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Room1   ASSET  Anne Crook   Elluminate Conference Acc Comments

Room1 ASSET Anne Crook Elluminate Conference Acc Comments






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  • A little bit of background on what we felt the challenges to student and staff engagement are.
  • *Timeliness – Large class sizes and workload make providing feedback students quickly very difficult *Q&Q - The problem of what to focus on – Making a sizeable dent in the mountain of marking or taking longer to give in-depth advice. *We all know how important formative assessment is but how do we get students to engage and modular framework means there is little time. *The age old problem!
  • We all know how important feedback is to the learning process. Good quality feedback can really motivate students and help them improve. That is of course, if they engage with the feedback you provide.
  • On the ASSEt project we are encouraging greater use of what we’re calling feedforward – that is explicitly making clear to students the assessment criteria before they start work on an assignment. FF can reall focus students’ attention on what’s required of them but it can also help them engage more with your feedback if they can see where they are meeting the set criteria and where they didn’t do quite so well. Another important aspect of ff is making clear to students how feedback on one assignment will help in subsequent work as often they feel that once an assignment or module is over the feedback is obsolete.
  • Hattie, J. & Timperley, H. (2007). The Power if Feedback. Review of Educational Research , 77, 81-112. ‘ the most effective forms of feedback provide cues or reinforcement to learners; are in the form of video-, audio-, or computer-assisted instructional feedback; and or relate to goals.’ One of the aims of the ASSET project is to build on previous research that suggests there are benefits in delivering ff and feedback in video and audio formats. Tone and expression can be more engaging for students and it can accommodate different learning styles.
  • Great expectations of ICT: how HE institutions are measuring up. Research Study conducted for the Joint Information Systems Committee (JISC) – Report June 2008 by Ipsos MORI. First year students. There are understandable reasons for this. Gimmicks etc.
  • These are the outcomes we hope to achieve by developing and making available the ASSET resource.
  • ASSET works by facilitating what we’re calling the ‘feedback loop’
  • University log-in University, Module and My playlists....
  • An important part of the project however, is the research into possible benefits of o audio and video feedback and feed-forward. This research will include a pilot study of schools using the ASSET resource. Centre for Applied Linguistics (earlier pilot study) Fine Art Chemistry, Food Biosciences and Pharmacy International Foundation Programme Real Estate and Planning Law? Now, the CALS pilot is taking place at the moment. Much earlier than our other pilots which all begin in the Autumn term 2009.

Room1   ASSET  Anne Crook   Elluminate Conference Acc Comments Room1 ASSET Anne Crook Elluminate Conference Acc Comments Presentation Transcript

  • ASSET An interactive video resource to enhance feedback provision
    • Background and context
    • The ASSET resource
    • University of Reading pilot study
    • 18 month JISC funded project (ends March 2010) which aims to:
    • Enhance the feedback experience for staff and students
    • through the development of Web 2.0 resource, ‘ASSET’
    • Explore the use of video for timely, quality feedback provision
    Enhancing Feedback Provision at Reading: The ASSET Project
    • Timeliness
      • - period between submission and feedback
    • Quality & Quantity
      • - links with learning outcomes and assessment criteria;
      • - class sizes
    • Balance
      • - formative/summative
    • Engagement
      • - getting students to make good use of feedback
    Feedback Challenges
    • Feedback is an essential part of the learning process
      • - Motivation
      • - Inform performance
      • Ways to improve
    The Importance of Feedback
      • Focus students’ attention on the ‘assessment criteria’
      • prior to an assignment
      • Help students see how the feedback given for one piece of work can be used in subsequent work
      • Help students to relate better to your feedback and
      • engage more with advice given
    • Voice/image adds an ‘additional layer’ to feed-forward/feedback:
      • - Tone
      • - Expression
    • Most effective feedback in audio/video form (Hattie & Timperley, 2007)
    • Accommodate different learning styles
    • To complement existing feedback mechanisms to promote
    • enhanced engagement with feedback
    ASSET: Using Video For Feedback
    • Mixing of social networking with academic study is already taking place*:
    • 73% of students use these sites to discuss coursework with others
    • 27% do so on a weekly basis
    • Only 25% feel encouraged to use Web 2.0 by lecturers
    • (*JISC; Ipsos MORI, 2008)
    Why use Web 2.0 to develop ASSET?
    • Additional mechanism for feedback provision
    • Opportunity to provide ‘feed forward’ in a timely manner
    • Feedback can be used to complement individual feedback received in other media
    • Opportunity for students to discuss assessment-related
    • feedback online and to share comments with staff
    Anticipated Project Outcomes
  • How ASSET works The ‘Feedback loop’
    • Participants
    • Six ‘Schools’/Centres
    • Over 30 staff and 1000 students will have access to ASSET
    • Piloted during Autumn Term 2009/2010
    • Data collection
    • Pre-and post use surveys of students and staff
    • Post-use focus groups of students and staff
    ASSET Pilot Study
    • Dr Anne Crook [email_address]
    • Dr Julian Park [email_address]
    • Dr Clare Lawson [email_address]
    • Robyn Drinkwater [email_address]
    • Karsten Lundqvist [email_address]
  • www.reading.ac.uk/asset