Developing a Co-Learning Open Community using a 360° Social Feedback Model
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Developing a Co-Learning Open Community using a 360° Social Feedback Model

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This short paper, presented by a tutor and student, will be of interest to anyone involved in a blended approach to teaching and learning. It describes how the introduction of scaffolded 360° ...

This short paper, presented by a tutor and student, will be of interest to anyone involved in a blended approach to teaching and learning. It describes how the introduction of scaffolded 360° feedback, achieved through a wide variety of feedback mechanisms within the online learning environment, supported, engaged and motivated students on a part-time Masters degree to autonomously extend their own learning.

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Developing a Co-Learning Open Community using a 360° Social Feedback Model Presentation Transcript

  • 1. The ModuleSue Bamford andSue Beckingham 360°Sheffield Hallam University Social Feedback ModelALT-C 2012
  • 2. The Module Activity 1 MSc Technology Enhanced Learning Innovation and Change PERSONAL First module: The Application of TEL BLOG Key objective: Activity 4 Activity 2 To provideINDIVIDUAL students with a GROUP WIKIPORTFOLIO wide variety of feedback mechanisms to support, engage Activity 3 and motivate INDIVIDUAL CASE STUDY
  • 3. The Tutor What were the two best things the Tutor did to promote learning? Setting of ongoing achievable deadlines Receiving feedback on and encouraged peer my work at regular feedback throughout intervals boosted my the module confidence Encouraged interaction with other students (during and Structured the Useful, timely outside of class) module to and supportive helped me feel part of encourage feedback the community collaborationAim: Scaffolded approach to provide opportunities for collaborative and autonomous learning and to develop a community of practice
  • 4. The Feedback Tutor to Student Student to Tutor Peer to Peer Self Reflection Types of Feedback Group to Group External Examiner Tutor to Cohort Students to New Tutor (Feed Forward into next module)
  • 5. The 360° Model
  • 6. The Students Chosen Social Forums and Learning Spaces AdobeConnect
  • 7. Developing a Co-Learning Open Community using a 360° Social Feedback ModelSue Bamford and Sue Beckingham, Sheffield Hallam UniversityThis short paper, presented by a tutor and student, will be of interest to anyone involved in a blended approach to teaching and learning. It describes how theintroduction of scaffolded 360° feedback, achieved through a wide variety of feedback mechanisms within the online learningenvironment, supported, engaged and motivated students on a part-time Masters degree to autonomously extend their own learning.Students on the Technology Enhanced Learning Innovation and Change (TELIC) course mainly work at a distance. Learning interactions, which are bothsynchronous and asynchronous, include text and virtual face-to-face modes of communication. Collaboration and openness is a strong ethos of the course. Co-learners are actively encouraged and empowered to collectively develop social presence (Wheeler 2005), collegiality and opportunities to enable 360° socialfeedback within their own community of practice. This is achieved through individual and group formative tasks that are openly shared with tutors and peers(live sessions being recorded in Adobe Connect). This iterative layered approach is developed through feedback which is:• Individual self-reflective - blogs• Peer to peer co-learner reflective - comments on blogs, virtual f2f• Group to group - comments on wikis• Tutor to group - comments on wikis and forums, virtual f2f• Student to tutor - blogs, forums, survey, virtual f2f• Tutor to student - comments on blogs, formative and summative written• Tutor to cohort generic feedback and feed forward - virtual f2fThe process of learning to collaborate (Rheingold 2011) and undertake intra-group communication to plan, deliver and feedback on assessment tasks isencouraged to be both collaborative and social. As a result students have reported that they feel more connected and motivated. Empowered to use AdobeConnect outside of class, they have embraced the collaborative and social opportunities assigned within the module and gone on to actively contribute to thedevelopment of their own social forums and learning spaces by appropriating Skype, Google+ hangouts and other social media tools of their own choosing .Students felt that the social aspect of the 360° feedback extended their learning, developed autonomy and provided a shared record of how this learning hadbeen constructed. They have since articulated how this can feed forward into the next module. Tutors recognised that this scaffolded approach has resulted inbetter quality final assessments.ReferencesRheingold, H. (2012) Towards Peeragogy. DMLcentral. Available at: http://dmlcentral.net/blog/howard-rheingold/toward-peeragogy [accessed March 10th2012]Wenger, E., White, N. and Smith, J.D. (2009) Digital Habitats Stewarding Technology for Communities. Portland: CPsquareWheeler, S. (2005) Creating Social Presence in Digital Learning Environments: A Presence of Mind? TAFE Conference. Queensland. [Online] Available at:http://videolinq.tafe.net/learning2005/papers/wheeler.pdf [accessed March 10th 2012]
  • 8. The Module MSc Technology Enhanced Learning Innovation and Change Sheffield Hallam University http://www.shu.ac.uk/prospectus/course/221/ Sue Sue Bamford Beckingham @suebamford @suebecks