The National Seminar Series, formerly sponsored by the National Forum for the Enhancement of Teaching and Learning in Higher Education and now funded through MTU’s allocation of the Strategic Alignment of Teaching and Learning Enhancement in Higher Education Funding, gives those working in higher education the opportunity to connect with colleagues and to focus on shared interests in both the research and practice of teaching and learning enhancement. The series also creates opportunities to hear from national and international experts in different areas of teaching and learning.
2024/25 SCHEDULE
- National MTU Seminar Series launches in May 2024
- Find out more here: CPD Summary Table 2024
2022/23 Schedule
Recent Events:
November 2023
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Assessment & Feedback in Placement Settings: Challenges & Solutions Friday, November 17th, 2023, 09:00 - 11:00 Presented by:
Seminar Description Those involved in placement may have wondered about how best to assess student performance when what is involved is so different from typical academic activities where students attend and engage in lectures, practicals, tutorials, etc. They may already have students reflecting on their work or may even be considering incorporating reflection for the first time. However, there are often additional challenges associated with work placement in that students are remote from them as opposed to typical assessment where they can more easily engage with them. However, have they ever wondered what the students’ views on assessment and feedback in work placement settings are? In this seminar, some global, national, and local insights into the challenges and solutions to conducting assessment and providing feedback in a work placement setting were given. Professor Rola Ajjawi shared some of the challenges faced within the Australian setting together with thoughts on solutions that have worked. Associate Professor Geraldine O’Neill discussed findings from a wide ranging study that she conducted with students, host organisations and academics. While Dr Tom O'Mahony and Catherine Murphy discussed some of the results of the research they are currently conducting into enhancing feedback and assessment in work placement modules in MTU and shared data gathered data from 270 students. In conclusion, options for next steps were shared with all those interested in redesigning their assessment and feedback approach to work placement. Resources |
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PAST EVENTS:
Over the last number of years, the Teaching and Learning Unit has hosted a number of national seminars, details of which you can find below.
2021 - 2022
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National Seminar Series 2021/22, Wed 16 Feb 2022 |
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Coaching and coaching approaches in higher education settings Presented By:
Seminar Description Coaching is about creating the right environment so that people can think, grow, and develop for themselves (van Nieuwerburgh, 2020). In the Higher Education context, the potential of coaching to enhance student success and wellbeing is currently being uncovered (van Nieuwerburgh, 2020). As such, the visibility and prominence of coaching in Higher Education contexts is increasing and this coincides with significant momentum in the development and application not only of coaching programmes, but in the application of coaching approaches and positive psychology in educational settings. This seminar will provide participants with an opportunity to hear from a thought leader in the area of coaching in educational settings and to discuss coaching as it is can be applied in their own contexts. Through it, attendees will gain insights into how coaching can contribute to student success through the structured development of learner agency and self-efficacy. Christian will share his experience of applying coaching in educational settings across a number of countries and will introduce a Global Framework for Coaching in Education, developed alongside colleagues Jim Knight and John Campbell. The model centres students’ success and wellbeing through a range of activities aligned to themes such as Student Experience, Educational Leaderships, Community Engagement and Professional Practice. Those who participate in this seminar will gain an understanding of:
Resources: A Seminar Funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education |
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Conversations on Teaching & Learning Seminar Series, Thursday, 13th January 2022 |
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Active Learning to Engage Students and Enhance Learning Presented By:
Guest Speaker
Seminar Description This seminar was split into three with the first part of the seminar exploring “10 Ideas on how to Enhance Interaction and Student Engagement in your Teaching”. It selected examples that highlight the importance of student engagement in learning. Active learning strategies, suitable to a range of different learning environments, online, blended, and face-to-face were explored, with consideration given to different group sizes. These 10 ideas and practical tips were provided alongside a collaborative discussion amongst attendees, where best practice were shared. Munster Technological University are active members of the Active Learning Network (ALN) which is a group of people from around the world (over 35 institutions represented) who share an interest in active approaches to learning. In the second part of the seminar, participants were introduced to the work of the ALN and shown how to connect with the Network. In the third and final part of the seminar, participants were introduced to the “Be ACTIVE” Framework, a new and exploratory framework focusing on Active Learning. Participants had an opportunity to actively engage in the development of a plan to implement active learning in their individual context using this framework. The framework empowered participants to plan strategies that work for them in their context to get the most out of students and develop a structured overall approach to active learning. Those who participated in this seminar: Discussed practical ways to Enhance Student Interaction in their Teaching Evaluated effective student engagement strategies for their context Described the challenges of student engagement and shared best practice Applied the “Be ACTIVE” Learning Framework and created a structured plan to embed active learning in their own teaching and learning context. Recording:
Resources: A Seminar Funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education |
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Conversations on Teaching & Learning Seminar Series, Thursday, 13th January 2022 |
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Re-Connect - An Intervention with Students on their Digital Habits
Presented By:
Seminar Description Students need to use the internet to support their studies and are a group identified with low wellbeing and high loneliness. Re-Connect is a workshop that has been developed in MTU in response to research findings that highlight difficulties caused by problematic internet use for students. The workshop is being rolled out in MTU and aims to support students in developing awareness of their internet use and its affects. The workshop also enables students with tools which can help to develop healthy internet habits or redesign habits that are causing them problems. The workshop to date has got excellent feedback from staff and student participants and aligns exactly with the government strategy for healthy campuses. Student problematic internet use can be addressed in a way that few other issues affecting health and wellbeing are. The workshops have been developed to address a student need as evidenced by research, it is a university cross collaboration, developed with student input, honed with professional expertise empowers students to redesign those habits for wellbeing and academic performance This workshop is designed for lecturers who might want to deliver the Re-Connect workshop with their students. This workshop was delivered by Oonagh O’Brien and Catherine Murphy, who gave an overview of the Re-Connect programme, the research that drove its development. Oonagh and Catherine shared resources and facilitation techniques to enable delivery of Re-Connect to student groups. A Seminar Funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education |
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Conversations on Teaching & Learning Seminar Series, Wednesday, 12th January 2022 |
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Developing an Ethos of Authentic Assessment Presented By:
Seminar Description Authentic assessment is a means of providing assessment opportunities which are like tasks in the ‘real world’. Students are asked to thoughtfully apply their acquired skills to a new situation or environment. Assessments are considered authentic if they are realistic, require judgement and innovation and assess students’ ability to effectively use their knowledge or skills to complete a task. This seminar presented the experiences from the Marketing discipline at Munster Technological University in developing a comprehensive approach to the use of authentic assessment as a means of fostering student engagement and developing collaboration with businesses. Adopting the perspective of a "work in progress" the presentation challenged participants around the ongoing reliance on terminal examination and similar mechanisms, while also reflecting the realities of delivering complicated assessment mechanisms with large-sized student groups. Those who participated in this seminar:
Resources: A Seminar Funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education |
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Conversations on Teaching & Learning Seminar Series, Tuesday, 11th January 2022 |
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Plotting your UDL Journey: getting started and moving forward Presented by:
Seminar Description In this online seminar, we were joined by Prof Jo Rushworth, National Teaching Fellow and Senior Lecturer in Biochemistry in the School of Allied Health Sciences, De Montfort University, and by Dr Amanda Bastoni, Educational Research Scientist at CAST. Prof Jo Rushworth drew on her experience as a UDL champion for her School as she outlined a range of options and starting points for colleagues who are starting out on their Universal Design journey. This work focussed on providing students with flexible learning resources, flexible ways to engage with their learning and flexible ways to demonstrate knowledge and skills, that impacted both learning and teaching and institutional policy. In an interactive presentation, Jo told us about how the UDL guidelines were brought to life and implemented across DMU and led us in a discussion of early steps toward achieving UDL compliance in teaching practice and of options for continuing development and enhancement. Jo’s work on co-creation with students was among the highlights from her case study. Expanding on some key themes from Jo’s presentation, Dr Amanda Bastoni’s workshop introduced the concept of co-design and (using the UDL framework) highlighted how educators can increase creativity, collaboration, and learning in their classroom by designing learning with their students. In the workshop, we covered the why and how of co-design, including stories from the field, resources, and strategies educators can use immediately - in any learning environment. Those who participated in this seminar learned how to: Apply early steps, approaches and strategies to confidently initiate inclusive practice in their student interactions
Organised by:
Recording:
Resources: A Seminar Funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education |
2020 - 2021
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National Seminar Series 2020/21, Conversations on Teaching & Learning Seminar Series, Tuesday, 11th January 2022 |
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Relational Pedagogy and Whole-class Engagement – Can it Really be Done?! Presented By:
Seminar Description “When the first day of class comes around, you’ve reflected on your course goals and structure, gathered your syllabus together, shared materials in Canvas, and prepared your first day of class presentation. How do you then establish a relationship with your students? How do you talk with them on the first day? How do you set the tone?” (Cathy Bovill, January 2020, Georgetown University) Drawing on her most recent work, ‘Co-creating Learning and Teaching: Towards relational pedagogy in higher education’ (April 2020), Cathy Bovill explores the concept of relational pedagogy using the classroom as a focus for curriculum co-creation. We can often think that co-creation might only be available to small groups of students working closely with a member of staff, as might also be suggested of many student partnership activities. However, this seminar challenges this idea and explores how co-creation has the potential in both classroom and online class teaching settings to include all students in developing relationships and shared decision making. The seminar suggests that in the pivot to online delivery these opportunities should be maximised. Using her current research and time as a Fulbright Scholar (based at Elon University), Cathy shares examples from university and school settings, to set the challenge to participants to identify ways in which their presence in the classroom (online or otherwise) might be used to positively shape their learning and teaching practice in a way that demonstrates a care for their students thus building a more positive student learning experience. This seminar enabled participants to:
Resources: A Seminar Funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education |
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Thinking about Assessment Seminar Series, Thursday, 12th November 2020 |
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Working on Reflection - Supporting Students to Reflect on Work Placement Presented By:
Seminar Description Reflective practice is a key skill in many professions including education. but is particularly relevant to students in the context of work placement. We as educators expect students embarking on work placement to have, at some point in their studies, developed sufficient reflection skills to enable them effectively capture their learning from the placement experience. However, this is not always the case as students often receive little explicit instruction, practice or guidance about how to reflect. In this seminar participants were guided through the process of reflection and themselves engaged in reflective practices. There were opportunities for discussion in breakout rooms. Discussions covered how other colleagues are engaging students on reflection in placement settings. Workshop Materials: Additional Resource:
A Seminar Funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education |
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Thinking about Assessment Seminar Series, Friday, 6th November 2020 |
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Redesigning Assessment and Developing Staff and Student Feedback Literacy: Presented By:
Seminar Description This seminar focused on developing feedback literacy in both staff and students and redesigning assessment to build on this new-found understanding. It drew on student and staff expertise across two main strands. Strand 1 took a ‘deep dive’ to explore what learner-focused feedback means and how staff and students can enable impacts from different feedback approaches. Particular emphasis was placed on feedback literacy: the capacities of teachers and students to make the most of feedback opportunities. What capabilities do teachers and students need in order to take up their complementary roles in feedback processes? Strand 2 looked at disentangling assessment and feedback and explored the various forms of feedback used in assessment and in the absence of assessment. Assessment design was highlighted so that opportunities to provide feedback to inform future work are intentionally embedded at the development phase. Resources: Slide Decks:
Additional Resource: A Seminar Funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education |
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Thinking about Assessment Seminar Series, Friday, 30th October 2020 |
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Plagiarism and Collusion – Myth or Reality? Assessment for Future Needs: Presented By:
Seminar Description This seminar explored concerns around academic integrity in Higher Education and how assessment redesign can eliminate many of these concerns. The seminar was divided into two elements. The first session explored why, how and when students cheat in Higher Education. It opened up discussion and debate on academic integrity, plagiarism, collusion and contract cheating and the role we play in it as educators. The second part of the seminar focused on re-thinking how we assess and redesigning assessment approaches. The presenter discussed strategies that include encouraging students to see assessment, both, as an opportunity to learn and an opportunity to demonstrate their excellence and skills. Redesigning and rethinking the tasks we ask our students to complete in order to demonstrate attainment of the desired life-long skills in tandem with module and programme learning outcomes can effectively eliminate both the desire and the opportunity to ‘cheat’. Across the two sessions participants were asked to self-reflect, to consider their values and establish why they assess as they do. Traditions and assumptions were challenged & participants were supported in the redesigning of assessment approaches. Resources: Slide Decks:
Additional Resources:
A Seminar Funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education |
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Tús Maith Seminar Series, Tuesday, 15th September 2020 |
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Universal Design for Learning: Accessibility & Inclusive Assessment and Feedback Facilitated By:
Seminar Description Universal Design for Learning (UDL) aims to eliminate barriers in the design of the learning environment to make the curriculum accessible for all. COVID-19 has, if anything, highlighted the need for higher and further education providers to fully embrace UDL principles and practice so as to ensure high-quality education for all students and allow for full active participation by all learners. This session outlined the principles of UDL, examined what these principles look like in action and provided advice on how these principles can be applied, even when at distance or online. In addition, it demonstrated how, with the correct mindset at the creation stage, we can ensure resources created for students are accessible and how students can be offered flexibility through engagement, representation, action and expression. To conclude, the core tenets of inclusive assessment and feedback practice were outlined, and how this practice can be developed at programme and individual level was demonstrated. Drawing on research from the National Forum, UDL and practical case studies as examples, specific assessment methodologies will be examined and consideration will be given as to how these might be transformed, through the lens of universal design, to ensure inclusion of the full student population. Participants in this session learned about:
Resources:
A Seminar Funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education |
2019 - 2020
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National Seminar Series 2019/20, Conversations on Teaching & Learning Seminar Series, Wednesday, 8th January 2020 |
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How Good Conflict Can Develop Creative Learning Communities: Presented By:
Seminar Description The value of Learning Communities, especially those that work across disciplines, is that they facilitate a sharing of expertise, knowledge and experience. Accessing ‘the wisdom in the room’ is often cited as the purpose of sharing in such communities. The word ‘dialogue’ in its original Greek form represents a process where new wisdom and insight is reached between two people which could not have been reached by either party on their own. Such a process inevitably involves the reconciling, fusing or synthesis of two or more, often conflicting, ideas or viewpoints often in an effort to clarify and articulate a common goal for the group. This seminar explored the need, nature, cause and value of conflict in the synthesis of new ideas, knowledge and learning. Participants interrogated the effectiveness of one of the most popular tools for understanding and dealing with conflict i.e. the Thomas Kilmann Conflict Mode Instrument. In workshop format, participants explored their own preferred approach to conflict and used the Kilmann model to experiment with alternative approaches to conflict in order to promote meaningful dialogue in learning communities. Teaching and Learning Practice can be enhanced when people learn to better engage with colleagues, who have conflicting viewpoints, in a way that allows for all voices to be heard and that cultivates the positive restlessness which leads to new insights, consensus and action. On completion of this seminar participants had:
Resources: A Seminar Funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education |
2018 - 2019
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National Seminar Series 2018/19, Conversations on Teaching & Learning Seminar Series, Friday, 17th May 2019 |
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Realigning Teaching, Learning and Assessment: Integrating Assessment for Learning in Challenging Times: Presented By:
Seminar Description This aim of this seminar was to promote informed thinking about how assessment is conceived and practiced at third level with a view to greater alignment between teaching, learning and assessment. It allowed lecturers and academic managers to discuss and share good practice while also considering how current assessment procedures in place in their institutions might be enhanced to improve student learning, progression and success. Assessment for learning is one of the most powerful ways of improving student learning and achievement. Formative assessment, done well, improves student self-regulation and awareness of what needs to be done to enhance their learning, is forward focused and motivational. Participants considered how enhancing learning, teaching and assessment alignment can improve learning for different student cohorts and group sizes in times of limited resources and increasing accountability. The workshop element of the seminar gave participants the opportunity to share and take away some practical ideas and techniques that they could use in their classes. Participants in this seminar:
A Seminar Funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education |
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Conversations on Teaching & Learning Seminar Series, Thursday, 16th May 2019 |
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Developing Peer Mentoring Skills to enhance CPD in Teaching and Learning and better enable Learning Communities: Presented By:
Seminar Description Vygotsky’s (1978) theory of social constructivism highlighted the importance of the contribution of others to every individual’s learning. With the increasing use of ICT and the internet, learning communities can expand beyond geographical limitations leading to new and exciting educational dimensions and learning opportunities across schools, colleges, communities and cultures. The term ‘learning community’ has become increasingly common in education usage and can mean many different things, from bringing members of the local community into the college to collaborative learning among students or lecturers. Colleges today are complex, interwoven, interactive environments where learning flourishes when there is a spirit of openness and transparency and where lecturers are more likely to adopt a collegial approach incorporating shared leadership and authority thereby facilitating the work of the students. In colleges that are learning communities, everyone is a learner, and everyone is a teacher. This seminar explored how a coaching skill set can be used to enable learning institutions to develop the skills of enquiry, collaboration, sharing of practice and critically evaluate beliefs about teaching and learning. The overall aim of the seminar was to enhance the quality of professional communication and dialogue one of the four domains underpinned by the National Professional Development framework’s values. The seminar employed a blended learning approach involving experiential learning techniques complimented by facilitated debriefs, group discussions and short presentations.
A Seminar Funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education |
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Conversations on Teaching & Learning Seminar Series, Tuesday, 14th May 2019 |
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Digi-teach: Digital Teaching Tools for Mathematics in Higher Education: Presented By:
Seminar Description Cork Institute of Technology and Griffith College Cork came together to organise this seminar to examine digital teaching tools for Mathematics in Higher Education. The focus of this seminar was to explore and champion effective digital tools and technologies in the teaching of Mathematics in Higher Education in Ireland and to create an opportunity for networking and initiation of collaborative relationships in this area. It provided hands on experience of educational technology in Mathematics for participants and provided a forum for exploring challenges, exchanging ideas and disseminating practices. Talks/workshops included:
A Seminar Funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education |
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Conversations on Teaching & Learning Seminar Series, Thursday, 10th January 2019 |
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Peer Mentoring in Higher Education – a key to better staff induction: Presented By:
Seminar Description Peer coaching is a staff development model which can be used to develop and try new strategies and determine what does and does not work by critically evaluating beliefs about teaching and learning. Peer coaching is built upon trusting relationships that develop between lecturers. The seminar outlined the nature of a coaching conversation and gave participants an opportunity to develop their listening, questioning and feedback skills. The seminar was designed to develop professional communication and dialogue one of the four domains underpinned by the National Professional Development framework’s values. Collegial coaching, technical coaching, challenge coaching and team coaching were examined and their use in third level explored. The four types of peer coaching are all very different, but they are built upon effective communication that is honest and open and based on an unbiased attitude and a willingness to help others grow professionally. This involves trust building. Effective peer coaches must be dedicated to working in a trusting relationship with a partner to continually improve his or her teaching skills. They must also be open to new ideas and willingly share classroom experiences with their partners. Effective communication means more than just teachers talking with each other. It involves:
The seminar/workshop employed a blended learning approach involving experiential learning techniques complimented by facilitated debriefs, group discussions and short presentations. Participants who attended this workshop:
A Seminar Funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education |
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Conversations on Teaching & Learning Seminar Series, Tuesday, 8th January 2019 |
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Effectively supporting study transitions to improve student engagement, wellbeing, progression, attainment and success: Presented by:
Seminar Description Supporting and enhancing the undergraduate and postgraduate student experience throughout the student lifecycle is a critical activity in higher education not only to aid retention and progression but in a highly competitive higher education (HE) market, the quality of the student experience is pivotal in HE institution’s attracting students. In recent years, research and initiatives have tended to focus on the first-year student experience (i.e. those entering year one of a course with subsequent years being neglected), or learning and teaching, and assessment and feedback. However, although the first year is crucial in helping to embed students into their studies, it is essential to support students in a joined-up approach across academic and non-academic spheres in, through and out of the study journey to aid student engagement, wellbeing, progression, attainment and success.This seminar looked at the key transitions in the study journey and focused on and suggested ways that institutions can create excellence in their delivery of a high-quality student experience from raising aspirations to entry preparation and throughout each level of study. Participants who attended this seminar:
A Seminar Funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education |
2017 - 2018
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National Seminar Series 2017/18, Conversations on Teaching & Learning Seminar Series, Wednesday, 16th May 2018 |
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Exploring Approaches to Work Based Assessment: Presented By:
Seminar Description This seminar considered key theoretical perspectives on work-based assessment. It discussed:
Participants were encouraged to bring along module descriptors, related to learning in the workplace, so that these theoretical perspectives could be applied to practice. In the workshop component, participants, in small groups, discussed, critiqued and developed the methods and processes that they currently use to assess placements in their own disciplines. They were encouraged to examine the ways in which current theory and best practice could inform and develop their disciplinary approaches. A Seminar Funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education |
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Conversations on Teaching & Learning Seminar Series, Thursday, 11th January 2018 |
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Building Capacity through Professional Development: Presented By:
Seminar Description The seminar consisted of two components – presentations and a collaborative workshop. Presentations focused on some key theoretical perspectives and were delivered by Professor Sally Brown and drew on her rich experience in this area as well as ideas from the text she has recently co-authored with Kay Sambell and Linda Graham – Professionalism in Practice. The presentation considered aspects such as drivers for change in higher education and outlined the impact that the professional development framework has had in the UK and the increasingly professionalised nature of higher education in the UK. Change management and the role that Heads of Department and Heads of Schools have in leading change within their disciplines were explored as well as the processes that are available to encourage all staff to engage in professional development – especially in the context of educational development as opposed to developing disciplinary-specific knowledge and skills. In the workshop, participants explored the Irish National Professional Development Framework and identified the likely opportunities that would arise from staff engaging with this Framework as well as the challenges and barriers they are likely to face. The workshop concluded by exploring ways in which the opportunities can be maximised and barriers minimised. The aim of this seminar and the accompanying workshop, was to ensure participants:
A Seminar Funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education |
2016 - 2017
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National Seminar Series 2016/17, Conversations on Teaching & Learning Seminar Series, Monday, 15th May 2017 |
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Developing Assessment Literacy in Students – Intentional Interventions: Presented By:
Seminar Description The power of assessment and feedback within the learning process has been recognised for many years and yet the paradigms that currently frame assessment leave students in a passive role and still largely focus on accreditation. This situation needs to be challenged through the development of assessment literacy of both staff and students which, in turn will make new approaches to assessment and feedback possible. This seminar discussed the nature of assessment literacy, why it is important, how it has the potential to reshape our thinking about assessment and feedback and how it supports the development of student learning. Participants were invited to take part in activities designed to allow them to share their expertise, review their practices and take away new ideas. The aim of the seminar was to:
A Seminar Funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education |