Case Studies of Teaching Innovation
The following case studies demonstrate inspiring teaching practices and projects taking place throughout DCU.
In this case study Michael Farrell shows how he reduced the risk of student plagiarism by controlling his assessment by affecting students’ rationalisation processes, taking from the principles of business fraud.
This case study written by Andrea Cleary & Dr. Máire Ní Bhroin, shows how they used art journals to encourage students to record their individual learning pathways. This approach also motivated and challenged students in an authentic way.
This study, developed by Ann Marie Farrell, shows how an assessment designed with multiple tasks and scaffolded learning opportunities, combined with clear direction on how to complete the assessment tasks encouraged and supported students to develop their own work.
This case study demonstrates how Dr Monica Ward used presentations as a form of ensuring students integrity. These presentations also facilitated Monica providing timely feedback to students.
Using written simulations demonstrates how Professor Iain McMenamin designed authentic and current assessment (principle 6) that challenged and motivated students (principle 5).
This case presents how Evelyn Kelleher assesses large cohorts of students by replacing paper-based face-to-face practical exams with online video submissions.
In this case study David Kennedy explains how he transformed a traditional face-to-face module into an interactive asynchronous online format and what the impact was for him and his students.
This case study discusses how a course was developed with the aim of addressing a gap in the provision of professional development for the OEU team of part-time online educators.
This case study demonstrates how the ABC workshop assisted in the development of the validation proposal for the new programme and will contribute even more substantially to accreditation if validation is successful.
This case study shows how language students use the recordings of their virtual exchanges with native speakers of their target language using Zoom video conferencing for online language learning.
This case study discusses how ABC Learning Design provided a framework to review the programme content and methods of assessment addressing the competencies (particularly the clinical competencies) required for students to become independent clinicians.
In this case study, Dr Tim Downing and his Infection Genomics research group investigates the evolutionary history, present-day epidemiology and future threats associated with bacterial and parasitic drug resistance using genomics, computational models and population genetics.
This case study discusses how the ABC Learning Design Framework was used to design a CPD course for teachers teaching pupils with special educational needs (SEN) in the Irish medium school sector where students are taught exclusively through the Irish language.
This case study challenges routinely faced in undergraduate teaching in encouraging our students to read the research, especially original research such as peer-reviewed articles. There is often a reluctance to move beyond a prescribed book chapter, and even then a reliance on lecture notes primarily rather than reading more widely.
Assessment of manual handling tasks and the provision of suitable training is a legal requirement and the Health and Safety Office (HSO) fulfils this function.