OER 

Performance or product: they take their e-portfolio to their future professional life and many state their intentions to keep working on this Transfer of knowledge: they refer how their learning will transfer into their professional live as career counsellors and educators Metacognition: encouraged thought the e-tivities&nbsp; Accuracy: our experience certainly supports that this assessment approach requires a great extent of intellectual input and goes beyond developing understanding and applying knowledge, but also demonstrates the developmental process that leads to the final assessment outcome.&nbsp; Relevant to the environment: The assessed skills and knowledge are relevant to the work-related application. Feedback and collaboration: feedback is embedded through the process, emphasising active engagement between peers. We aim to involve students as partners by:&nbsp; Giving students some choice of the methods used to assess them from a prescribed range;&nbsp; Facilitating students to communicate which areas of their work they would like to receive feedback on; Giving regular and actionable feedback; Being accessible for discussion on students’ feedback;

Giving students opportunities to self- and/or peer-assess their work in a module; Supporting students to work with assessment criteria to monitor their own learning.

Practical guidelines and considerations This cohort is a highly motivated, mature cohort that self-regulates to a great extent. Lecturers host three webinars at key moments and touch base with them twice a week through discussion forum. More scaffolding and tighter support may be necessary with an undergraduate cohort.

Possible grading criteria <a href="https://drive.google.com/file/d/1aop_J64xCWuDXH_Rilz3dqWftRwQ0vGV/view?usp=sharing">E-portofolio rubric</a> (in Spanish) <a href="https://drive.google.com/file/d/1PxX0IKvkA5V_oWd7vVYNzqopXsjIgVFC/view?usp=sharing">Video curriculum rubric</a> (in Spanish)

Student assessment brief We work with the concept of ‘personal digital brand’ through a series of interlinked <a href="https://www.gillysalmon.com/e-tivities.html">e-tivities </a>(Salmon) aimed to promote self-reflection and peer engagement. Students work towards producing digital contents that enhance their visibility in the web (personal e-portofolio and video curriculum) Continuous assessment supported on peer feedback through the discussion forum tool, supported with three webinars at key points. Evaluation rubrics for each element of assessment. As a result from this, the module helps develop the students’ digital skills and to transfer these into their work.

Dr. David Hamill &amp; Kevin O'Connor Trinity College Dublin

Staff Development - Evaluate the strengths and weaknesses of online assignments, tests and blogs &amp; rubrics for your teaching practice.

Discipline/Level Cross disciplinary.

Technologies involved Blackboard and Turnitin. Online tests via Blackboard (Summative &amp; Formative) - Multiple choice, Likert scale, Multiple answer, true/false. Blogs/Journals.

be clear which aspects of the work are good and why and which bits could be improved. Race (2009; p 51) Empowering - feedback should strengthen and consolidate learning not demotivate students; the language used should be encouraging and not disempowering. Students should feel confident to contact you for further elaboration on feedback of required. Manageable – both from the staff and student perspectives; i.e. how much personalised feedback can a staff member provide and how much feedback can a student digest (quality not quantity)?&nbsp; There is a balance between sufficient and excessive feedback. Developmental – feedback should encourage students to improve on their work through appreciating its deficiencies as opportunities for improvement, so aspects of it should be generalizable by the student to other future contexts (Orsmond et al., 2011).

Possible grading criteria Rubric.

Practical guidelines and considerations Feedback should be : Timely - the sooner the better, ideally within two weeks. Personal and individual - fits each student’s achievement, individual nature and personality and accurately relates to the student’s work in terms of its content. Clearly articulated - Students should not have to struggle to make sense of feedback. It should

Testimonies/anecdotes from students and faculty Staff were very positive in regard to the feedback studio within Turnitin. They also found the online tests comprising of various formats, to be easier to grade and provisioned real-time feedback to students. Grading a blog with a rubric reduced potential fatigue! Fair and focused.

Practical guidelines Easy to set up - teacher will need to take note of Flipcode and passwords to share with students. QR code option also available. Students need to download the FlipGrid app and if using a free account, authenticate using a Google or Microsoft account. There is a two minute limit for video recordings.

In your teams record your video answer to the question: What is your top tech pick? (Tip: Use Next and Re-record option before you submit if needed)

Testimonies/anecdotes from students and faculty Students seemed to enjoy it (working in pairs on this worked well) and a number of them went on to incorporate this tool into their final (graded) assessment as an example of an engaging learning technology for the workplace. They were not aware of it prior to this course.

Other notes An interesting tool that took a lot of the hassle out of sharing video recordings. Students will need to share their institutional email address to share a recording.

Student assessment brief n your pairs, identify a piece of educational technology that you think looks particularly promising for your workplace context and tell the class about it. Tip: Explain what your chosen technology is and why you chose it. Go to Google Play or App store, download Flipgrid App Enter Flipcode: XXXXX Enter Grid Password: XXXXX Click the + to record. You will need to authenticate using a Microsoft or Google Account. Click Red button to record.

Vincent O'Connell National University of Ireland, Galway

Overview Podcasting for language learning.

Discipline/Level German for Business. Learning outcomes it could align to Spoken language fluency. Technologies involved Student created podcast using audacity. Possible grading criteria The lecturer created a rubric, which I will attempt to find. Student assessment brief Students worked in pairs to record a conversation in German, where the script was given to them. The next stage was where they had to script their own conversation using a scenario.

Crowdsourcing an annotated bibliography

Recorded online group roleplay

Roleplay is a useful form of active learning that allows students to demonstrate their knowledge and understanding through playing a role, responding to situations, making interventions and so on. It is a form of active learning that is prevalent in all sectors of education, including further and higher education. It is also a form of assessment as it shows what students know and how they apply it, therefore it can be measured. Roleplay as we know it for the most part generally takes place in a physical setting during a specified timeframe. However, video conferencing tools can allow roleplay to take place asynchronously, with students coming together online at time that suits them to complete the roleplay. It can also allow roleplay to take place in multiple geographic locations, for example, allowing international students or students isolating for medical reasons to take part. This exemplar will describe how students can record an online group roleplay in their own time and submit the recording to their virtual learning environment (VLE) for grading.

Discipline/Level Roleplay is applicable to almost any situation but generally we see it used more so in the health sciences, business, hospitality/services, law and social work disciplines. It doesn’t have to be limited to further education or undergraduate level but very often that is where we see roleplay activities.

Skills/graduate attributes it could align to Effective communicators Emotional intelligence Problem-solving

Learning outcomes it could align to Demonstrating knowledge and understanding through roleplay. Critically evaluating situations and applying (academic/professional) knowledge to it.

Technologies involved Video conferencing platform (e.g. Zoom) with recording abilities, a virtual learning environment and optionally, a scheduling tool (e.g. Doodle).

Practical guidelines and considerations The guidelines and considerations are more administrative and political than technical.&nbsp; The student is the KEY and CENTRE of the situation and NOT the institution, or other colleagues or other senior members.

Previous issues/solutions the student benefitted from when at school - students often struggle when they move from school to HE because support is comparatively less in HE. Have a good understanding of mental health or work closely with the professional services in your institutional disability office (whichever the situation requires). Extending deadlines does not work for certain cases e.g. extending a coursework deadline for a victim of bullying who is struggling with mental health, is not impactful if the bullying situation has not changed.&nbsp; If you are a junior academic, seek the advice of your mentor. There are education counsellors in the sector and professional platforms are a good learning point for junior staff.&nbsp; Keep an active and growing log and add your own comments on the student’s attendance understanding of the learning materials general performance keenness to engage in the class or with the wider network in the field Anything else that you deem necessary to log to be able to deal with the points below. Show authority and good faith - highlight your expertise that you are the best judge to the students needs and any adaptation that considers the overall mental health of the student. This is the most difficult part, a senior academic might disagree with you. E.g. they might have had a visually impaired student but showed little flexibility, that’s their poor judgement in that situation.

Casual chat for inclusivity

Work with TL deans and higher up to allow for flexibility. Buy-in of higher up that your relation with the students is good enough for you to be able to decide for the best action to be taken for the student (and not firefight people who do not have a wholesome picture of the needs of the student). Buy-in from accreditation bodies. Accredited programmes have specific requirements - accreditation bodies may object.&nbsp;&nbsp; Buy-in from external examiners, who go by prescribed requirements for programmes. If other stakeholders do not seem to understand: you can use the famous example of the 2020 A level results algorithm fiasco in the UK, where the government reversed their decision, since teachers were the best judge. (I did not have this argument at the time when I made the proposal but had a good understanding of inclusivity).&nbsp; Another winning point is the ethics and the mission and values of the institution, if they have something like ‘fair’, ‘innovative’ and ‘inclusive’ in their mission statement, they cannot argue against that. You can quote the legislation, and highlight the breach in the regulations, that can be a huge help. But first you need to have a sound&nbsp; knowledge of what the legislation says. Lots of information is available online. This is not called intimidating your colleagues, but it is called covering the institution against breach. Do NOT bother if other colleagues or senior management feel intimidated when you quote the legislation, it is their problem, if they are not aware of things. It is important to stand your ground if it comes to that point, and may sometimes be the most difficult argument. You need to have and show a high level of empathy (with the student) and patience (with your colleagues).

Discipline/Level Any, has been used in psychology undergraduate programme.

Overview Create an infographic using a free online tool called ‘Canva’. Can be done in any discipline/ subject area on any topic. Can then be shared via VLE (e.g. Moodle Workshop activity, within a Wiki etc. or summatively as an assignment).

Learning outcomes it could align to Either formatively or summatively, individually or as a peer exercise, ILOs could be related to subject collaboration, critiquing of a topic etc.

Skills/graduate attributes it could align to Can align with graduate attributes and authentic assessment goals in terms of this being a nifty digital skill to have in the workplace in terms of communication/presentation/any type of upskilling as the results are easy to digest and bite-sized.

Technologies involved Design tool: Canva (freely available online): <a href="https://www.canva.com/">https://www.canva.com/</a>

Practical guidelines &amp; considerations The website makes it very easy and intuitive to learn how to create an infographic but one could create an infographic on the main steps on how to create an infographic and share this with the students beforehand. I have produced some for my institution and included an example in the Notes below (topic: how to make your Microsoft Sway presentation accessible, feel free to share as an OER with staff).

Practical guidelines Set-up of practice area in Moodle for learners to try out its various activity types; Pre-course get together in Zoom to test audio/video settings and iron out tech issues; upskilling of e-tutor on how to provide feedback to learners in Moodle in its various activity types.

Possible grading criteria Marks from 1 to 10 (1=poor, 10=excellent) for each of the above skills.

Assessment brief Help for the e-tutor and trainee facilitators for the Feedback activity: For the tutor: When you enter this activity please click the "Answer the questions" button then please mark where you would rate the sessions delivered by the students on a 1-10 scale for each of the following key areas: pace and timing of session, group participation and engagement, content was easy for me to understand, knowledge and use of examples, overall session. After submitting, you will be able to view an analysis page of answers.

For students: When you enter this activity please click the "Show responses" tab to view the tutor's feedback for everybody's 10 minutes facilitation sessions. (NB: Please DO NOT use the "Answer the questions" button). Help for the e-tutor on assessing the trainee facilitators for the Word doc: “form with a series of questions to mark a trainee facilitator's 10 minutes teaching/facilitation session. You may wish to print this and have it to hand for making notes and/or completing as you observe the person during the live Zoom session. You can then transcribe your marks/comments from it into the Tutor's Feedback Activity area. Don't forget to tick the box next to the form's link on the course home page as a reminder that you have downloaded it”. Help for trainee facilitators for the Forum activity: “Forum for posting your evaluation of your peer's 10 minute teaching/facilitation session. Click the title of the topic and student you observed (in the Discussion column of the table) then click the "Reply" link at bottom right of the opened topic, and provide your marks and summative comments….Your evaluation will be viewable by everyone on the course so please observe our course etiquette (link) and group agreement (link)”.

Virtual Presentations with web conferencing

Felicity Healey-Benson University of Wales Trinity Saint David

Overview There can be an over-emphasis on written skills in higher education, less on oracy. There is a need for ‘authentic’ assessment in higher education. There is a need for students to develop skills like public speaking, presentation, digital skills and so on. There is a business demand for employees to speak in front of a camera or group without appearing uncertain or incompetent. A move to vlogging (video blogging) as an assessment method instead of essay-based methods can address these issues. This has been introduced at the University of Wales Trinity Saint David (Wales) as a response to industry needs; industry reported that graduates need to exert professional knowledge and authority when presenting orally to colleagues and management, developing a range of world-context and authentic competences. Vlogging requires: Critical thinking; High-level oracy; Authenticity; Authority; Transparency; Digital storytelling

It is harder to ‘spoof’ while vlogging compared to when writing. Students learn to get across their knowledge in a succinct, structured way whilst citing evidence and making a compelling presentation. A vlogging assessment should look for.... 1. Professional introduction and close 2. Natural flow 3. Cogent evidence-based argumentation through verbal citation of literature and sources 4. Continual focus on ‘context’ 5. Professional tone and energy to maximise audience Engagement 6. Cognitive skills (e.g critical evaluation of research to support argument, portray effective critique) 7. Clarity of recommendations 8. Time constraints used effectively 9. Filtering key points of emphasis for max engagement 10. Technical basics: edit, upload, unlisted 11. 12. Presenting speech: natural tone, energy, authority 12. Focusing on the audience 13. Verbal citation to underpin arguments&nbsp; 14. Communicating as a genuine professional in a live context 15. Academic referencing within natural language 16. Achieving and relaying ‘authentic comprehension’ 17. Portraying self-confidence 18. Cognisance of self (self-awareness of how one is portrayed through this medium) 19. Opportunity for creativity

felicity.healey-benson@uwtsd.ac.uk felicity@emergent-thinkers.org

Angelica Risquez, University of Limerick; Roberto Baelo (University of Leon). Module for the Masters in Career Guidance, UNED (Spanish Open University)

Overview Students develop a personal e-portofolio and video curriculum in order to develop their personal digital brand as career counsellors. This case study was presented in an <a href="https://twitter.com/search?q=%23IUADigEd">#IUADigEd</a> community webinar on April 20th 2020 (see <a href="https://zoom.us/rec/share/yJEuCuHg5m9IYtLB-W_7GacCFb_UT6a8h3cZ-vYFyUzkys-Vcj9yXXQz8Q2N4OlM">recording</a>). The slides available here explain in detail each of the e-tivities.

Discipline/Level 12 week module with a cohort of ~15 participants, many of which are already actively working as career counsellors

Learning outcomes it could align to Exploring concepts around personal digital branding Demonstrating personal reflection around their own personal digital brand Development of technical capacity relevant to career counselling

Skills/Graduate attributes it could align to Articulate, knowledgeable, proactive.

Authentic assessment: a case study

Technologies involved Discussion forums, conferencing tools, website development tools, video production and editing tools, social media platforms.

Testimonies/anecdotes from students/faculty I often quote this module as one of my most enjoyable teaching experiences despite not having the opportunity to meet our learners, and we get great feedback from students every year. We must write it up to share back! The module aims to meet the characteristics of authentic assessment (Ashford-Rowe et al., 2014) as follows: Challenging: students feedback prove that the process is very challenging but rewording;

Discipline/Level All HE subjects - my example is in education.

Skills/Graduate attributes it could align to Digital competencies. Peer review, self review. Collaboration.

Overview H5P + glossary H5P is a tool to create, share and reuse interactive content - you can use the H5P site, Wordpress or Moodle to display the H5P content. Moodle has an H5P bank that helps reusing content created and sharing it too. I suggest here to get students to create their own h5P content and post these in a glossary entry that can be peer-evaluated in Moodle. It could be done as a Moodle assignment submission (not peer reviewed), forum or in database too.

Technologies involved Moodle (Glossary) + H5P.

Practical guidelines and considerations Provide clear instructions to students (what topic, what LO) as to what they should produce (but try not to prescribe any content type in H5P) Ensure students are given editing permission to the area with the H5P content bank. Ensure students are given permissions to add entries.

Possible grading criteria Clarity if content produced Content accuracy Alignment with LO (on topic) Graphic/activity relevance Layout of activity works / presentation Accessibility + credits and references (if applicable) Enhances the knowledge/skills of users undertaking the activity Originality / human touch /humour (bonus points?)

Technologies involved this isn’t my own idea - it was presented earlier in Moodle Moot 2022 (Lance Roe)

Anne Kirwan, Sara Raftery &amp; Clare Gormley Dublin City University

Discipline/Level Level 7-8 on Ireland’s National Framework of Qualifications. In this context it is being used in Nursing education but it could be used in any discipline.

Provision of formative audio-based feedback on a draft assignment to 4th year Nursing Students at Dublin City University (DCU). Instead of delivering feedback on a draft assignment purely in text format, as had been done in the past, this approach utilises a combination of short (2 minute) audio feedback segments plus written individual feedback for a cohort of approximately 100 students.

Skills/graduate attributes it could align to One of the aims of the An Bord Altranais Domains of Competence framework is ‘to ensure that students acquire the skills of critical analysis, problem solving, decision-making, reflective skills and abilities essential to the art and science of nursing’ (An Bord Altranais, 2000). By reflecting upon and analysing critical incidents, it is thought that students and practitioners can learn from their experience and integrate that learning into future practice. This technique can also assist students in identifying their own learning needs and in developing problem solving and critical thinking skills.

Technologies involved Moodle’s audio recording plugin.

Possible grading criteria Marking guide criteria: Organisation and structure; Knowledge; Comprehension; Application; Analysis &amp; Synthesis; Evaluation.

anne.kirwan@dcu.ie; sara.raftery@dcu.ie; clare.gormley@dcu.ie

Getting students to develop grading criteria

Enabling students to co-create their own assessment criteria as a group situated remotely.

Discipline(s) and level(s) that it is relevant to Originally done with Computing students - but could apply to anyone! Technologies involved Any tool that allows students to collaborate - both by text &amp; speech at the same time. (e.g. Blackboard Collaborate breakout groups using the whiteboard, or Miro boards with discussion)

Skills/graduate attributes it could align to Peer review, self review. Collaboration.

Practical guidelines and considerations Materials students will need.&nbsp; The assessment brief - i.e. what they’re going to have to develop a criteria for Examples of grading criteria that have been used on their work before.&nbsp; Generic grading criteria for the year level, if your institution has them.&nbsp; Activity:&nbsp; 1: Get students to look in detail at the grading criteria - in groups and discuss what all the words actually mean.&nbsp; 2: In groups, identify what aspects of the artefact (in the case I had, it was websites) should be assessed.&nbsp; 2a: Students then had to vote on the weightings of each - which is really important in the assessment of this artefact - taking into account the learning outcomes etc.&nbsp;&nbsp;

Getting students to develop grading criteria

Background The EDTL project is a three year project (2019-2022) which aims to mainstream digital in teaching, learning and assessment through an ambitious professional development programme in the University sector in Ireland. As part of this project, Dublin City University (DCU) seeks to support staff to introduce digital technologies into their assessment design where appropriate. Why did we create this resource? Faculty who have employed traditional assessment methods for some time often have difficulty conceptualising digital approaches to assessment design. Discussions with DCU faculty highlighted the need for a bank of digital assessment case studies across a range of disciplines. We hope that these case studies offer inspiration and guidance for those academics who lack experience in using digital assessments. How was the resource developed? The idea to create a crowd-sourced Open Educational Resource (OER) emerged from reflections on building such a resource. Drawing on the collective knowledge of the digital education community strengthens this resource by broadening the scope for contributions beyond the walls of one University. We hope that educators in turn can draw on this resource to support staff to engage with digital assessment design.

How to use this resource? This online book collates the case studies and exemplars using the across Dublin City University faculty structures: business; humanities &amp; social sciences; health &amp; human sciences; education; and computing &amp; engineering. In addition, there is a category on staff development and an 'other' section where we have placed exemplars that cross a range of disciplines.

How can I contribute? The community are invited to contribute examples of digital assessment or examples of where digital technologies have enhanced assessment from their own practice. We continue to invite contributions to the resource, please submit through this google form.&nbsp;

Discipline/Level Human Resources Management (HRM), Business Undergraduate and postgraduate level (transferable to many disciplines, however)

7. Have an awareness of being ‘evidence-based’ and ‘fit for context’ 8. Reflect/be self-aware of presenting skill 9. Show verbal confidence, tone and personal brand

Possible learning outcomes Review, appraise, synthesise literature in this field; Demonstrate a systematic, comparative and comprehensive knowledge of advanced and emerging issues in this field and how it can affect business

Skills/graduate attributes 1. Creativity 2. Digital storytelling

Technologies Mobile device with camera and video editing app; or Computer with camera and video recording and editing apps; YouTube channel for uploading / VLE for uploading

Possible grading criteria 1. Engagement with Literature Skills 2. Knowledge and Understanding Skills 3. Cognitive and Intellectual Skills 4. Practical Application Skills 5. Transferable Skills for Life and Professional Practice (how the presentation is created and delivered) Challenges : can be with grading and also working with many cultures (now ask for script/notes to supplied)

Testimonies/anecdotes “The vlog changed how I was consuming information in HRM,&nbsp;&nbsp;I had a clear target in my mind of what would be essential for discussion with my own business leaders and how I would need to verbalise key aspects of what I’d learned”

Practical guidelines Students need to: 1. Learn to relaxing in front of camera 2. Overcome self-consciousness&nbsp; 3. Digest content before starting to record the vlog 4. Convert scripts into prompts for explanation 5. Show confident level of engagement with audience&nbsp; 6. Have discipline to summarise the work with flow

Assessment brief See <a href="https://docs.google.com/document/d/1XY4WyFoBnUY-i4UHDJs2MLS8Fj8OMzSQegy-9XR4b-w/edit?usp=sharing">student assessment brief here</a>

Other notes <a href="https://emergentthinkers.com/2019/03/03/to-vlog-or-not-to-vlog-for-industry-4-0/">To Vlog or Not to Vlog</a> <a href="https://emergentthinkers.com/2019/03/24/creative-vlogging-challenging-assumptions/">Vlogging: Challenging Assumptions</a>

Dr John Murray National University of Ireland Galway

Discipline/Level Earth &amp; Ocean Science - but transferrable to other disciplines.

Learning outcomes it could align to Research skills, Science Communication.

Overview History of Life - student created videos for a final year Science module at NUI Galway. The History of Life film project was created in an attempt to bridge this experiential gap for science students, and to also explore the potential for film-making to enhance their learning and communication skills. Since 2011, final-year undergraduate students taking the module ‘History of Life’ at NUI Galway have worked in small teams to research a significant theme related to the evolution of life on Earth and to then produce a short documentary-style film on their chosen topic. The student teams storyboard, script, film and finally edit their films in just six weeks, before uploading them to the <a href="https://www.youtube.com/channel/UCNgZkv0CmDcdCpAuWvnJArQ/playlists">History of Life Channe</a>l on YouTube.

Skills/graduate attributes it could align to Able to make sense of complex information from a variety of sources Communication skills in a variety of contexts, styles and media Teamwork, collaboration and effective leadership

Technologies involved Digital filmmaking

History Of Life

Law Society of Ireland Jane Moffatt, Course Manager (now retired) Rob Lowney (now at Dublin City University)

Overview A large part of legal practice is reviewing the work of others - scouring through evidence to find chinks which can be exposed, unpicking a written statement or defence so as to advance your own client’s interests. Roleplaying is a key teaching approach in legal skills development that helps students see each other in action, review one another’s skills and reflect on one’s own. Less prevalent in legal skills development is the reviewing of written skills - and legal writing and drafting is a huge part of the work of a lawyer. During a short, practical, legal skills course, students were asked to participate in three peer assessment activities. They took place every two weeks, via the Moodle workshop activity. The objective was to expose students to the written work of three peers, to review it according to set criteria, so that they in turn would reflect on the quality of their own written work and get an insight into how others write and draft in a legal context.

Discipline/Level Law (and related disciplines that require persuasive writing). Undergraduate and postgraduate levels.

Learning outcomes it could align to Effectively communicate complex legal concepts to lay people in simple plain language. Make persuasive legal arguments in written form.

Skills/graduate attributes it could align to Effective communicator.

Technologies involved Word processing software. Moodle Workshop activity.

Practical guidelines and considerations Configure the assessment so that it is anonymous - will encourage students to participate more meaningfully - this can be done in the permissions of the particular Workshop activity. Ask students to submit PDF documents only, as peer reviewers can have difficulty opening Word docs, Pages docs, etc.&nbsp; Decide if you want to grade the product or the process or both. Moodle Workshop activity will grade both and will give students two separate grades - see if you want to do this or do you want to remove the ‘seriousness’ of grades altogether.

Discipline/Level Staff development but could be used for any context.

Using polling tools for immediate feedback during synchronous (live) online staff development.&nbsp; During live staff development using Zoom, Vevox (polling tool) and integrated Zoom polls were used to gather immediate feedback fro participants.

Learning outcomes it could align to Allows the facilitator to get a snapshot of prior learning at the start of CPD session and adjust the content as appropriate. It is not always possible to get a snapshot in advance so this is most useful to guide the workshop.&nbsp; Allows the facilitator to model the tools available for live online feedback to academic staff.

Technologies involved Vevox polling tool, Integrated poll activity in Zoom. Any polling tool can be used.

Practical guidelines &amp; considerations Prepare the poll in advance to avoid wasting time during the live sessions.&nbsp; Vevox provides additional functionality to integrated Zoom polls in terms of open text feedback and visualisations such as word cloud. Balance the needs of the context in your planning. Sometimes using an external tool is worth the effort, sometimes it is distracting for participants.

Testimonies/anecdotes from students/faculty Feedback from staff on how the process was useful in terms of modelling the use of polls.

Case studies from the business discipline

Teeroumanee Nadan Various institutions

Discipline/Level Any field To supplement or replace essays To supplement or replace presentations

Casual chats for inclusivity on an individual need basis - by Teeroumanee Nadan Students whose first language is not English, or who had not received adequate support often struggle presenting in front of a class. Students with mental health issues struggle more, ditto for students with other physical disabilities.&nbsp; The phone presents a simple tool, which can be used to provide an inclusive approach in assessment, and also a genuine feeling of care to the students.&nbsp; Students who are vulnerable do not need to be subjected to high tech tools, like BB Collaborate, or MS Teams, or Canvas sessions.

Skills/graduate attributes it could align to Being inclusive means giving everyone an opportunity, it cannot be levelled against a benchmark.

Technologies involved Any tool that can allow a casual chat with a student.

Practical guidelines and considerations The guidelines and considerations are more administrative and political than technical.&nbsp; The student is the KEY and CENTRE of the situation and NOT the institution, or other colleagues or other senior members. Regularly meet and talk to a student who has brought a big issue to your attention, mental health can have a deep impact and be long lasting, as it often brings associated past struggles to the surface. You will be able to identify if there might be future issues when it is time for assessment. Understand both the problems and needs of the students Physical problems v/s mental health OR Both Academic needs v/s pastoral needs OR Both

Creating multimedia content in social sciences&nbsp;

University of Sussex. The Mass observation archive, The British Library, Professor Lucy Robinson

Overview Observing the 80’s. Observing the 1980s brings together, for the first time, ‘voices’ from both the Mass Observation Collections and the British Library Oral History Collections. This material offers a unique and inspiring insight into the lives and opinions of British people from all social classes and regions during the 1980s, see link to blog post below.

Observing the 80s

Discipline/Level Politics &amp; History Undergrad research. Learning outcomes it could align to Sociology? Skills/graduate attributes it could align to Digital collaboration on playlists and printed materials Discovering and evaluation resources Technologies involved Moodle site, wordpress blog, spotify, youtube playlists, google docs, google hangouts, photoshop. Student assessment brief Students were tasked with evaluating the materials, finding their own primary sources,&nbsp; creating collaborative playlists on youtube and creating their own printed fanzine/leaflet on aspects of life during the early 1980s.

Discipline/Level Education undergraduate.

Janice Crerar Charles Darwin University

Overview Feedback Fruits is an app that can be embedded into LMS to encourage collaborative communication and illicit critical and creative thinking.

Learning outcomes it could align to Pursue independent and collaborative investigations to recognise needs, creatively design, construct and implement solutions - could be reworded but it was what I inherited :)

Skills/Graduate attributes it could alignto Collaboration Critical Thinking Creative Thinking Peer assessment

Technologies involved LMS and associated apps

Practical guidelines and considerations Provide clear instructions to students (what topic, what Students need to be engaging from first week - not suitable for late arrivers.

Possible grading criteria Rubric can be embedded with set criteria.

Testimonies from students/faculty Currently being collected.

Student assessment brief Students need to participate in co-construction&nbsp; of STEM inquiry based&nbsp; learning plans

Possible grading criteria Because this activity was to peer assess legal writing skills, grading criteria included: Clarity - how well the student explained needed to be explained for the particular task Organisation - the flow of information and ideas in an engaging manner. Mechanics - spelling, grammar, layout, format.

Testimonies/anecdotes graphs in here

Niamh O'Reilly National University of Ireland, Galway

Overview Using collaborative tools on the VLE to crowdsource an annotated bibliography. In a very large 2nd year class (200+ students), students were broken into groups of about 10-12 and given a topic related to the course. Each student had to find 2 useful resources (using a library search) and contribute them to an online annotated bibliography, using correct referencing and including a short description of the resources. The group bibliography had to be correctly sorted in alphabetical order, and clearly no two students could supply the same resource. The resulting bibliographies were shared across the whole class, so each student ended up with annotated bibliographies across 20 different topics.

Discipline/Level This happened in Sociology but could be applicable to may disciplines, including humanities Learning outcomes it could align to Information literacy Research skills Practical guidelines Give students clear instructions and guidelines Technologies involved Blackboard Wiki tools Other notes The technology doesn’t matter, this could be implemented with any tool that allows sharing.

Discipline/Level Biomedical Science - but transferable to other disciplines 2nd year undergraduates.

Overview Enhancing student research skills using Wikipedia We will select a wiki article on a topic related to Cancer which we feel needs to be edited. We will then carry out a literature survey (research and critical evaluation) to find up to date scientific information on the topic. The sources of information should be scientific articles or review papers or information published on scientific websites. (Make sure you save all the information about the source so that you can cite them appropriately in your reference list). We will then compile this into an essay (2500 words) using the Wikipedia article as a starting point or skeleton. Your research and essay may even be on a sub-section of the article. Using the essay and evidence collected we will then edit the wikipedia article selected.&nbsp; In case there is no prior article published on the topic of your choice you can add or publish your essay as a new wiki article. (This can even go on your CV!)

Learning outcomes it could align to Research skills Science communication Information literacy

Skills/graduate attributes it could align to Able to make sense of complex information from a variety of sources. Communication skills in a variety of contexts, styles and media. Teamwork, collaboration and effective leadership.

Technologies involved Wikipedia

Other notes Activity can be tracked using the Wikimedia outreach dashboard. See for example:

BM202 Biomedical Seminars 2018 — Programs & Events Dashboard

blurred image of person with splashes of pink and green. 

Clíodhna O’Callaghan Assessment designed for Griffith College

Overview Assessment - Assignment submission onto VLE - Technology enhanced aspect was that the Feedback was to be recorded by way of audio - ensuring authenticity of feedback received - tone, succinct delivery, aligned with LO’s, along with written feedback

Discipline/Level Criminal Law

Learning outcomes it could align to Demonstrate an integrated knowledge and appreciation of the central elements of criminal liability; Demonstrate a developed awareness of the different types of criminal offence and accessorial liability; Critically analyse substantive criminal law.

Skills/graduate attributes it could align to Digital fluency. Assessment - Connected Curriculum &amp; alignment of LO’s to assessment with commitment to the role feedback plays in, for, of and as learning.

Technologies involved Moodle (Any VLE) &amp; Turnitin

Testimonies/anecdotes Feedback was very positive. The use of audio by way of returning feedback on written submissions should be encouraged, for both formative and summative assessment. Hearing the lecturer/teacher’s tone in delivery eases the delivery of feedback and provides context as well as ensuring authenticity and demonstrating flexibility, and a commitment to flexibility in our use of feedback for learners.

Student assessment brief Discuss the case of ABC v. XYZ

Clare Gormley Assessment designed for National College of Ireland

Discipline/Level Level 7 of Ireland’s NFQ

Use of student generated video to enable experiential and peer learning - in this case, students undertaking a diploma in learning and development are asked to record videos about learning solutions they intend to design and develop. This is a team-based, formative assessment example.&nbsp; The FlipGrid video sharing platform is being used to create and easily share these short video segments during and after class. It is described as follows: “Each grid is like a message board where teachers can pose questions, called "topics," and their students can post video responses that appear in a tiled grid display.”

Learning outcomes it could align to Design blended learning solutions that make appropriate use of new technologies alongside more traditional approaches. Consider the processes involved in designing and developing digital learning content and what makes for engaging and effective digital learning content.

Skills/graduate attributes it could align to Teamwork and communications skills, career and leadership readiness, solution-oriented mindset

Technologies involved Flipgrid video sharing platform Student SmartPhones

Virtual Presentations with Webconferencing 

Discipline/Level Knowledge of Parkinson’s and Facilitation skills; SCQF Level 6 / QCF Level 3.

Overview On a train the trainer pilot programme we asked potential facilitators of our Understanding Parkinson’s for Health and Social Care Staff programme to deliver a live PowerPoint presentation via Zoom to showcase their facilitation skills. We asked them to self-assess their delivery afterwards, and asked their peers to assess each facilitator’s session also. We provided a self-evaluation form and peer-assessment evaluation form (Word docs) for download from our Moodle VLE beforehand, and set up Moodle Feedback activities for learners and the e-tutor to transcribe the marks into from the docs or scan and upload as attachments. We also asked the learners to contribute to an open-to-all-programme-learners Moodle discussion forum by providing marks as a reply to a main discussion topic where the assessment criteria were mentioned and could be copied &amp; pasted into each learner’s reply along with their added marks and summative comments.

Discipline/Level Practical application of theory to practice to deliver an effective facilitated group session. Planning and delivering an online teaching/learning session. Competency and effectiveness in using digital tools to teach others about Parkinson’s. Effective management of learning groups online. Critical evaluation of self and peer knowledge and skills.

Skills/graduate attributes it could align to Pace and timing of a facilitation session Group participation and engagement Content easy to understand for attendees Knowledge and use of examples Overall session

Technologies involved Moodle VLE inc forums, feedbacks, file resources, reflection logs, choice activity for students to choose topic to present ; Zoom online meetings/webinars website

Virtual Presentations with web conferencing

Student feedback Possibly a fun activity for design students, we have run it as part of Psychology courses and the students found it fun (it’s something a bit different) but it could be used in any subject.

Other notes Example see facing page.

Practical guidelines The vast majority of the students who make these films have no prior training or background in film-making, nor do they have any production budget. These have never proven to be limitations –&nbsp; the students generally relish the challenge and enjoy the relative novelty of the learning experience. The fact that the films are placed into the public domain on YouTube naturally encourages the student teams to think carefully about copyright and thus very creatively about how they wish to communicate their message.

STEM. While it was challenging at times, I really enjoyed the entire process from start to finish. It taught me the importance of communicating science without the jargon and helped me realise how crucial communicating science to our peers and the public is. This project is vitally important in preparing students for what lies ahead in their future careers, and I hope it will be adapted and rolled out across all science disciplines in the future.

Other notes Filming the history of life: A student perspective Blog post.

Testimonies/anecdotes “The documentary assignment was a notable achievement of my undergraduate degree – it encouraged creativity, ingenuity and higher learning in ways even most research projects fall short of. The skills I was able to show off in the documentary even landed me a summer internship, and helped me gain PhD funding when I showed interviewers the film.” “The History of Life film-making project was the first time I was exposed to science communications in my undergraduate degree, which ultimately led me to pursue a career in public engagement and outreach in the area of

Filming the History of Life: a student perspective – Media and Learning

Dr. Ruth McManus Dublin City University

Discipline/Level Geography (although transferable to other disciplines) Undergraduate

Overview A Population Geography module introduced a learning journal 'Population Toolkit' for assessment purposes and to encourage student engagement with the module materials on an on-going basis.&nbsp; This ‘Toolkit’ took the form of a Mahara e-portfolio. It was worth 15% of the total marks for the module and students collated concepts, calculations, terminology, themes and reflections. The e-portfolios were useful to identify how well/deeply a student had engaged with the module. They allowed students to show their learning in a variety of formats, not just text. The best Toolkits were quite comprehensive and availed of the full range of Portfolio functionality to incorporate images, diagrams and links, as well as written reflections.

Learning outcomes it could align to Identify, describe, evaluate, critique a range of theories in this field; Identify, analyse and reflect on key contemporary issues in this field; Reflect on one’s learning and exhibit one’s learning through reflective writing and digital resource creation and curation.

Skills/graduate attributes it could align to Creativity, communication, presentation, reflection, digital resource curation, data presentation.

Technologies involved Mahara e-portfolio platform (a similar e-portfolio platform would also work) Various tools and artefacts created and curated by students.

Discipline/Level Any disciplines in higher education.

Universidad de Valladolid Erkan Er Postdoctoral Researcher

Learning outcomes it could align to Learning gains from peer support Improving the work being assessed

Synergy is an online platform designed to facilitate online collaborative peer feedback. It enables students to (1) negotiate the quality of the work and plan the feedback ahead of time, (2) discuss the provided feedback and derive relevant actions, and (3) perform these actions while tracking the progress.

Skills/graduate attributes it could align to Learning gains from peer support Feedback provision skills, collaboration skills, evaluative judgement skills, feedback planning skills, negotiation skills

Technologies involved <a href="https://synergylearn.net">https://synergylearn.net</a>

Practical guidelines and considerations As per <a href="https://www.tandfonline.com/doi/full/10.1080/02602938.2020.1786497:">publication</a>. Connect self-evaluation with peer evaluations. Provide opportunities to resolve the discrepancies in students’ perspectives about the quality of the work. Provide mechanisms to (collectively) plan the feedback before provision. Enable dialogue around the feedback to support its uptake. Enable students to set goals and create an action plan with peers based on the feedback. Enable students to track, monitor and evaluate their progress on the learning actions. Enable dialogue with peers while students are revising their work.

Possible grading criteria Engagement level in feedback planning, feedback provision, and action-taking. Synergy provides learning analytics support to help with grading.

Discipline/Level Speech and Language Therapy,&nbsp; MSc in Speech and Language Therapy (Professional Qualification)

Overview A new digital assessment initiative with students taking a postgraduate Therapies &amp; Technologies module as part of an&nbsp; <a href="https://www.ul.ie/gps/course/speech-and-language-therapy-professional-qualification-msc">MSc in Speech and Language Therapy (Professional Qualification)</a> over a 6-week academic block of study. Students 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. Students were given freedom to be as creative as possible with their ISA.

Skills/graduate attributes it could align to A clear motivation for this was to enhance the digital competence of students by progressing them from being consumers of online educational resources to becoming cogent developers of them. Communication of a cohesive and coherent message about a specific speech and language therapy topic was sought. *Develop knowledge of augmentative and alternative communication intervention *Appreciate the role of technology in clinical practice *Value critical thinking and critical engagement in choosing technology tools

Technologies involved Powtoon Other animated video software

arlene.mccurtin@ul.ie anne.oconnor@ul.ie

Practical guidelines Tips given to learners for reflection Time - find ways to make and use your time – little and often … Focus - prioritise reflective practice; minimise distractions; use tools and media that work for you Slow down - slow is fast, the long way around is often the fastest Curiosity – do not play the blame game; suspend judgement and prioritise (new) understanding Experiment – challenge existing and new insights – use reality to test your understanding Keep reviewing and coming back to the practice.

Possible grading criteria 40% is given toward their final grade for reflective exercises. The learners are required to complete the first assignment and can complete any 4 of the other 6 assignments.

Testimonies/anecdotes from students and faculty This is our first foray into this type of assessment. The faculty were initially very enthusiastic about this process, however they need to be prodded and poked in order to get them to mark the assignments.&nbsp; Student testimonies will be gathered at the end of the year.

Practical guidelines and considerations (ctd) Regularly meet and talk to a student who has brought a big issue to your attention, mental health can have a deep impact and be long lasting, as it often brings associated past struggles to the surface. You will be able to identify if there might be future issues when it is time for assessment. Understand both the problems and needs of the students Physical problems v/s mental health OR Both Academic needs v/s pastoral needs OR Both Possible grading criteria Consider if you are grading students’ knowledge of the material or their application of their knowledge in the roleplay, or both Consider grading both the product of the task (e.g. the overall roleplay) as well as the process (e.g. how the group worked together in the roleplay). Consider if students are being graded solely as a group or their individual role in the group, or both. Many of the usual considerations around groupwork are applicable in this task. Take a look at <a href="https://www.dkit.ie/system/files/groupwork_framework_guidelines_2016.pdf">this useful resource from Dundalk Institute of Technology</a>, which explores a number of issues around group assessment.

Dr. Orna Farrell Dublin City University

Overview A developmental eportfolio assessment focusing on critical thinking in Sociology. Sociology 3A introduced a learning portfolio as part of the assessment plan for the module. The module is an intermediate sociology module which focuses on the topics of power, social order, crime, work and employment and is part of the BA (Hons) in Humanities, a modular degree which is delivered online through DCU Connected. The aim of the learning portfolio assessment was to encourage a developmental approach to learning and reflecting on sociological theory and its application to real life.&nbsp;The introduction of the learning portfolio assessment into this module is part of a larger degree level project of a programmatic approach to assessment and feedback which aimed to align assessment to programme learning outcomes and ensure a wide variety of assessment types that were appropriate to the disciplines and had a customised appropriate feedback approach for each assessment.

Discipline/Level Sociology, Humanities 2nd year of honours undergraduate

Skills/graduate attributes it could align to Critical thinking skills Digital competencies Application of theory to practice

Practical guidelines The learning portfolio assessment was worth 20% of the module mark. Students completed three entries over the course of one academic year at key points in their learning journey. Eportfolio entries followed a prescribed structured template of critical questions which aimed to encourage reflection about that week’s learning, examples of coursework/class work-written and visual, and stimulus questions designed to encourage critical thinking about their learning (see graphic over page)

Practical guidelines In this case, there is a 2 minute limit - therefore feedback needs to be short, snappy and very on point.&nbsp;However we recommend that educators avoid scripting their feedback in an attempt to achieve ‘perfection’ - although it might seem tempting, the ums and ahs are acceptable and attempting to script all feedback in advance is going to be very time consuming. Start by addressing the student by their name - even that small step alone makes a very positive impression on students and immediately makes the feedback more personal in tone. Allow time to become comfortable with the format - both lecturers found it took more time initially but now feel that audio feedback saves them time - and leads to a better result in terms of student understanding and willingness to engage with feedback. Evaluations to date would seem to indicate that students value a combination of both audio and written feedback. Audio for the holistic view (and perhaps also for conveying negative feedback, as it is perceived as less critical/harsh); written feedback for specific details such as referencing errors.