Technology Enhanced Learning Symposium Wednesday, 6 March 2013 from 13:00 to 17:00 (GMT)
Technology Enhanced Learning Symposium
Wednesday, 6 March 2013 from 13:00 to 17:00 (GMT)
Effective feedback
Technology enhanced learning
Individual student learning needs
Entrepreneurship / Enterprise
Use of audio files Assignment brief
Tutorials
PGCEL
Review of equipment
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)
Format of feedback
Digital annotation
Feedback content
Reflective response
Enterprise / entrepreneurial skills
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
More likely to take note of audio than written
Made notes around audio file
Future – only one preferred written
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
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
‘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
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
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
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
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
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
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
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