LTA Resources, Guides, Sharepoints
When you start entering your module details into the TU Dublin module catalogue, Akari, you will need to state the module learning outcomes.
A module learning outcome is a clear statement of what the learner should be able to do on successful completion of the module in order to demonstrate their knowledge, understanding, skills and/or competences.
- Verbs used should be active and lead to observable outputs or behaviours e.g. identify, describe, list.
- Verbs which reference internal states (e.g. understand, appreciate etc) should be avoided as they are not observable and therefore difficult to assess.
Ensuring that the module content, learning & teaching methods, and assessment are logically connected and work together to help achieve the learning outcomes is known as constructive alignment.
Read more about learning outcomes in the LTA Curriculum Management Toolkit
"The assessment of students is one of the most important elements of higher education" (QQI, 2022)
Your module assessment strategy should start with the module learning outcomes - the aim is to ensure that you are assessing your students in a manner consistent with the module content and learning & teaching methods, and which will allow your students to demonstrate achievement of the module learning outcomes.
As well as summative assessment (which measures achievement of module learning outcomes) a good assessment strategy will include formative assessment (assessment which the learner can use to improve their future peformance).
Learning and teaching methods are the activities which the lecturer structures for the learner with the explicit aim of facilitating learning. Examples include traditional lectures, online lectures, recorded lectures, in-class group and individual activities, in-class polling, required reading, resources held in the VLE etc.
The learning and teaching methods should be informed by the module learning outcomes - if the learning outcomes state that students will be able to demonstrate particular skills, then the learning and teaching methods in the module should be structured in a manner which provides opportunities for the students to learn and practise those skills (and this is also an element of constructive alignment).
Lesson planning, and articulating objectives for each teaching event or lecture (which again should tie in with the learning outcomes), will help you to identify an appropriate mix of learning and teaching methods for your subject. You should aim to include a variety of methods in every session.
The Learning, Teaching and Assessment Team are supporting the adoption of the new University Education Model (UEM). Our work in this area is just beginning but is very closely aligned to UEM Fundamental 5 "All learning experiences include some aspects aligned to the University Education Model, in particular the component parts of the Framework of Learner Experience (FLE)".
Authentic - The FLE Authentic thread "promotes meaningful learning experiences, fosters continuous inquiry, enables interdisciplinarity and aligns learning with purposeful assessment and empowering feedback, as part of a supportive and coached learning journey"
This thread is supported by LTA resources:
- Authentic assessment - how to design an authentic assessment that meets your assessment purposes
- Effective feedback - constructive feedback to support learning
- ePortfolio practice - use eportfolios to help students make connections across their modules, and link their academic work with professional practice
- TU Dublin authentic assessment framework
The Learning, Teaching and Assessment Team are supporting the adoption of the new University Education Model (UEM). Our work in this area is just beginning but is very closely aligned to UEM Fundamental 5 "All learning experiences include some aspects aligned to the University Education Model, in particular the component parts of the Framework of Learner Experience (FLE)".
Inclusive - The FLE Inclusive thread is founded on a welcoming and caring teaching and learning environment and related experiences which help students to "feel connected, be challenged, develop a passion in an area, grow as a person not just academically but holistically"
Supporting LTA resources:
- UDL principles - Universal Design for Learning principles are designed to make teaching more accessible,
- First year checklist for student success - creating a welcoming, informative and inclusive environment
- Active learning strategies to engage students (to follow shortly)
- Embedding a race equity mindset - resource produced by TU Dublin SATLE1 Impact Project
Note: The LTA also offer Faculty Fundamental workshops aligned to the University Education Model.
The Learning, Teaching and Assessment Team are supporting the adoption of the new University Education Model (UEM). Our work in this area is just beginning but is very closely aligned to UEM Fundamental 5 "All learning experiences include some aspects aligned to the University Education Model, in particular the component parts of the Framework of Learner Experience (FLE)".
Digital - The FLE Digital thread encourages a digital by design and immersive experience that learners interact with, and through; before, during and after their learning journey. It enables impactful learning experiences as well as capturing and showcasing them, while simultaneously developing digitally confident graduates
The following resources support this thread:
- VLE best practice - a checklist to help you ensure you use your virtual learning space to best advantage
- ePortfolio practice - an introduction to why and how to use eportfolios effectively with your students
- JISC Digital Skills Discovery - this tool, available to staff and students, will assess your current digital skills, and tell you where and how to make improvements.
The LTA also offer Faculty Fundamental workshops aligned to the University Education Model.
The following checklists have been designed to guide design and development decisions within your learning, teaching and assessment practices.
- LTTC VLE Baseline Checklist This checklist contain a set of ‘good practice’ recommendation for the design and management of modules in TU Dublin’s Virtual learning environments (VLEs). Brightspace users can consult our companion guide
- LTTC VLE Baseline Plus Checklist This checklist builds on our existing VLE Baseline checklist. It contains an additional set of practical recommendations to guide the further development of modules in TU Dublin’s Virtual learning environments (VLEs) in ways that encourage student engagement and enhance the learning experience.
- TU Dublin First Year Framework for Success checklist This checklist can be used as a tool to plan for development to consolidate and extend current first year activities. The focus is on maximising what is effective in your context, not identifying deficits or gaps. The checklist was prepared in consultation with first-year tutors and other staff involved in teaching and supporting first years.
- Checklist for Open Book /Take Away Examinations This checklist provides a structured guide to designing effective questions and an open book examination aligned to your module learning outcomes.
- Checklist for Objective tests and MCQ quizzes This checklist provides a structured guide to designing effective Multiple Choice questions and an open book examination aligned to your module learning outcomes.
- Checklist for Open Book Examinations – Quantitative courses This checklist provides a structured guide to designing effective quantitative questions and an open book examination aligned to your module learning outcomes.
This is a test
This resource provides a quick introduction to constructive alignment. It supports the Faculty Fundamental workshop "1234564"
It supports Akari - Learning Outcomes and UEM - Inclusive
LTA Resources - Word version - Learning Outcomes
LTA Resources - Word version FROM PDF - Learning Outcomes
LTA Resource - PDF - Learning Outcomes
Word File - Planning your Teaching Event
PDF File - Planning your Teaching Event