First-hand experiences were shared by Dr Caroline McGarry and Catriona Warren at a workshop on the ‘gloriously messy pursuit’ of authentic education
Staff in the Faculty of Lifelong Learning and Education recently attended a workshop on the ‘gloriously messy pursuit’ of authentic education as part of the Education Research Seminar Series.
The workshop was facilitated by Literacy Development Research Centre members Dr Caroline McGarry and Catriona Warren, who drew on their own recent experiences to encourage attendees to consider moving towards integrating assessment across modules. They also explored working with students to co-create assessment tasks that are authentic and engaging as well as aligned with learning outcomes.
Caroline and Catriona also provided first-hand insights into supporting students taking modules in Pedagogy and Psychology. They explained how the students responded to a ‘real life’ call for practice-based papers for publication in the ‘Adult Learner’ journal (published by Aontas). Working in groups, the students prepared initial papers on innovations that they were introducing in their teaching practice, and submitted these to the journal.
Published papers expected
The workshop heard how the process brought students and staff ‘out of their comfort zones,’ but ultimately was a highly engaging and motivated approach. One of the groups is currently completing work on suggested edits to their paper, which they are hoping to publish in the coming months, and the students have also been invited, and funded, to present on their experiences at the Educational Studies Association of Ireland Conference in Galway in October 2026.
Feedback from all stakeholders involved was positive, with one external examiner describing the approach as ‘clearly career changing for the students,’ while some of the students have reached out to lecturers to express their gratitude for their support during the process.
Caroline and Catriona said they have particularly enjoyed working together in this context:
“This example of authentic assessment is one that I am particularly proud of as it exemplifies innovation, a dedication to student-centred practices, and most importantly the collegiality and friendship that I have experienced since joining the Faculty,’ Dr McGarry said.
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