Enterprising feedback

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  • Based upon assignment brief experience and comments from each other
  • Enterprising feedback

    1. 1. Technology Enhanced Learning SymposiumWednesday, 6 March 2013 from 13:00 to 17:00 (GMT)
    2. 2.  Effective feedback Technology enhanced learning Individual student learning needs Entrepreneurship / Enterprise
    3. 3.  Use of audio files  Assignment brief  Tutorials PGCEL Review of equipment
    4. 4.  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)
    5. 5.  Format of feedback Digital annotation Feedback content Reflective response Enterprise / entrepreneurial skills
    6. 6.  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
    7. 7.  More likely to take note of audio than written Made notes around audio file Future – only one preferred written
    8. 8.  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
    9. 9.  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
    10. 10.  ‘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
    11. 11.  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
    12. 12.  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
    13. 13.  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
    14. 14.  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
    15. 15.  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
    16. 16.  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
    17. 17.  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

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