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Technology Enhanced Learning Symposium Wednesday, 6 March 2013 from 13:00 to 17:00 (GMT)
17

Enterprising feedback

Jul 02, 2015

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Page 1: Enterprising feedback

Technology Enhanced Learning Symposium

Wednesday, 6 March 2013 from 13:00 to 17:00 (GMT)

Page 2: Enterprising feedback

Effective feedback

Technology enhanced learning

Individual student learning needs

Entrepreneurship / Enterprise

Page 3: Enterprising feedback

Use of audio files Assignment brief

Tutorials

PGCEL

Review of equipment

Page 4: Enterprising feedback

Funding received from Leadership Foundation for Higher Education through CfEL

3 Focus groups from one pre-registration nursing cohort

All received digitally annotated scripts, plus either…

A typed front feedback sheet

An audio file with feedback (grade included)

An audio file without grade (released after they had reflected on feedback)

Page 5: Enterprising feedback

Format of feedback

Digital annotation

Feedback content

Reflective response

Enterprise / entrepreneurial skills

Page 6: Enterprising feedback

Those who did not receive audio file would have preferred to have received one!

Two groups receiving audio:

More personal and ‘polished’

More in-depth and ‘richer’

Clearer and given ‘more attention’

Listened to audio file more than they would normally read written feedback

Page 7: Enterprising feedback

More likely to take note of audio than written

Made notes around audio file

Future – only one preferred written

Page 8: Enterprising feedback

Better than hand written - clearer

Link between audio-file and digital comments useful. Less obvious with typed sheet and annotation group

Less personal than hand written, but this depends on whether hand written is decipherable

Page 9: Enterprising feedback

Content biggest impact on progression and development, rather than format

Positive comments appreciated, especially elaboration on ‘good point’ or ‘’

Audio-files allow for greater expansion on feedback, that is difficult to cover in written

Audio-files enhance the nature of the feedback

Page 10: Enterprising feedback

‘I did ok but could have done better, now give me the grade!’

If the whole group had to do this, and all grades released at the same time, they would be ok with this

Having to make a response, created more consideration of comments

Quick release of grade after comments received was appreciated

Anxiety provoking wait outweighs benefit of reflection

Page 11: Enterprising feedback

Self awareness

Feedback in all groups made them more aware of their learning needs

Audio groups – this was more ‘evident’ due to being more personalised – interacted more, especially delayed grade group

Page 12: Enterprising feedback

Collaborative working

Typed = clearer comments, which they discussed more with peers

Audio (including grade) did not discuss with peers as much, due to audio being comprehensive

Audio (delayed grade) discussed more with their peers

Page 13: Enterprising feedback

Practical Creativity

Realised the importance of need for logical and cohesive flow to work from feedback

Identified need to read more literature and compare and contrast (different ways of doing this)

Time management identified as an issue

Audio group (delayed grade) noted the above more than others, and they needed to work harder next time

The ‘practical’ way of preparing to submit more evident than ‘creativity’ in participants’ eyes

Page 14: Enterprising feedback

Opportunity Awareness

Additional prompts identified need to seek further help with work (e.g. student support, literature searching, accessing library, critical analysis). Audio groups felt format allowed for greater expansion on these points

Audio group (delayed grade) took opportunity to discuss feedback with peers more then before, but did not see this as ‘collaborative working’

Audio format makes it more personalised, and therefore more likely to act on opportunities available

Page 15: Enterprising feedback

Strategic Thinking

Identified need to plan more, as opposed to ‘Strategic thinking’

Action Orientation

Many students had already acted upon the feedback

Audio (delayed grade) seemed to be more active in addressing feedback than other groups

Page 16: Enterprising feedback

It can take longer…but….

Recording average of audio-file took 4 minutes, whereas typing sheet took 8!

Not for everyone

Be careful where you record and where it is played!

Make notes

More tech = more in-depth? (marker perspective)

Content is more important than format

Page 17: Enterprising feedback

Students consistently evaluate audio files positively in module evaluations and Staff Student Consultative Committees

Students have choice of audio or written feedback at the point of submission, in addition to digital annotation in one module.

Assignment brief audio-file available in most