this?	
3. Reflecting	on	today’s	session,	what	are	the	top	3	things	that	have	made	an	impact	and	why?		
Please	work	as	a	group	to	agree	and	priortise	these.	
4. How	might	you	use	this	information	to	enhance	your	practical	assessment?	
	
TEAM	Student	Workshop	questions:	
1. What	do	you	want	to	be	able	to	do	as	a	result	of	their	practical/clinical/laboratory	
experience?	
2. How	well	do	you	think	that	current	assessment	practices	help	you	to	achieve	this?	
3. Reflecting	on	today’s	session,	what	are	the	top	3	things	that	have	made	an	impact	and	why?		
How	would	you	like	to	see	this	taken	forward?	
Project Workshop
• 50 lecturers
• 17 students
• Four Partner IOTs
TEAM	STORIES	FROM	THE	FRONTLINE
1. AIT “Is	the	pen	mightier	than	the	mouse”
2. DKIT “Using	customised	videos	to	develop	veterinary	nursing	skills”.
3. IT Sligo “Online	Grading	with	Rubrics	on	Moodle?”
4. IT Carlow “Assessing	Practical	Skills:	Can	Student	Videos	Help?”
5. AIT “Enriching	the	Chemical	Experimental	Experience	– The	
Potential	of	Developing	Pre	and	Post	– Lab	Exercises”
6. DKIT "Adopting	the	Electronic	Laboratory	Notebook	for	Reporting	in	
Science".
7. IT	Sligo “Using	Moodle	Quizzes	for	Formative	and	Summative	
Assessment”
8. IT	Carlow “Physical	Physics"
Literature
Review
Student
Partners
Employers
Academic
Staff
Priority themes identified for pilot studies
Pre-practical
Videos/Quizzes
ELNs &
ePortfolios
Digital
Feedback
Rubrics
Student
Survey
(n=651)
14 Pilots
9 Pilots
20 Pilots
16 Pilots
59 Pilots
-
50
academic
staff
-
1,481
unique
students
24
19
4
12
Videos/QuizzesELNs/ePortfolios
Digital
Feedback
Rubrics
Dundalk IT Athlone IT IT Carlow IT Sligo
B.Sc Pharmaceutical Science
B.Sc Athletic and Rehabilitation
Therapy
Higher Cert in Pharm Tech Studies BSc in Health Science & Physiology
B.Sc Agriculture B.Sc. Applied Bioscience B.Sc Analytical Science B.Sc. Biomedical Science
B.Sc Veterinary Nursing
Higher Cert in Science
(Bioscience/Chemistry),
B.Sc (Honours) Biosciences with
Biopharmaceuticals.
B.Sc in Human Nutrition and
Human Health
B.Sc (Hons) Environmental
Bioscience
B.Sc Biotechnology
B.Sc Sport and Exercise Science, BSc Health Science & Physiology
B.Sc (Hons) in General Nursing
Higher Cert in Bus and Equine
studies
B.Sc TV/Media Production B.Sc Medical Biotechnology,
B.Sc (Hons) in Intellectual Disability
Nursing
B.Sc. Pharmaceutical Science
Higher Cert Physiology and Health
Science
B.Sc Pharmaceutical Science
B.Sc Environmental Bioscience, B.Sc (Ord) in Forensic Toxicology, B.Sc Bioscience,
B.Sc. Health Promotion Public
Health
B.Sc Applied Bioscience Higher cert in Dental Studies B.Sc Sport Rehabilitation Higher Cert Science
Higher Certificate in Agriculture
B.Sc (Hons) in Bioveterinary
Science, B.Sc Strength and Conditioning
B.Sc (Hons) in Midwifery
Higher Certificate Science, BSc
Toxicology B.Sc Analytical Science
B.Sc in Health Science & Nutrition Higher Cert in Pharm Tech
Studies
B.Sc in Veterinary Nursing
B.Sc in Bioscience.
Higher Certificate Science, BSc
Toxicology
B.Sc (Hons) in General Nursing,
B.Sc (Hons) in Psychiatric Nursing
45
Programmes
Large piloting team recruited
DkIT AIT ITC ITS
Ronan Bree Anne Mulvihill Dina Brazil
Declan Shelly
Karen Dunne Anne Marie O'Brien Gary Cahill
Tom Patton
Sinead Loughran Anne Friel Carloalberto Petti Maire McCallion
Valerie McCarthy Therese Montgomery Rosemary OHara Mary Heneghan
Bridget Kelly Noreen Morris Niamh Spratt Eimear Donlon
Tony Lennon Carmel Kealey Kieran Germaine Padraig McGourty
Suzanne Linnane Marese Gilhooly Ann-Marie Enright Orla Warren
Joe Treacy Brian Murphy Yvonne Kavanagh
Ann Reynolds Sinead Devery Paula Fitzpatrick
Jean Carragher Ann O'Malley
Myles Hackett Eileen Lane
Brid Delahunt; Mary Booth
Margot Mc Nelis; Siobhán Kavanagh
Tonya Philips
Denise Kennedy
Ann Marie Fitzpatrick
Barbara Grouden
Olivia Corcoran
Lisa Kerr
Local launch event
Evaluations
Student surveys Student Focus Groups Staff Focus Groups
Pilot implementations
Data analysis
Capacity Building Cross
disciplinary through
identification of priority
themes
Identifying and sharing
best practice
Peer network very well
established
Active student & staff
engagement: Ongoing
recruitment
Project Website:
Dissemination of project
outputs
Presentation at national
and international
conferences
National Impact
Project Website: www.teamshp.ie
Dr. Ronan Bree ; @Breebio
Dept. of Applied Sciences, Dundalk IT
Thursday April 6th, 2017
www.teamshp.ie
TEAM at NUIG - 06 April 2017 - R Bree
Dr. Ronan Bree ; @Breebio
Dept. of Applied Sciences, Dundalk IT
Thursday April 6th, 2017
www.teamshp.ie
Digital Technologies
Pre-practical
Videos/Quizzes
ELNs &
ePortfolios
Digital
Feedback
Rubrics
Videos & Quizzes
• Preparation for practicals
• Video assessment
• Cognitive load
• New subject areas for some
• Benefit of video
Video
Quiz
Fill the gaps
Commence
Pre-Practical
Preparation
Video
Assessment
(Ronan Bree, Karen Dunne, Dina Brazil, Yvonne Kavanagh, Ann Reynolds, Joe Treacy)
Equipment Purchased
Video slide
Online Quizzes
• VLEs
• Apps
Socrative
TEAM at NUIG - 06 April 2017 - R Bree
TEAM at NUIG - 06 April 2017 - R Bree
TEAM at NUIG - 06 April 2017 - R Bree
Electronic Lab Notebooks (ELNs)
• Note-taking & Report
generation
• Observations, experimental
results and data =
traditionally paper format
LabArchives
OneNote
• Sharing of data
• Data searching
• Back up possibilities
• User defined templates
• Security
• Metadata
• Employability
(Sinead Loughran, Anne Mulvihill)
Sinead Loughran sinead.loughran@dkit.ie @STLoughran
Sinead Loughran sinead.loughran@dkit.ie @STLoughran
Sinead Loughran sinead.loughran@dkit.ie @STLoughran
Sinead Loughran sinead.loughran@dkit.ie @STLoughran
Sinead Loughran sinead.loughran@dkit.ie @STLoughran
Microsoft OneNote
• Part of Microsoft package
• Free for students
• Apps and stand alone
• Auto save
• Digital notebook facility
• Enroll your registered students
• See their work in progress
• Provide formative feedback
• Submission deadline
• Provide feedback (multiple options)
TEAM at NUIG - 06 April 2017 - R Bree
TEAM at NUIG - 06 April 2017 - R Bree
TEAM at NUIG - 06 April 2017 - R Bree
TEAM at NUIG - 06 April 2017 - R Bree
Digital Feedback
• In order for assessment to be even
considered effective, the role of
feedback must not be
underestimated.
• Often not engaged with or acted on
• Must be effective
• Delivery important
Turnitin
Rubrics
• Can evaluate & provide feedback on student work.
• Permits standardisation of an assessment process across
different lecturers in one module, or different modules.
• Can represent complete teaching resources, versus solely
being scoring tools, as they could become reflection
objects during meetings between lecturers and students.
• Student involvement in design
David Doyle, Akinlolu Akande, Dina Brazil
Skills Assessment
Sinead Loughran sinead.loughran@dkit.ie @STLoughran
Sinead Loughran sinead.loughran@dkit.ie @STLoughran
Sinead Loughran sinead.loughran@dkit.ie @STLoughran
Digital Technologies
Pre-practical
Videos/Quizzes
ELNs &
ePortfolios
Digital
Feedback
Rubrics
Scalability
• Demonstrators
• Technical Groups
• Training
• Assessment literacy
Further contact
• DkIT, Head of School of Health & Science:
Dr. Edel Healy Edel.Healy@dkit.ie
• AIT, Dean of Faculty of Science & Health:
Dr. Don Faller dfaller@ait.ie
• IT Sligo, Head of School of Science:
Dr. Jeremy Bird bird.jerry@itsligo.ie
• IT Carlow, Head of School of Science:
Dr. David Dowling david.dowling@itcarlow.ie
• Dr. Ronan Bree
• ronan.bree@dkit.ie
• General enquiries
• teamshp@dkit.ie
Acknowledgements
• National Forum for Enhancement of Teaching and Learning in Higher
Education
• Project Steering committee, CELT teams, External advisor, Academic piloting
team, student partners and employer contributions.
• Simon, Michael and…..
• …..and thank you for your time this afternoon
Dr. Ronan Bree ; @Breebio
Dept. of Applied Sciences, Dundalk IT
Thursday April 6th, 2017
www.teamshp.ie

More Related Content

Recently uploaded

Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)
Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)
Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)lakshayb543
 
Measures of Position DECILES for ungrouped data
Measures of Position DECILES for ungrouped dataMeasures of Position DECILES for ungrouped data
Measures of Position DECILES for ungrouped dataBabyAnnMotar
 
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptxQ4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptxlancelewisportillo
 
Student Profile Sample - We help schools to connect the data they have, with ...
Student Profile Sample - We help schools to connect the data they have, with ...Student Profile Sample - We help schools to connect the data they have, with ...
Student Profile Sample - We help schools to connect the data they have, with ...Seán Kennedy
 
Choosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for ParentsChoosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for Parentsnavabharathschool99
 
GRADE 4 - SUMMATIVE TEST QUARTER 4 ALL SUBJECTS
GRADE 4 - SUMMATIVE TEST QUARTER 4 ALL SUBJECTSGRADE 4 - SUMMATIVE TEST QUARTER 4 ALL SUBJECTS
GRADE 4 - SUMMATIVE TEST QUARTER 4 ALL SUBJECTSJoshuaGantuangco2
 
Daily Lesson Plan in Mathematics Quarter 4
Daily Lesson Plan in Mathematics Quarter 4Daily Lesson Plan in Mathematics Quarter 4
Daily Lesson Plan in Mathematics Quarter 4JOYLYNSAMANIEGO
 
Active Learning Strategies (in short ALS).pdf
Active Learning Strategies (in short ALS).pdfActive Learning Strategies (in short ALS).pdf
Active Learning Strategies (in short ALS).pdfPatidar M
 
How to do quick user assign in kanban in Odoo 17 ERP
How to do quick user assign in kanban in Odoo 17 ERPHow to do quick user assign in kanban in Odoo 17 ERP
How to do quick user assign in kanban in Odoo 17 ERPCeline George
 
4.16.24 Poverty and Precarity--Desmond.pptx
4.16.24 Poverty and Precarity--Desmond.pptx4.16.24 Poverty and Precarity--Desmond.pptx
4.16.24 Poverty and Precarity--Desmond.pptxmary850239
 
Field Attribute Index Feature in Odoo 17
Field Attribute Index Feature in Odoo 17Field Attribute Index Feature in Odoo 17
Field Attribute Index Feature in Odoo 17Celine George
 
Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17
Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17
Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17Celine George
 
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATIONTHEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATIONHumphrey A Beña
 
Expanded definition: technical and operational
Expanded definition: technical and operationalExpanded definition: technical and operational
Expanded definition: technical and operationalssuser3e220a
 
4.16.24 21st Century Movements for Black Lives.pptx
4.16.24 21st Century Movements for Black Lives.pptx4.16.24 21st Century Movements for Black Lives.pptx
4.16.24 21st Century Movements for Black Lives.pptxmary850239
 
Concurrency Control in Database Management system
Concurrency Control in Database Management systemConcurrency Control in Database Management system
Concurrency Control in Database Management systemChristalin Nelson
 
Oppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and FilmOppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and FilmStan Meyer
 

Recently uploaded (20)

Paradigm shift in nursing research by RS MEHTA
Paradigm shift in nursing research by RS MEHTAParadigm shift in nursing research by RS MEHTA
Paradigm shift in nursing research by RS MEHTA
 
Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)
Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)
Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)
 
Measures of Position DECILES for ungrouped data
Measures of Position DECILES for ungrouped dataMeasures of Position DECILES for ungrouped data
Measures of Position DECILES for ungrouped data
 
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptxQ4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
 
Student Profile Sample - We help schools to connect the data they have, with ...
Student Profile Sample - We help schools to connect the data they have, with ...Student Profile Sample - We help schools to connect the data they have, with ...
Student Profile Sample - We help schools to connect the data they have, with ...
 
Choosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for ParentsChoosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for Parents
 
GRADE 4 - SUMMATIVE TEST QUARTER 4 ALL SUBJECTS
GRADE 4 - SUMMATIVE TEST QUARTER 4 ALL SUBJECTSGRADE 4 - SUMMATIVE TEST QUARTER 4 ALL SUBJECTS
GRADE 4 - SUMMATIVE TEST QUARTER 4 ALL SUBJECTS
 
Daily Lesson Plan in Mathematics Quarter 4
Daily Lesson Plan in Mathematics Quarter 4Daily Lesson Plan in Mathematics Quarter 4
Daily Lesson Plan in Mathematics Quarter 4
 
LEFT_ON_C'N_ PRELIMS_EL_DORADO_2024.pptx
LEFT_ON_C'N_ PRELIMS_EL_DORADO_2024.pptxLEFT_ON_C'N_ PRELIMS_EL_DORADO_2024.pptx
LEFT_ON_C'N_ PRELIMS_EL_DORADO_2024.pptx
 
Active Learning Strategies (in short ALS).pdf
Active Learning Strategies (in short ALS).pdfActive Learning Strategies (in short ALS).pdf
Active Learning Strategies (in short ALS).pdf
 
How to do quick user assign in kanban in Odoo 17 ERP
How to do quick user assign in kanban in Odoo 17 ERPHow to do quick user assign in kanban in Odoo 17 ERP
How to do quick user assign in kanban in Odoo 17 ERP
 
4.16.24 Poverty and Precarity--Desmond.pptx
4.16.24 Poverty and Precarity--Desmond.pptx4.16.24 Poverty and Precarity--Desmond.pptx
4.16.24 Poverty and Precarity--Desmond.pptx
 
FINALS_OF_LEFT_ON_C'N_EL_DORADO_2024.pptx
FINALS_OF_LEFT_ON_C'N_EL_DORADO_2024.pptxFINALS_OF_LEFT_ON_C'N_EL_DORADO_2024.pptx
FINALS_OF_LEFT_ON_C'N_EL_DORADO_2024.pptx
 
Field Attribute Index Feature in Odoo 17
Field Attribute Index Feature in Odoo 17Field Attribute Index Feature in Odoo 17
Field Attribute Index Feature in Odoo 17
 
Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17
Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17
Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17
 
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATIONTHEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
 
Expanded definition: technical and operational
Expanded definition: technical and operationalExpanded definition: technical and operational
Expanded definition: technical and operational
 
4.16.24 21st Century Movements for Black Lives.pptx
4.16.24 21st Century Movements for Black Lives.pptx4.16.24 21st Century Movements for Black Lives.pptx
4.16.24 21st Century Movements for Black Lives.pptx
 
Concurrency Control in Database Management system
Concurrency Control in Database Management systemConcurrency Control in Database Management system
Concurrency Control in Database Management system
 
Oppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and FilmOppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and Film
 

Featured

Content Methodology: A Best Practices Report (Webinar)
Content Methodology: A Best Practices Report (Webinar)Content Methodology: A Best Practices Report (Webinar)
Content Methodology: A Best Practices Report (Webinar)contently
 
How to Prepare For a Successful Job Search for 2024
How to Prepare For a Successful Job Search for 2024How to Prepare For a Successful Job Search for 2024
How to Prepare For a Successful Job Search for 2024Albert Qian
 
Social Media Marketing Trends 2024 // The Global Indie Insights
Social Media Marketing Trends 2024 // The Global Indie InsightsSocial Media Marketing Trends 2024 // The Global Indie Insights
Social Media Marketing Trends 2024 // The Global Indie InsightsKurio // The Social Media Age(ncy)
 
Trends In Paid Search: Navigating The Digital Landscape In 2024
Trends In Paid Search: Navigating The Digital Landscape In 2024Trends In Paid Search: Navigating The Digital Landscape In 2024
Trends In Paid Search: Navigating The Digital Landscape In 2024Search Engine Journal
 
5 Public speaking tips from TED - Visualized summary
5 Public speaking tips from TED - Visualized summary5 Public speaking tips from TED - Visualized summary
5 Public speaking tips from TED - Visualized summarySpeakerHub
 
ChatGPT and the Future of Work - Clark Boyd
ChatGPT and the Future of Work - Clark Boyd ChatGPT and the Future of Work - Clark Boyd
ChatGPT and the Future of Work - Clark Boyd Clark Boyd
 
Getting into the tech field. what next
Getting into the tech field. what next Getting into the tech field. what next
Getting into the tech field. what next Tessa Mero
 
Google's Just Not That Into You: Understanding Core Updates & Search Intent
Google's Just Not That Into You: Understanding Core Updates & Search IntentGoogle's Just Not That Into You: Understanding Core Updates & Search Intent
Google's Just Not That Into You: Understanding Core Updates & Search IntentLily Ray
 
Time Management & Productivity - Best Practices
Time Management & Productivity -  Best PracticesTime Management & Productivity -  Best Practices
Time Management & Productivity - Best PracticesVit Horky
 
The six step guide to practical project management
The six step guide to practical project managementThe six step guide to practical project management
The six step guide to practical project managementMindGenius
 
Beginners Guide to TikTok for Search - Rachel Pearson - We are Tilt __ Bright...
Beginners Guide to TikTok for Search - Rachel Pearson - We are Tilt __ Bright...Beginners Guide to TikTok for Search - Rachel Pearson - We are Tilt __ Bright...
Beginners Guide to TikTok for Search - Rachel Pearson - We are Tilt __ Bright...RachelPearson36
 
Unlocking the Power of ChatGPT and AI in Testing - A Real-World Look, present...
Unlocking the Power of ChatGPT and AI in Testing - A Real-World Look, present...Unlocking the Power of ChatGPT and AI in Testing - A Real-World Look, present...
Unlocking the Power of ChatGPT and AI in Testing - A Real-World Look, present...Applitools
 
12 Ways to Increase Your Influence at Work
12 Ways to Increase Your Influence at Work12 Ways to Increase Your Influence at Work
12 Ways to Increase Your Influence at WorkGetSmarter
 
Ride the Storm: Navigating Through Unstable Periods / Katerina Rudko (Belka G...
Ride the Storm: Navigating Through Unstable Periods / Katerina Rudko (Belka G...Ride the Storm: Navigating Through Unstable Periods / Katerina Rudko (Belka G...
Ride the Storm: Navigating Through Unstable Periods / Katerina Rudko (Belka G...DevGAMM Conference
 
Barbie - Brand Strategy Presentation
Barbie - Brand Strategy PresentationBarbie - Brand Strategy Presentation
Barbie - Brand Strategy PresentationErica Santiago
 
Good Stuff Happens in 1:1 Meetings: Why you need them and how to do them well
Good Stuff Happens in 1:1 Meetings: Why you need them and how to do them wellGood Stuff Happens in 1:1 Meetings: Why you need them and how to do them well
Good Stuff Happens in 1:1 Meetings: Why you need them and how to do them wellSaba Software
 

Featured (20)

Content Methodology: A Best Practices Report (Webinar)
Content Methodology: A Best Practices Report (Webinar)Content Methodology: A Best Practices Report (Webinar)
Content Methodology: A Best Practices Report (Webinar)
 
How to Prepare For a Successful Job Search for 2024
How to Prepare For a Successful Job Search for 2024How to Prepare For a Successful Job Search for 2024
How to Prepare For a Successful Job Search for 2024
 
Social Media Marketing Trends 2024 // The Global Indie Insights
Social Media Marketing Trends 2024 // The Global Indie InsightsSocial Media Marketing Trends 2024 // The Global Indie Insights
Social Media Marketing Trends 2024 // The Global Indie Insights
 
Trends In Paid Search: Navigating The Digital Landscape In 2024
Trends In Paid Search: Navigating The Digital Landscape In 2024Trends In Paid Search: Navigating The Digital Landscape In 2024
Trends In Paid Search: Navigating The Digital Landscape In 2024
 
5 Public speaking tips from TED - Visualized summary
5 Public speaking tips from TED - Visualized summary5 Public speaking tips from TED - Visualized summary
5 Public speaking tips from TED - Visualized summary
 
ChatGPT and the Future of Work - Clark Boyd
ChatGPT and the Future of Work - Clark Boyd ChatGPT and the Future of Work - Clark Boyd
ChatGPT and the Future of Work - Clark Boyd
 
Getting into the tech field. what next
Getting into the tech field. what next Getting into the tech field. what next
Getting into the tech field. what next
 
Google's Just Not That Into You: Understanding Core Updates & Search Intent
Google's Just Not That Into You: Understanding Core Updates & Search IntentGoogle's Just Not That Into You: Understanding Core Updates & Search Intent
Google's Just Not That Into You: Understanding Core Updates & Search Intent
 
How to have difficult conversations
How to have difficult conversations How to have difficult conversations
How to have difficult conversations
 
Introduction to Data Science
Introduction to Data ScienceIntroduction to Data Science
Introduction to Data Science
 
Time Management & Productivity - Best Practices
Time Management & Productivity -  Best PracticesTime Management & Productivity -  Best Practices
Time Management & Productivity - Best Practices
 
The six step guide to practical project management
The six step guide to practical project managementThe six step guide to practical project management
The six step guide to practical project management
 
Beginners Guide to TikTok for Search - Rachel Pearson - We are Tilt __ Bright...
Beginners Guide to TikTok for Search - Rachel Pearson - We are Tilt __ Bright...Beginners Guide to TikTok for Search - Rachel Pearson - We are Tilt __ Bright...
Beginners Guide to TikTok for Search - Rachel Pearson - We are Tilt __ Bright...
 
Unlocking the Power of ChatGPT and AI in Testing - A Real-World Look, present...
Unlocking the Power of ChatGPT and AI in Testing - A Real-World Look, present...Unlocking the Power of ChatGPT and AI in Testing - A Real-World Look, present...
Unlocking the Power of ChatGPT and AI in Testing - A Real-World Look, present...
 
12 Ways to Increase Your Influence at Work
12 Ways to Increase Your Influence at Work12 Ways to Increase Your Influence at Work
12 Ways to Increase Your Influence at Work
 
ChatGPT webinar slides
ChatGPT webinar slidesChatGPT webinar slides
ChatGPT webinar slides
 
More than Just Lines on a Map: Best Practices for U.S Bike Routes
More than Just Lines on a Map: Best Practices for U.S Bike RoutesMore than Just Lines on a Map: Best Practices for U.S Bike Routes
More than Just Lines on a Map: Best Practices for U.S Bike Routes
 
Ride the Storm: Navigating Through Unstable Periods / Katerina Rudko (Belka G...
Ride the Storm: Navigating Through Unstable Periods / Katerina Rudko (Belka G...Ride the Storm: Navigating Through Unstable Periods / Katerina Rudko (Belka G...
Ride the Storm: Navigating Through Unstable Periods / Katerina Rudko (Belka G...
 
Barbie - Brand Strategy Presentation
Barbie - Brand Strategy PresentationBarbie - Brand Strategy Presentation
Barbie - Brand Strategy Presentation
 
Good Stuff Happens in 1:1 Meetings: Why you need them and how to do them well
Good Stuff Happens in 1:1 Meetings: Why you need them and how to do them wellGood Stuff Happens in 1:1 Meetings: Why you need them and how to do them well
Good Stuff Happens in 1:1 Meetings: Why you need them and how to do them well
 

TEAM at NUIG - 06 April 2017 - R Bree

  • 1. Dr. Ronan Bree ; @Breebio Dept. of Applied Sciences, Dundalk IT Thursday April 6th, 2017 www.teamshp.ie
  • 2. Outline • Quality of teaching • Practicals – Powerful Learning Environments • Assessment of practical sessions • Introduction of digital technologies • TEAM project Overview and status update • Technologies to assist in assessing practical sessions mindsharing.info
  • 3. Learning & Teaching • Scholarship of learning and teaching • Recommends those in a teaching capacity to research and focus on the quality of their students’ learning and understanding • Encourage learner-focused conceptions with complementary associated practices. • Important not to confine this approach to just the classroom (Boyer 1991; Light et al. 2001)
  • 4. Powerful Learning Environment Teacher- vs. Student-centered • ….. learners take full responsibility for the construction of their knowledge in a comfortable context, combined with targeted support from educators ensuring their approaches/activities prove effective Teacher-centred learning Student-centred learning Low level of student choice High level of student choice Student Passive Student active Power is primarily with the teacher Power primarily with the student (Elen et al. 2007)
  • 5. Attitude Behaviour Communication skills The Practical • A place of learning; where students regularly engage with numerous aspects of education; • provide opportunities for students “to engage in processes of investigation and inquiry” (Hofstein and Lunetta 1982, 2004; Biggs 1996; Boud and Falchikov 2006; Pickford and Brown 2006; Prades and Espinar 2010; Bree et al. 2014). Academic Writing Practical laboratory skills Clinical Skill Competencies Group work Knowledge Understanding Data acquisition Data analysis/interpretation Data presentation Formulating hypotheses Peer, self-assessment Roth (Roth 1994) : potential of practical sessions to yet to be realised
  • 6. Concerns with Practicals obtaining the correct result and completing the practical as quickly as possible time for mental engagement to relate other learning experiences to practical work can lead to a greater understanding time for interpretation, discussion, elaboration and application of one’s learning no clear purpose of the investigation and the interconnections between all the elements limited elements of metacognitive activities Become only interested in the grade (Gunstone and Champagne 1990; Gunstone 1991 Hart et al. 2000; Hofstein and Lunetta 2004). OSCEs test just a few skill sets Encourage learners to suggest hypotheses, ask questions and even design investigations with “minds-on as well as hands-on”.
  • 7. Designing the Format Style Outcome Approach Procedure Expository Predetermined Deductive Provided Inquiry Undetermined Inductive Student Generated Discovery Predetermined Inductive Provided Problem Based Predetermined Deductive Student Generated (Bennett and O’Neale 1998; Domin 1999; Mc Donnell et al. 2007; Dunne and Ryan 2012)
  • 8. The Expository Problem • Expository – ‘cookbook’, ‘recipe’…known procedure, known outcome..understand a phenomenon. • Repeat lecturer’s instructions, follow defined, provided protocol • The students are regularly not required to think, reflect, reconcile results or do not encounter challenges – “predictable” Follow the protocol exactly You should be getting this result Read your manual (Pickering 1987; Gunstone and Champagne 1990; Lagowski 1990; Johnstone and Al-Shuaili 2001) www.creativereview.co.uk
  • 9. Building Inquiry • increases the level of student involvement as there usually less direction provided by the instructor • there is an undetermined outcome and students are required to design and create their own procedure • This format provides the student with more ownership over the practical activity (Domin 1999) www.mheducation.ca
  • 10. “The key is to allow the students to design their own experiments, working through any problems they encounter along the way. It is important to allow the students to experience some frustration while doing this and to refrain from “rescuing” the situation” (Roberts 2001)
  • 12. nature of implemented assessments have the potential to determine students’ learning style, motivate and build self-confidence while also influencing the way in which students view the learning process Assessment • “Assessment is at the heart of the student experience” • Early 90s – present: “the assessment era” • Practical can represent an ideal avenue for Assessment of, for and as learning. (Sadler 1998; Nicol and Macfarlane-Dick 2006; Brown and Knight 1994; Black and Wiliam 1998; Miller et al. 1998; Prades and Espinar 2010; Broadfoot and Black 2004 )
  • 13. Power of Assessment • Students have become very assessment driven in the current culture • that if assessment is neglected, with less assessment given to certain elements such as practical skills, students assign less value to such approaches and believe they do not warrant attention • Vital to consider what is being assessed and how this will be evaluated • Feedback essential to reap benefits (Hofstein and Lunetta 2004; Pickford and Brown 2006; Mc Donnell et al. 2007)
  • 14. Feedback • “oil that lubricates the cogs of understanding” • Highly sought after but often misinterpreted • For students to engage with feedback, they may require guidance/advice on understanding and using it • Incremental marking system • Realise more feedback does not always equate to more learning • Content-focused vs Facilitator-focused feedback (Kulhavy et al. 1985; Weaver 2006; Brown 2007; Carnell and Lodge 2002; Watkins et al. 2002; Carnell 2007; Bree et al., 2014; Y1 Feedback, 2016) Dialogue http://neurosciencenews.com/tacs- learning-brain-stimulation-2259/
  • 15. Traditional Modes of Assessment in Practicals • The Practical Report • Overused; lack of focus • Traditional – common headings • High workload for staff and students • Writing introductions “a sham” • Different standards • …but there are some benefits (Hughes 2004; Pickford and Brown 2006; Mc Donnell et al. 2007; Aurora 2010; Moskovitz and Kellogg 2011 ;Hunt et al. 2012; Bree et al. 2014; Whitworth and Wright 2015) http://www.somervillenjk12.org/Page/4719
  • 16. Traditional Modes of Assessment in Practicals • The OSCE • Gain clinical skills directly related to practice • Knowledge, practical skills & attitude • Ability to perform a skill in an OSCE environment is translatable to competency in handling a real case in a real situation • Stress/anxiety/resource intensive (Miller 1990; Linn et al. 1991; Newble 2004; Davis et al. 2006; Rushforth 2007) Knows Knows How Shows How DoesBehaviour Cognitive Assessment of performance Assessment of competence Content based assessment Factual recall
  • 17. Alternative Format & Assessment Strategies • Move to experience learning base • Migrate from expository to Inquiry – “fun” solving real-life problems; students engaged, gain hands on experience, in charge more, develop critical thinking skills. (Johnstone and Al-Shuaili 2001; Caspers and Roberts-Kirchhoff 2003; Weaver et al. 2008; Henkel et al. 2015 ) http://www.thinkadvisor.com/201 3/05/25/investors-show-strong- commitment-to-alternative-st • What do we want undergraduate students to learn in the practical sessions? • How might our assessment choices/design facilitate this?
  • 18. Self- and peer- assessment Assessment as learning Rubrics Oral & Poster presentation Pre-Practical Work Improving Feedback dialogue & uptake The practical manual & Quizzes Alternative Practical Reporting Format Skill set / competency tests (e)Portfolios Walters and Adams 2002; Seery 2009; Sevian & Robinson 2011; Walgren 2011, Dunne & Ryan 2012; Eisenkraft 2003; Crowe et al. 2008; Whatley & Ahmad 2007; Chan 2010 Heyborne et al. 2011; Seery and Donnelly 2012; Karsten 2012; Qu and Lu 2012; Kihlén & Waligorski 2003; Machina & Wild 2013; Johnston et al. 2014; Dervan 2014; Boylan 2014; Hazzard 2014; Zwickl et al. 2012; Meade et al. 2015; Framp et al. 2015; Parker 2015; Boylan and Boland 2015; Dunne et al. 2015; Donaldson 2016; Forbes et al. 2016
  • 19. Science Writing Heuristic (SWH) The Modified Science Writing Heuristic A Beginning Ideas & Questions What are my questions about this experiment? B Tests & Procedures What will I do to help answer my questions? C Observations What did I see when I completed my tests and procedures? D Claims What can I claim? E Evidence What evidence do I have for my claims? How do I know? Why am I making these claims? F Reading and Discussion How do my ideas compare with others? (Hand and Keys 1999; Keys et al. 1999; Rudd et al. 2002; Carnduff and Reid 2003; Bennett et al. 2009) “to change the experience, you don’t have to change the experiment just what you do with it”
  • 20. Areas to consider Pre-practical Resources Assessment & Feedback Self- Assessment & Reflection Building Digital Capacity and Literacy Design, Format & Practical Learning Environment
  • 21. Design, Format and Practical Learning Environment Learning Environment Minds-on design Inquire in some way Assessment strategies Re-design practical manualLearning style
  • 22. Pre-practical Resources Preparation 2nd to 3rd level transition Customised videos Quiz / Questioning level Clear purpose/Context Learning objectives
  • 23. Assessment & Feedback Assessment options / value Practical Report Rubrics as learning tools Self-marking presentations Moving up levels from MCQs Clinical/practical skill Feedback ; uptake Facilitator vs Content focused feedback Feedback review & dialogue time
  • 24. Self-Assessment & Reflection http://partnerinedu.com/2007/05/26/ assessing-distance-learning-538-post-1/ Self-assessment strategies Self- & Peer Assessment Training Grading Exemplars – High Quality
  • 25. Building Digital Capacity and Literacy Embrace Development Consider programme view Digital Capacity Training
  • 26. Supporting Assessment Methods with Technology • Digital capacity development • support and enrich vibrant learning strategies • must be embraced and utilised more • “enrich teaching, improve learning experiences, support personalised learning, facilitate access through distance learning” (European Commission 2011 ; Teaching and learning in Irish higher education: A roadmap for enhancement in a digital world 2015-2017) National Forum for the enhancement of Teaching & Learning in Higher Education
  • 28. “Tell me, and I will forget Show me, and I may remember Involve me, and I will understand” (Confucius around 450 BC - read in Henkel et al. 2015)
  • 31. Dr. Ronan Bree ; @Breebio Dept. of Applied Sciences, Dundalk IT Thursday April 6th, 2017 www.teamshp.ie
  • 33. Background • B.Sc Hons Biochemistry NUIG 95-99 • PhD NUIG 99-03 (Byrnes & Grealy lab) • Post-doc NUIG 03-07 (Lowndes lab) • Icon Clinical Research 07-09 • Dundalk Institute of Technology Lecturer 09-present • MA Learning & Teaching 2013 DkIT • Practical assessment (Bree et al., 2014, AISHE-J) • 2017 - Retired amateur cyclist!
  • 34. Outline • TEAM Project Steering Committee • Project concept to successful application • Practicals in the IoTs • Project Phases • Introduction of digital technologies • Current Status mindsharing.info
  • 35. School of Health & Science Edel Healy Moira Maguire Ronan Bree Don Faller Nuala Harding Anne Mulvihill David Dowling Gina Noonan Dina Brazil Yvonne Kavanagh Jeremy Bird Akinlolu Akande David Doyle
  • 36. MALT Research Project Concept Research Application Developed HoS National Forum Establishment of project team, external advisor & steering committee Stakeholder involvement Student Partner & Employer engagement Ethical Approval x4 Student-Staff Workshop Lit. Review & Student Survey Thematic Analysis Staff recruitment Pilot implementation Ethical approval (x4) & Pilot evaluation
  • 37. Practicals in the IoTs • Typically 4 x 3-hour sessions per week for approximately 10 weeks of term • Used to be 1 assessment per practical…...240 • 18 students per practical session (over 18 = 1 demonstrator) • Lecturer designs the practical session and develops the associated practical manual • Lecturer submits requirements lists 48-hours in advance to technical team • Lecturer moderates session, sets assessment and corrects assessment
  • 38. Overassessment can represent a block to deep learning High student and staff workload Format of session? “powerful learning environment” Can Technology assist students and staff?
  • 39. Importance of practical element of Health & Science programmes PROJECT OVERVIEW KEY QUESTION 1: How can practical classes be re-aligned to reduce over assessment and develop essential knowledge, skills and competence? KEY QUESTION 2: How can we use digital technologies to promote assessment for learning in practical settings?
  • 40. Project Stakeholders TEAM Project Group Partner lecturing teams Senior Management Team (Heads of School) Student Partners Industry/Employer Partners Library and IT Learning and Teaching Units
  • 41. Project Approach: Phase 1 PHASE 1 Baseline Review LITERATURE REVIEW International Best Practice STAKEHOLDER INPUT Student Needs STAKEHOLDER INPUT Employer Needs STAKEHOLDER INPUT Staff expertise and feedback
  • 42. Project Approach: Phase 2 PHASE 2 Piloting & Evaluation of technology- enhanced assessment practices’ across all partner institutions via academic peer network DIGITAL TECHNOLOGIES Monitored ASSESSMENT APPROACHES Monitored ASSESSMENT of IMPACT
  • 43. Project Approach : Phase 3 PHASE 3 Dissemination & Resource Sharing PROJECT WEBSITE Assessment Resource Sharing DISSEMINATION Master Classes/Workshop Publications COMMUNITY OF PRACTICE
  • 44. Project Workshop Student Partners Keynote Speaker: Dr. Michael Seery (University of Edinburgh) ‘Learning in the 21st Century Laboratory’ Presentations on Literature findings & practical assessments in action from frontline academics Networking & Breakout Group Work Session: Staff & Students Project Workshop: 13th June 2016
  • 45. TEAM Staff Workshop questions: 1. What do you want your students to be able to do as a result of their practical/clinical/laboratory experience? 2. How well do you think that current assessment practices help them to achieve this? 3. Reflecting on today’s session, what are the top 3 things that have made an impact and why? Please work as a group to agree and priortise these. 4. How might you use this information to enhance your practical assessment? TEAM Student Workshop questions: 1. What do you want to be able to do as a result of their practical/clinical/laboratory experience? 2. How well do you think that current assessment practices help you to achieve this? 3. Reflecting on today’s session, what are the top 3 things that have made an impact and why? How would you like to see this taken forward? Project Workshop • 50 lecturers • 17 students • Four Partner IOTs TEAM STORIES FROM THE FRONTLINE 1. AIT “Is the pen mightier than the mouse” 2. DKIT “Using customised videos to develop veterinary nursing skills”. 3. IT Sligo “Online Grading with Rubrics on Moodle?” 4. IT Carlow “Assessing Practical Skills: Can Student Videos Help?” 5. AIT “Enriching the Chemical Experimental Experience – The Potential of Developing Pre and Post – Lab Exercises” 6. DKIT "Adopting the Electronic Laboratory Notebook for Reporting in Science". 7. IT Sligo “Using Moodle Quizzes for Formative and Summative Assessment” 8. IT Carlow “Physical Physics"
  • 46. Literature Review Student Partners Employers Academic Staff Priority themes identified for pilot studies Pre-practical Videos/Quizzes ELNs & ePortfolios Digital Feedback Rubrics Student Survey (n=651)
  • 47. 14 Pilots 9 Pilots 20 Pilots 16 Pilots 59 Pilots - 50 academic staff - 1,481 unique students
  • 49. Dundalk IT Athlone IT IT Carlow IT Sligo B.Sc Pharmaceutical Science B.Sc Athletic and Rehabilitation Therapy Higher Cert in Pharm Tech Studies BSc in Health Science & Physiology B.Sc Agriculture B.Sc. Applied Bioscience B.Sc Analytical Science B.Sc. Biomedical Science B.Sc Veterinary Nursing Higher Cert in Science (Bioscience/Chemistry), B.Sc (Honours) Biosciences with Biopharmaceuticals. B.Sc in Human Nutrition and Human Health B.Sc (Hons) Environmental Bioscience B.Sc Biotechnology B.Sc Sport and Exercise Science, BSc Health Science & Physiology B.Sc (Hons) in General Nursing Higher Cert in Bus and Equine studies B.Sc TV/Media Production B.Sc Medical Biotechnology, B.Sc (Hons) in Intellectual Disability Nursing B.Sc. Pharmaceutical Science Higher Cert Physiology and Health Science B.Sc Pharmaceutical Science B.Sc Environmental Bioscience, B.Sc (Ord) in Forensic Toxicology, B.Sc Bioscience, B.Sc. Health Promotion Public Health B.Sc Applied Bioscience Higher cert in Dental Studies B.Sc Sport Rehabilitation Higher Cert Science Higher Certificate in Agriculture B.Sc (Hons) in Bioveterinary Science, B.Sc Strength and Conditioning B.Sc (Hons) in Midwifery Higher Certificate Science, BSc Toxicology B.Sc Analytical Science B.Sc in Health Science & Nutrition Higher Cert in Pharm Tech Studies B.Sc in Veterinary Nursing B.Sc in Bioscience. Higher Certificate Science, BSc Toxicology B.Sc (Hons) in General Nursing, B.Sc (Hons) in Psychiatric Nursing 45 Programmes
  • 50. Large piloting team recruited DkIT AIT ITC ITS Ronan Bree Anne Mulvihill Dina Brazil Declan Shelly Karen Dunne Anne Marie O'Brien Gary Cahill Tom Patton Sinead Loughran Anne Friel Carloalberto Petti Maire McCallion Valerie McCarthy Therese Montgomery Rosemary OHara Mary Heneghan Bridget Kelly Noreen Morris Niamh Spratt Eimear Donlon Tony Lennon Carmel Kealey Kieran Germaine Padraig McGourty Suzanne Linnane Marese Gilhooly Ann-Marie Enright Orla Warren Joe Treacy Brian Murphy Yvonne Kavanagh Ann Reynolds Sinead Devery Paula Fitzpatrick Jean Carragher Ann O'Malley Myles Hackett Eileen Lane Brid Delahunt; Mary Booth Margot Mc Nelis; Siobhán Kavanagh Tonya Philips Denise Kennedy Ann Marie Fitzpatrick Barbara Grouden Olivia Corcoran Lisa Kerr
  • 51. Local launch event Evaluations Student surveys Student Focus Groups Staff Focus Groups Pilot implementations Data analysis
  • 52. Capacity Building Cross disciplinary through identification of priority themes Identifying and sharing best practice Peer network very well established Active student & staff engagement: Ongoing recruitment Project Website: Dissemination of project outputs Presentation at national and international conferences National Impact
  • 54. Dr. Ronan Bree ; @Breebio Dept. of Applied Sciences, Dundalk IT Thursday April 6th, 2017 www.teamshp.ie
  • 56. Dr. Ronan Bree ; @Breebio Dept. of Applied Sciences, Dundalk IT Thursday April 6th, 2017 www.teamshp.ie
  • 58. Videos & Quizzes • Preparation for practicals • Video assessment • Cognitive load • New subject areas for some • Benefit of video Video Quiz Fill the gaps Commence
  • 59. Pre-Practical Preparation Video Assessment (Ronan Bree, Karen Dunne, Dina Brazil, Yvonne Kavanagh, Ann Reynolds, Joe Treacy)
  • 67. Electronic Lab Notebooks (ELNs) • Note-taking & Report generation • Observations, experimental results and data = traditionally paper format LabArchives OneNote • Sharing of data • Data searching • Back up possibilities • User defined templates • Security • Metadata • Employability (Sinead Loughran, Anne Mulvihill)
  • 73. Microsoft OneNote • Part of Microsoft package • Free for students • Apps and stand alone • Auto save • Digital notebook facility • Enroll your registered students • See their work in progress • Provide formative feedback • Submission deadline • Provide feedback (multiple options)
  • 78. Digital Feedback • In order for assessment to be even considered effective, the role of feedback must not be underestimated. • Often not engaged with or acted on • Must be effective • Delivery important
  • 80. Rubrics • Can evaluate & provide feedback on student work. • Permits standardisation of an assessment process across different lecturers in one module, or different modules. • Can represent complete teaching resources, versus solely being scoring tools, as they could become reflection objects during meetings between lecturers and students. • Student involvement in design David Doyle, Akinlolu Akande, Dina Brazil
  • 86. Scalability • Demonstrators • Technical Groups • Training • Assessment literacy
  • 87. Further contact • DkIT, Head of School of Health & Science: Dr. Edel Healy Edel.Healy@dkit.ie • AIT, Dean of Faculty of Science & Health: Dr. Don Faller dfaller@ait.ie • IT Sligo, Head of School of Science: Dr. Jeremy Bird bird.jerry@itsligo.ie • IT Carlow, Head of School of Science: Dr. David Dowling david.dowling@itcarlow.ie • Dr. Ronan Bree • ronan.bree@dkit.ie • General enquiries • teamshp@dkit.ie
  • 88. Acknowledgements • National Forum for Enhancement of Teaching and Learning in Higher Education • Project Steering committee, CELT teams, External advisor, Academic piloting team, student partners and employer contributions. • Simon, Michael and….. • …..and thank you for your time this afternoon
  • 89. Dr. Ronan Bree ; @Breebio Dept. of Applied Sciences, Dundalk IT Thursday April 6th, 2017 www.teamshp.ie