Learning, Teaching and Assessment
Strategy 2010
Introduction
Educational Philosophy
Guiding Principles
Learning, Teaching and Assessment: Aims and objectives
Introduction
This Learning, Teaching and Assessment Strategy (LTA) of the Institute of Technology, Sligo (IT Sligo) sets out the underlying philosophy, general principles and key objectives to create and maintain a vibrant and sustainable learning and teaching community. The strategy has been developed by the Academic Council of the Institute, drawing on the expertise of the teaching and administrative staff, student representatives and external stake holders.
The strategy is fit for purpose in the context of rapid change and a diverse student body. It supports the learning and teaching objectives specified in the Institute’s Strategic Plan and will inspire continuous improvement in the quality and standard of learning, teaching and assessment. The strategy is practical, innovative and mindful of financial and resource constraints. It has an implementation plan with measurable outcomes which will be clearly and effectively communicated to the Institute community. The strategy is subject to oversight by the Academic Council and will be formally reviewed by it.
Educational Philosophy
IT Sligo is guided by a student-centered pedagogical approach to learning, teaching and assessment. The Institute recognises and defends the right to academic freedom of expression. It is founded in a commitment to educational integrity, built on ethical standards of honesty, trust, fairness, respect and responsibility. This philosophy is underpinned by the “Guiding Principles” that shape the objective outcomes.
Guiding Principles
The Learning, Teaching and Assessment Strategy is guided by the following principles:
- The Institute promotes a student-centered approach that recognises student experience as a firm basis for further learning and active student engagement as necessary for effective learning.
- Learners and teachers are the principal stakeholders in education. They are encouraged to take an active role at all levels in the shaping of the learning process. The Institute will develop structures to support this active role.
- Programmes of study are organised and managed in ways that are appropriate to and reflective of the diverse experiences and needs of learners.
- The necessary resources and infrastructure to deliver programmes are provided within the available resources.
- In response to the demands of social and working environments that require complex information exchange and communication, all learners are supported in the development of their critical problem solving and information literacy capabilities.
- Learning and teaching practices are informed by the best available evidence from educational research.
- The reflective practice and experience of our educators is valued. Educators are actively supported by the Institute in the development of their own professional knowledge, research, skills and competencies and to be capable of responding to the external environment through feedback and dialogue with employers and professional bodies.
- Learners are encouraged to be critical and reflective about the world, while at the same time operating ethically, responsibly and professionally in specific environments.
- Learners are enabled to develop skills, values, competencies and practices that enhance their ability to be employable, enterprising and innovative as appropriate.
- Learners are supported to become active citizens. They will develop an understanding of their role in contributing to change and development at the local, national and international level.
Learning, Teaching and Assessment: Aims and objectives
Aim 1: Foster a student-centred approach to learning, teaching and assessment
Objectives:
a) provide appropriate learner support
b) provide enhanced student facilities
c) facilitate effective articulation and progression
d) increase the enterprise and employability capability of learners
Aim 2: Meet the needs of an increasingly diverse student body
Objectives:
a) promote awareness of cultural, ethnic and linguistic diversity
b) address issues that may disable learners
c) address the varying levels of experience and learning styles of learners
d) ensure that learners are not disadvantaged by location
e) address the barriers posed for learners by family and caring responsibilities
Aim 3: Ensure appropriate assessment of programme and module learning outcomes
Objectives:
a) establish standards, workload metrics, validation for diverse modes of assessment
b) ensure compliance with the HETAC guidelines on Assessment & Standards
Aim 4: Support the professional development of staff
Objectives:
a) support staff in attendance and participation in relevant conferences and in networking with colleagues in other HEIs
b) support staff in the attainment of postgraduate pedagogical qualifications
c) support academic staff in their research and in pursuing post graduate qualifications
d) provide staff with a range of opportunities to share their experiences of learning and teaching and assessment
e) facilitate staff to take sabbaticals in industry and other relevant settings
f) support, through formal structures, the involvement of visiting lecturers, emeritus and adjunct staff and of alumni
Aim 5: Support staff in the development of new and diverse modes of delivery and assessment
Objectives:
a) provide training and support for staff in activities related to different modes of delivery and assessment
b) ensure that relevant facilities are available to staff to support new modes of delivery and assessment
c) ensure that timetabling and allocation of teaching hours reflect diverse modes of delivery and assessment
d) identify and allocate resources to support new modes of delivery and assessment
e) develop models of academic workload that reflect and enable the diverse range of LTA activities.
Aim 6: Be compliant with the requirements and standards of NQAI, NFQ, European Guidelines for Standards and Quality Assurance and accrediting and professional bodies
Objectives:
a) develop and communicate quality enhancement systems
b) review and develop the role of external examiners
c) foster and develop industry/professional reference groups and liaison with accrediting bodies to ensure relevancy of the programmes of learning
d) develop co-delivery with other providers
Aim 7: Monitor, assess and the review the LTA strategy and its implementation
Objectives:
a) setup an LTA subcommittee of the Academic Council to monitor the achievement of the objective outcomes of the strategy
b) assess the effectiveness of the strategy
c) review the LTA strategy annually
LTA Strategy Calendar of Deliverables
Full document download:
LTA Strategy 2010 with Deliverables and Calendar
LTA Strategy Presentation to Academic Council by Aiden Bell 2010