Digital posters from the 7 university pilots

1. Iterate and sustainReview and refineImplement digital assessmentOngoing support
Planning a digital assessment Individual consultancies Workshop x3 engagement Pre-workshop learning
Custom workshop planningDiscipline-specific needs
analysis: Education & Science
Development of suite of
digital assessment workshops
Icons courtesy of Fontawesome.com
Professional Learning for Digital Assessment
Project Pilot Phase: June - December 2019

2. Maynooth University
School of Computing
School of Modern Languages,
Literatures & Cultures
School of Business
PG Cert/Dip HE Teaching, Learning
& Assessment
Critical Skills: Student Digital Skills
Resource
“We aim in particular to
stimulate developments in
digitally-enabled and
technology-supported learning”.
Maynooth University Strategic
plan 2018-22, p. 48
Pilot groups and initiatives
Dr Morag Munro
Office of the Dean of Teaching & Learning
Maynooth University
morag.munro@mu.ie
maynoothuniversity.ie/dean-teaching-
learning
Contact
3E Framework?
7Cs of Learning Design?
CoDesignS?
ABC Learning Design?
Framework selection depends on pedagogical
beliefs, expertise in design/use of technologies
and perceived ease of use.
Conole (2019)
Aligning Learning Design Frameworks
with disciplinary and local contexts

3. NUI Galway
Pilot Group
The group consists of 16
participants that attend
workshops and collaborate in
Microsoft Teams.
Learning Design
Workshops on ABC learning
design have been held to help
the pilot group (re)design
their modules using design
principles.
Multimedia Design
The pilot group are working to
(re)design their courses with
interactive content, making
use of tools like H5P, Knowbly,
and Articulate Rise.
Digital Skills
The pilot group is
working on Area 2:
Digital Resources in
DigCompEdu. They are
also building on their
digital CPD skills by
using Microsoft Teams.
Beyond Blackboard: (Re)Designing
Curriculum and Digital Resources for a
Better Digital Experience
Contact
Kate Molloy
CELT
kate.molloy@nuigalway.ie
Local CPD
We are using
DigCompEdu to map to
local CPD in order to
reassess training
needs.

4. The ‘Flipped Classroom’ Module
Blackboard
Online
Assessment
Discussion
Boards
Lecture
Capture
Reflective
Journals
Podcasts
Mobile
Learning
Polling
Using Technology to Support Active Learning
• 5 ECTS accredited module
• Part of a Special Purpose Certificate in Teaching
Practice
• Using a flipped classroom approach to teach the
flipped classroom
• Learning technologist and academic partnership
to develop module content & methodology
• Group activities in the classroom
• Active learning
• Consultancy sessions to bridge the gap to
practice implementation
Module Structure: Mapping to the Flipped Classroom
Technology-Enhanced Learning in Higher Education

5. I N T R O D U C T I O N
UCD embarked on an expansive project to review and
refresh the University’s eLearning environment to
enrich the student, faculty and staff experience.
To ensure the smooth transition to the new platform a comprehensive
training programme was delivered to enhance the digital skills of faculty
and staff. Aligning with the IUA Enhancing Digital Skills Initiative a pilot
project was developed to train tutors and demonstrators specifically in the
area of assessment and feedback in the College of Science.
We identified gaps in our Educational Technology support in the College of
Science and the College of Engineering and our project will focus on
enhancing digital T&L in these disciplines. We are in the process of
recruiting two Educational Technologists to support staff in designing and
developing digital aspects of programmes and this is timely as it coincides
with our switch to a new virtual learning environment- Brightspace.
FACULTY & STAFF TRAINING – BRIGHTSPACE
Course Name Attendees
Getting Started 1251
Assessment & Grading, Quizzes, Rubrics 406
Additional Tools in Brightspace 36
Universal Design and Brightspace 10
Using Release Conditions and Intelligent Agents 8
Total 1711
C O N T I N U O U S A S S E S S M E N T
A major component of
the module grade in
UG and PG
programmes in Science
is based on continuous
assessment. It is
important that
oversight is made
easier feedback and
grades are centralised,
easily accessible and
always available.
D I G I TA L F E E D B A C K
& G R A D I N G
Improved Oversight
Multi Format (Audio, Video Text)
Streamlined and Standardised
Assessment & Progress Reporting
METHODOLOGY & RESULT
• Classroom-based course
feedback and assessment
• Students got a walkthrough
of the most common tasks
• Intelligent Agents-promote
engagement
• Awareness of the end-to-
end process
• Online support materials
• 67 Tutors/ Demonstrators some
new to UCD & Brightspace
attended training
• Promoting the enhancement &
flow of digital skills from faculty
through to the student body.
• Improved communication and
feedback
• Less administrative overhead
“The course was great! Such a good idea to have
a training session as I have never used Brightspace before and
wouldn’t have had a clue how to upload grades and things like
that.”
A C K N O W L E D G E M E N T S
Associate Professor Carmel Hensey, Professor Jason Last, Marian
O’Connor, Associate Professor James Sullivan, UCD College of
Science and the Brightspace Training Team

6. UCC Centre for Digital Education
Recruiting:
Digital Capacity Support Officer
Based in Centre for Digital Education
Reporting to Head of Digital Education and IUA Project Manager
Awaiting advertisement
Disciplines
Interest from German, Italian, Theatre, Nursing
INDex
Liaising with National Forum
Ethics Approval submitted
Digital Skills Initiatives
Moving from building content to advice and consultancy
Canvas training – basic, advanced, drop in
Byte Size sessions
Canvas ‘champions’ event in December
Developing plan with Audio Visual Media Services, IT Services for open workshops and demos
Consolidation of CPD offerings
Enhancing Digital
Teaching and Learning

7. Digital Peer Review Assignments and
Student Produced Animated Videos
The autumn semester 2019 pilot project at the University of Limerick (UL) consisted of participating educators from the
School of Engineering and the School of Allied Health.
Educators from the School of Allied Health piloted
a new digital assessment initiative to build
learners’ digital competence.
Students taking a Therapies & Technologies
module over a 6-week academic block of study
were tasked with developing a 2-3 minute
Information Sharing Animation (ISA) on a
specified Speech and Language Therapy (SLT)
area that they chose from a list of relevant topics.
Educators from the School of Engineering piloted two different approaches to conducting
digital peer review assignments.
1 – Using the Turnitin.com website to conduct peer and self-review assignments with students.
2 – Using the built-in Turnitin assignment functionality within a tool on ULs institutionally
supported virtual learning environment (VLE), Sulis.