Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
InterACT fry-up implementation talk
1. CENTRE FOR MEDICAL EDUCATION
interACT – interactive assessment
and collaboration via technology
Rola Ajjawi, Susie Schofield, Karen Barton, Sean McAleer,
Grant Murray
Centre for Medical Education, University of Dundee
Lorraine Walsh, David Walker
Library and Learning Centre, University of Dundee
2. Context
Postgraduate Certificate, Diploma and Master’s in
Medical Education
Longstanding internationally renowned course, distance
and paper-based
2010-2012 curriculum review
Online delivery
Larger modules (15 cps)
Update content
Criterion referenced F/P/D
3. The Postgraduate Certificate The Diploma will equip The Masters will equip
will equip practitioners to be practitioners to be leaders in practitioners to be educational
teachers driven by a strong medical education and will researchers utilising rigorous
pedagogical and evidence-based consist of an additional 4 and diverse methodologies to
approach. modules – 2 core answer innovative and original
It will consist of 4 modules – 2 (“Curriculum Planning in questions. It will consist of
core (“Teaching and Learning in Medical Education” and either: a 10,000-15,000 word
Medical Education” and “The “Management and dissertation or a research based
Principles of Assessment in Leadership in Medical journal article (45 credits) plus
Medical Education”) + 2 options Education”) + 2 options an additional optional module
http://www.dundee.ac.uk/meded/courses/
4. Student profile
3000 students, 550 average new enrolments per year
Primarily doctors but some health professionals including
nursing and dentistry
75% UK-based, remainder global
Non-cohort based, no deadlines (flexible start and finish
dates)
5. Challenges of current feedback model
monologic culture of feedback
lack of learner engagement with feedback
lack of understanding of feedback
transmitted feedback creates dependency on teacher
no evidence of feedforward
not utilising self and peer feedback
lack of a shared context for assessment for teacher and
learner
high teacher effort— low efficiency
reduced staff satisfaction as developmental potential of
feedback not seen
6. Aim
The overall aim of this project is to improve feedback dialogue
in an ODL postgraduate medical education programme
1. a longitudinal self-reflective feedforward system
developed within Blackboard
2. a toolkit of e-activities designed to improve self, peer and
tutor dialogic feedback through the use of available
technologies such as blogs, Friendfeed, Skype/webinars, or
synchronous chat
7. Baseline activities
Document analysis: external examiner reports (2006-
2011); end of course evaluations (2006-2011); additional
evaluation surveys conducted in 2010 and 2011 as part of
our curriculum review; and the HEA postgraduate student
experience survey
Meeting with staff including outmarkers
Currently doing a feedback audit of 2011
8. Baseline activities revealed
1. Inconsistency in the quality and quantity of feedback
provided
2. Assessment design (e.g. over-assessment, over-
reliance on essays, lack of formative assessment)
3. Timeliness of the feedback
4. Lack of assessment and feedback dialogue
9. Outcome measures
Attrition rates: based on graduation per year
Rates of progress through the module: manual obtained from
BB
Student survey of perceptions/experiences of feedback:
annual February
Relevant data from regular module evaluation
Relevant data from external examiner reports
Qualitative focus groups: students, academic staff and admin
Feedback audit: sample size needed?
Tool to measure reflective gain ??
Community engagement
12. Generic principles
Assessment for learning should:
1. Support personalised learning
2. Ensure feedback leads to learning (i.e. feedforward)
3. Focus on student self-development
4. Stimulate dialogue
5. Induct students in the educational culture and
assessment and feedback practices
6. Be acceptable to all stakeholders
13. Effective feedback dialogue:
involves a transactional approach to communication
is jointly owned
is based on self-evaluation
comprises negotiation of meaning
is a two-way developmental process
is a learning experience
14. Proposed changes – phase I
(09/11-08/12)
• Student submits assignment with self-evaluation
• Student receives feedback on assignment word
document
• Student uploads assignment document into wiki
• Reflects on feedback/answers questions
• Tutor comments on student reflection
15. Step 1 – cover page
Content (understanding of theory / Self-evaluation:
principles and application to own Teaching and Learning in Medical Education -
context)
Assignment 1 - Cover Page
- Understanding of learning theory
Name: Matriculation No:
- Evidence of critical reflection on
learning theory and key learning and Tutor feedback:
teaching principles
Date: Email Address:
- Evidence of application of learning
theory to own practice
Please write a short evaluation of how well your
assignment addresses the criteria listed:
Style, format and language (e.g. Self-evaluation:
structure, coherence, flow, formatting,
use of language)
Tutor feedback:
Sources and references (e.g. range of Self-evaluation:
references cited, relevance, consistency,
accuracy and completeness of
referencing)
Tutor feedback:
Which aspect(s) of your assignment Student comment:
would you specifically like feedback on?
Tutor feedback:
How did previous feedback inform this Student comment:
assignment?
Name of Tutor: Date:
16. Reflection on feedback Wiki
questions
1. How well does the tutor feedback match with your self-
evaluation?
2. What did you learn from the feedback process?
3. What actions, if any, will you take in response to the
feedback process?
4. What if anything is unclear about the tutor feedback?
17.
18.
19. I thought it was pleasing to hear at
yesterday's seminar that Neil McPherson
had found significant benefits of
students having the ability to access
previous feedback on-screen - bodes
well for this project.
http://www.slideshare.net/neilgmcpherson/inspired-university-of-dundee-23-may-2012
26. Advantages Challenges
across programme student and staff
open to individual student engagement
and staff alerts to staff and students
staff can see all feedback technology clunkiness
provided during programme administrative issues with
promotes dialogue about returned assignments
feedback
opportunity to
calibrate/benchmark
instant feedback to marker!
27. Proposed changes – stage II
(09/12-08/13)
Develop a toolkit of e-activities designed to improve self,
peer and tutor dialogic feedback through the use of
available technologies such as blogs, Friendfeed,
Skype/webinars, or synchronous chat