Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
Does change mean progress? - the challenge for HE
1. Does change mean progress?
- the challenge for HE
Dr Mark Glynn
mark.glynn@dcu.ie
@glynnmark
http://bit.ly/mgseda2019
2. @glynnmark
Overview
● Who am I?
● New Frontiers
● DCU change projects
○ Assessment
○ Diversity
● Strategic approach
● Next steps and call for action
image from presentermedia.com
4. @glynnmark
Who am I?
First in Family
270 points, Ordinary Maths
BSc in Chemistry
PhD in Chemistry
Certificate in T&L
Certificate in Assessment
Msc in eLearning
6. @glynnmark
DCU by the numbers
17500+ students
1600+ staff
Est 1989
3 Academic campuses
5 faculties,
28 Schools
7. @glynnmark
Teaching Enhancement Unit
To foster excellence in practice through leadership in teaching,
the provision of professional development opportunities for
staff, and the scholarship of teaching and learning
Staff
Development
Curriculum
Design
Scholarship
of T&L
Awards Loop
9. @glynnmark
SEDA Trek - New Frontiers
Space, the final frontier. These are the voyages of the
starship Enterprise.Its continuing mission: to explore
strange new worlds, to seek out new life and new
civilizations, to boldly go where no one has gone
before.
“New frontiers in educational and
curriculum development”
image: https://www.empireonline.com/movies/features/best-star-trek-episodes/
11. @glynnmark
New frontiers - Does change mean progress?
－ Access to information is greater
than ever before
－ Increased diversity
image from presentermedia.com
12. @glynnmark
Does change mean progress?
1 - Access to information is greater than ever before
image from presentermedia.com
15. @glynnmark
Targeted mail
We are a team of experienced professional writers and proof-readers, who help customers in all sort of writing
services Ex: Project, Assignment, Dissertation, blogs writing etc. As the years go by thousands of students
place their trust on us to help them achieve their academic goals.
Our experienced writers aims to deliver the students with exactly what they need; continuing to exceed their
expectations. Our company is not just an average content writing firm, we cater to the needs of each and
every client individually ultimately providing with a unique piece of writing.
What we offer:
● Standard pricing GBP 50 per 1000 words – Bulk discounts on projects more than 3000 words
● No plagiarism - Money back guarantee
● Payment in Instalments – Just pay GBP 50 as deposit & we will start working on your project.
● Unlimited reviews
● Skype, WhatsApp & local landline customer support on technical & educational subjects.
● 1st and 2:1 Writing Service
● 100% confidential
● Written by a writer with a UK Degree
● Any subject, any word count & any deadline.
20. @glynnmark
Literature Review
2 Guiding Questions:
－ What approaches to assessment design
are used to promote or maintain academic
integrity?
－ What recommendations are being made
on using assessment design to support
academic integrity?
21. @glynnmark@glynnmark
Outputs - toolkit
Case Studies
Self / Team Assessment
Checklist
Principles of Good
Assessment Design
Collation of
resources
image from presentermedia.com
28. @glynnmark
EU legislation
Member States shall ensure that public
sector bodies take the necessary
measures to make their websites and
mobile applications more accessible by
making them perceivable, operable,
understandable and robust.
image from presentermedia.com
30. @glynnmark
Drivers
“To enhance the inclusivity of the learning experience, we will
promote the principles of Universal Design in the design and
delivery of all our programmes.”
32. @glynnmark
Shaping Change via UDL
Universal Design for Learning is a framework to improve
and optimise teaching and learning by removing barriers
in the environment
Cast Symposium: UDL for Social Justice 2017
33. @glynnmark
Three Principles of UDL
Multiple means of Representation
to give learners various ways of acquiring information and
knowledge
Multiple means of Expression
to provide learners alternatives for demonstrating what they
know
Multiple means of Engagement
to tap into learners' interests, offer appropriate challenges,
and increase motivation.
39. @glynnmark
Alignment: TEU Approach
DCU Academic Development and Promotion Framework
National Professional Development Framework for All Staff
Who Teach in Higher Education EU Framework for Digital Competence of Educators
Advance HE Professional Standards Framework
46. @glynnmark
IUA Project
(Detailed in work packages)
Sustainability
● Link Loop resources to 12 AI Principles
● Develop TEA resources for use in ABC LD
● UDL toolkit to support TEA
Current Practice
Learning
Technologies
● Academic Integrity Project
● ABC to VLE Project
● UDL ProjectLearning
Design
Professional
Learning
SO
TL
&
Project
Dissem
ination
● Loop activities
● Loop Reflect ePortfolio for Assessment
● Video based assessment
● 3E Framework
● Revise current supports
● Loop Reflect - linking to TEA work
● Online Grading Interface Upgrade
● Develop 3E framework (Add ‘Why’ to ‘How’)
● Demand led workshops (Gradebook)
● Loop drop in clinics
● Online Resources
● Sipping Point
● Suite of workshops & Advance HE fellows
● Specialised Loop drop in clinics TEA
● Consolidation of online resources & new
● Sipping Point sessions for TEA
● Research Collaborations & Outputs
● Teaching & Learning Day
● Continue Research Collaborations &
Research outputs
● T & L Day theme TEA/Assessment 2020
● AI Principles embedded in TEA
● TEA embedded as part of LD @ DCU
● UDL embedded in TEA
● Improved supports for staff
● Integration of ePortfolios for assessment
● Better efficiency of Gradebook for staff
● Better understanding of Why of TEA
● Build capacity for TEA training
● Focused support for TEA
● Improved self-directed learning
● Learning Community around TEA
● Increased exposure for TEA
● Potential policy on electronic submission
IUA project overview
47. @glynnmark
In summary
－ We use curriculum design to address challenges
－ Move from supply led CPD
－ Strategic alignment help us determine priorities
－ Strategic alignment provide a shield
53. @glynnmark@glynnmark
What people say...
I had an Oral CA the
same week as
[Module X] CA.
Had many assessments
and exams at this time,
was overwhelmed and
exhausted
Normally I would spend
more time but there was a
lot of work due around the
same time, so, as this was a
mock-exam, it was not my
priority
Lot of CAs towards
end of term
Students
I have to get a
certain amount
covered before I can
assess them
I don’t know how much
lecturers know about how
much is going on in the
bigger picture for students
because we just tend to
be responsible for [our
own] modules.
They need all my
assignments in order to
prove they have met the
learning outcomes
They need all my
assignments in order
to prove they have
met the learning
outcomes
Staff
59. @glynnmark
One step data generation
Requirement
－ Insert deadlines to create
calendar
Result
－ calendar view for all
－ provide online submission
for students
－ Analyse assignment
submissions
－ Monitor student across a
programme
63. @glynnmark@glynnmark
Weight criteria as appropriate Not achieved Acceptable Proficient Exemplary
Subject Knowledge
Relevancy
Coherence of argument and
artefacts
Does not address topic, context
or key points. Most ideas are
underdeveloped, unoriginal, or
lack relevancy/critical thought.
Artefacts do not support
argument or are not included
Content indicates thinking and
reasoning applied with original
thought on a few ideas. Not all
key points included or fully
developed. Some artefacts
included which support
argument
Content indicates original
thinking and develops ideas
with sufficient evidence. Key
points covered. Clear argument
supported by appropriate,
relevant artefacts
Content indicates synthesis of
ideas, indepth analysis and
evidences original thought and
support for the topic. Thoughtful
artefacts selected that advance
main argument.
Creativity with Multimedia No inclusion of audio/video, or
graphics or photos, audio or
video are distracting/no relevant
to the content of the portfolio.
Audio/video/graphics/
photographs are included but
used without purpose or design
in mind. Some artefacts may not
function correctly.
The use of
audio/video/graphics/
photographs are appropriate
and contribute to understanding
concepts, ideas and
relationship. The artefacts
enhance the written material
and create interest.
Innovative use of
audio/video/graphics/
photographs is integrated
seamlessly into several different
artefacts. They effectively
enhance understanding of
concepts, ideas and
relationships, and create
interest.
Appropriate Academic
Conventions
Referencing
Copyright
Spelling & Grammar
Poor or incorrect use of required
referencing scheme. Multiple
spelling or grammatical errors.
Copyright references not
included for artefacts.
Inaccurate use of required
referencing scheme. Some
spelling or grammatical errors.
Some care has been given to
copyright and fair usage of
images/artefacts.
Largely accurate use of required
referencing scheme. Few
spelling or grammatical errors.
Copyright and fair usage of
images/artefacts noted.
Excellent grammar, spelling,
syntax and punctuation. Content
fully supported by reference to
relevant, up to date, and
accurate referencing.. Copyright
and fair usage issues well
considered
Full credit and sincere thanks to participants at the Eportfolio Unconference (Dublin, 2018) for their collaborative contributions to the development of this eportfolio assessment rubric:
https://docs.google.com/document/d/1G5KMIYcwlirx85wvPrkt-mGWxguWHTY5LCr0DdPJsKM/edit
ePortfolio Rubric
64. @glynnmark@glynnmark
Weight criteria Not achieved Acceptable Proficient Exemplary
Usability & Navigation Organisation and structure is
confusing. The navigation links are
poor or missing making navigation
difficult. Many external hyperlinks do
not link to the appropriate website or
resource. Structure of page/s is
inappropriate for purpose.
Some navigation links included
to provide structure. Some
external hyperlinks do not
connect to the appropriate
website or resource. Structure
of page/s does not always
support purpose.
Organisation, structure and
flow of the portfolio page/s is
clear. Navigation links function
well. Most external hyperlinks
link to appropriate websites or
resources.
Well organised page/s and
structure facilitates the readers’
accessibility and navigation to the
content. Navigation links
seamlessly to other pages and
external hyperlinks present and
working to websites and resources.
Level of Reflection Reflective writing is limited to
description or missing and does not
explain growth or include goals for
continued learning
Reflective writing is present and
occasionally includes more than
description by connecting ideas
or artefacts together. Some
reflective writing demonstrates
relevancy of artefacts in the
e-portfolio. A few of the
reflections explain growth and
include goals for continued
learning.
Reflective writing often make
connections, explains
importance, or projects into the
future, but not consistently so.
Most of the reflections
describe relevancy of artefacts
in the eportfolio. Most of the
reflections explain growth and
include goals for continued
learning.
Reflections are insightful and work
together to consistently synthesize
learning experiences and
demonstrate critical thinking. All
reflections clearly describe
relevancy of artefacts in the
eportfolio and clearly explain how
the artefact demonstrates growth,
competencies, accomplishments,
and include goals for continued
learning
Design & Originality Design choices are simplistic,
inappropriate or disorganised.
Colour, font, space, and layout are
haphazard and distract from the
message
Design choices are often
appropriate, but some choices
of colour, font, space, or layout
are ineffective in supporting the
message or inconsistent
Design choices are
consistently appropriate and
support the message. Choices
are well thought out and
creative/attractive
Design choices are consistently
appropriate, enhance readability
and support the message, These
choices are consistently
sophisticated and
original/creative/attractive
Full credit and sincere thanks to participants at the Eportfolio Unconference (Dublin, 2018) for their collaborative contributions to the development of this eportfolio assessment rubric:
https://docs.google.com/document/d/1G5KMIYcwlirx85wvPrkt-mGWxguWHTY5LCr0DdPJsKM/edit
ePortfolio (II)
65. @glynnmark
DCU projects
－ Engagement in large
classes
－ Creativity in the
curriculum
－ Social
Entrepreneurship
－ Practice based
learning in humanities
－ Computer Science
Pedagogies
－ ePortfolios
－ Supporting mentors
－ Blended and online
learning
－ Redesigning
Engineering
66. @glynnmark
Demand led Team based learning
"Over the past number of years I have worked closely with the TEU on a
number of team-based projects and in various roles from academic lecturer,
undergraduate programme coordinator and proposer of new postgraduate
programmes to National Forum funded researcher, and now as teaching
convenor.
The TEU has facilitated the co-development of bespoke innovative teaching
and learning approaches within our programmes through structured and
scaffolded professional learning. At the moment, colleagues and I are
participating in a short professional learning programme with the TEU that
aims to enhance the assessment strategies on our programmes using
student-,staff- and tech-centric pedagogical approaches . Participating in this
professional learning programme as a team means that there is collegiality,
consistency and ultimately sustainability around our new initiatives."
Dr Lorraine Boran,
School of Psychology
68. @glynnmark
Consultancy and support
“The TEU provides academic staff with the right type of professional
learning and support for their own context. In my context, the TEU
has given me pedagogical advice and technical support on new
teaching approaches for the digital era.
For example, I have just introduced the creation of interactive video
content as a learning activity into a First Year French Language
module. Students were initially hesitant to transition from being
passive video consumers to active creators but with the help of the
TEU, acting as a sounding board and giving advice on how best to
facilitate this change, it has been very successful.
The encouragement from the TEU was essential on a personal level
also.”
Dr Maria Loftus,
School of Applied Languages and Intercultural Studies
