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More photographs from the series can be viewed here.

The following are details of the sessions held together with links, where possible, to the relevant resources and recordings:


Title & Descriptor

Monday 14th May 2018

A Masterclass in Teaching & Learning:

A Workshop Sponsored by Dr Barry O’Connor, President, CIT

Presented By: Prof Phil Race, Writer and keynoter on assessment, feedback, teaching and learning in tertiary education, Visiting Professor at Edge Hill University and the University of Plymouth

‘Knowledge isn’t infectious – but enthusiasm is!’

How can we inspire our students to learn? How can we engage them, and keep them engaged? How best can we use the tools available to us in this digital age to enthuse them? What are the processes which underpin successful learning now? How can we ourselves be inspired and enthused, so that we enjoy our work as teachers more than ever? These are some of the questions that were explored in this interactive workshop on learning and teaching in the 21st Century.

By the end of this workshop, participants had:

  • Explored some answers to the questions above, and thought of better ones;
  • Shared ideas with each other and with Phil;
  • Discussed the need to re-invent feedback and assessment for the 21st Century

View Slide Deck

Monday 14th May 2018

A Masterclass in Assessment

A Workshop Sponsored by Dr Barry O’Connor, President, CIT

Presented By: Prof Sally Brown, Emerita Professor of Higher Education Diversity in Teaching and Learning at Leeds Metropolitan University, Visiting Professor at University of Plymouth, Adjunct Professor at University of the Sunshine Coast, and James Cook University

Assessment is a complex, nuanced and highly important process and if we want students to engage fully, we must make it really meaningful to them and convince them that there is merit in the activities we ask them to undertake. To focus students’ effort and improve their engagement with learning, we need to take a fresh look at our current practice to make sure assessment is for rather than just of learning, with students learning while they are being assessed rather than it being merely a summative end process. We also need to ensure that we provide explicit and implicit messages to students and indeed all other stakeholders about how we assess.

By the end of this workshop, participants had had opportunities to:

  • Consider how to make assessment truly integrated with the learning process;
  • Review what kinds of feedback can be helpful to students in achieving their potential;
  • Discuss how to make assessment manageable without losing the learning payoff that fit-for-purpose assessment can bring.

View Slide Deck

Tuesday, 15th May 2018

Formative Assessment

Presented By:

  • Dr Eileen O’Leary, Physical Sciences & TLU
  • Prof Jim O’Mahony, Biological Sciences & TLU
  • Dr Tom O’Mahony, Electrical & Electronic Engineering & TLU

Assessment is probably the most important thing we can do to help our students learn. Traditionally, our assessment practices tend to be summative, for the purposes of progression and completion, rather than formative, for the purposes of improving instruction and student learning. If assessment is to be an integral part of student learning, formative assessment must be at the heart of the process.

Formative assessment refers to a wide variety of methods that educators can use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, module, or programme. Formative assessments help educators identify concepts that students are struggling to understand, skills they are having difficulty acquiring, or learning standards they have not yet achieved so that adjustments can be made to lessons, instructional techniques, and academic support.

If we wish to use assessment as a tool to enhance student learning the provision of formative feedback is crucial. We need to help students understand not only where they have gone wrong, but also what they need to do to improve and when they have done well, we need to help them understand what is good about their work and how they can build on it and develop further.

This workshop was aimed at all academic staff, whether new to the whole notion of formative assessment and feedback, or those who wanted to improve their feedback practice to students, or those looking for innovative ideas on how to enhance their current practices. It provided participants with an opportunity to think about the benefits of formative assessment and providing formative feedback to learners and an opportunity to examine some case studies of how this can be done in practice.

View Resources

Tuesday, 15th May 2018

Correcting Exam Papers

Presented By: Dr Tom O’Mahony, Electrical & Electronic Engineering & TLU

Given the time of the year, with many immersed in the process of correcting exam scripts, there was no better time to consider how we correct exam papers, what we should consider when correcting exam papers and what we can learn from this process.

This workshop:

  • Discussed some issues around fairness and reliability when correcting exam scripts.
  • Highlighted some recommendations for good practice when correcting exams
  • Considered how student performance can be used to analyse the quality of the exam paper.

View Resources

Wednesday, 16th May 2018

CIT Nuts & Bolts Workshop: Plagiarism

Presented By:

  • Dr Gearóid Ó Súilleabháin, Head Technology Enhanced Learning
  • Róisín Garvey, Technology Enhanced Learning
  • Dr Máire Begley, Biological Sciences

“Academic honesty must be preserved in order to protect the integrity of the academic qualifications awarded by CIT. Beyond this it is important to instil the principle of academic honesty in our graduates in order that they will have respect for knowledge and ideas as well as an understanding of their ethical responsibility towards the work and ideas of others.


Plagiarism and other infringements relating to examinations and assessments run counter to the goals and principles of higher education and academic honesty. It is therefore the expressed policy of CIT that there is no acceptable level of plagiarism or other infringements and appropriate action should be taken in relation to each and every instance detected.”

- CIT Academic Honesty Policy, 2013

This session focused on plagiarism and provided guidance and advice on:

  • Plagiarism
    • What it is?
    • How to detect it?
    • What to do next, i.e. CIT’s Policy on Plagiarism?
  • Strategies for preventing plagiarism.
  • Overview of Turnitin in Blackboard, i.e.:
    • How to interpret the originality report
    • Turnitin’s product development roadmap
  • How to educate students about plagiarism

View Resources

Wednesday, 16th May 2018

Exploring Approaches to Work Based Assessment:

A Seminar Funded by the National Forum for the Enhancement of Teaching and Learning


Presented By:

  • Dr Jon Talbot, Senior Lecturer (Associate Professor), Centre for Work Related Studies, University of Chester
  • Prof Irene Sheridan, Head Extended Campus, CIT

This seminar considered key theoretical perspectives on work-based assessment.

It discussed:

  • The nature of work-based learning and its role in:
    • Developing key graduate skills
    • The wider life-long learning society.
  • Different approaches to work-based learning practice, including the new apprenticeship model.
  • The context of learning, including the role and responsibilities of both the learner and the employer, with a focus on authentic assessment approaches that support individualised learning.

Participants were encouraged to bring along module descriptors, related to learning in the workplace, so that these theoretical perspectives could be applied to practice.

n 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.

View Resources

Thursday, 17th May 2018

Empowerment – Master a Mindset for Success

Presented By: Marcia Ody MBE, Education Consultant, Goal Setting & Fast Change Coach, Motivational Speaker, Teaching and Learning Manager – The University of Manchester, Director of Different Ways of Thinking Ltd and Honu Firewalks

Empowerment is defined as the “the process of gaining freedom and power to do what you want or to control what happens to you”.

Empowerment can help you:

  • Feel good and laugh more frequently
  • Recharge your batteries and find a new lease of life
  • Achieve those goals that you may currently think are way too far out of reach
  • Overcome challenges and see tasks through to conclusion

For those who want more out of life, to achieve more, do more and be more - this workshop aimed to provide participants with the tools they need to change their mind-set and breakthrough to the next level – tools that, perhaps, could be shared with their students to help them achieve more too!

This workshop provided a brief immersion into the power of the mind, and participants learned that the resources we need to move forward positively in life are already within us. Through fun activity and lots of laughter participants opened the door to transformation, instilling courage to dream and participants left with an incredible experience of their power to accomplish amazing results.

View Resources

Thursday, 17th May 2018

Exploring the Role of Peers in Enhancing Student Success

Presented By: Marcia Ody MBE, Education Consultant, Goal Setting & Fast Change Coach, Motivational Speaker, Teaching and Learning Manager – The University of Manchester, Director of Different Ways of Thinking Ltd and Honu Firewalks


“Students learn a great deal by explaining their ideas to others and by participating in activities in which they can learn from their peers”

(Boud, 2001).

Peer Learning can significantly assist students in the transition into and throughout higher education and strongly motivates learning and enhances student success.

This workshop explored the role of Peers in providing a holistic, value-added and enriched student experience. It provided answers to some of the following questions:

  • What is the role of the Peer?
  • How do you select Peers to be involved in structured support?
  • What are the boundaries?
  • What will be the benefits?

This workshop was interactive and encouraged participants to consider different approaches to using Peers to support students.

View Slide Deck

Monday 14th May 2018, CIT NMCI Campus, Ringaskiddy and Friday, 18th May 2018, CIT Bishopstown Campus

CIT Nuts & Bolts Workshop - Marks & Standards Version 5.0 & Web for Faculty

Presented By: Dr Stephen Cassidy, Dean of Academic Quality Enhancement & Acting Dean of Graduate Studies, Registrar’s Office

This workshop was aimed at all academic and administrative staff, both new and more experienced, as we prepare for the end of semester results processing.

The workshop provided participants with an overview of:

  • Marks & Standards Version 5.0 (1st September 2017)
  • Module results entry process in Web for Faculty
  • Guidelines for module results entry, the importance of using the right module result code and how situations such as the following should be handled:
    • Work placement
    • Absence
    • Deferrals
    • Exemptions
    • Withholds
    • Withdrawals
    • Extenuating Circumstances
    • Transfers between programmes
    • Students studying overseas on Erasmus
  • Procedure for Module Examination Boards (MEBs)
  • Guidelines for the operation of MEB Meetings
  • Procedure to be followed when inserting/updating/deleting module marks following Web for Faculty grade lockdown
  • Procedure to be followed when inserting/updating/deleting module marks following Progression & Award Boards (PABs) using a Module Grade Amendment (MGA) form
  • Tips & tricks for departments to ensure the smooth running of Summer & Autumn PABs.

View Resources

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