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Nerantz leicester


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Nerantz leicester

  1. 1. Download me Audio feedback with audacity a staff development workshop with Chrissi Nerantzi, academic developer
  2. 2. Create a portrait … of your new partner. Paper?
  3. 3. Aim Introduce audio feedback workshop offered by Academic Development at the University of Sunderland Objective Participants will be able to discuss its usefulness and compare to their feedback and/or staff development practice.
  4. 4. Audio feedback workshop <ul><li>Perceived unfairness </li></ul><ul><li>Lack of trust </li></ul><ul><li>Emotional responses </li></ul><ul><li>Meaningless </li></ul><ul><li>Inconsistencies </li></ul><ul><li>Difficult to understand </li></ul><ul><li>Lack of understanding of assessment criteria </li></ul><ul><li>Verbal feedback </li></ul><ul><li>Feedback within VLE (discussions) </li></ul>What do our students say? Findings from the FDTL5 project (Oxford Brookes): Engaging students with assessment feedback, what works? cascade partner initiative: Dr. G. Sanders, University of Sunderland (2007) Student experience evidence strategy workshop what next
  5. 5. Audio feedback workshop “ I don’t understand the written feedback, or even if I’m supposed to. In past years, I have been happy to accept this situation, but more recently I have learned to ask for verbal feedback to help improve my work. It would be better if the feedback was verbal or demonstrated, especially since we’re training to be teachers.” Source: Gleaves A, Walker C & Grey J (2008) Using digital and paper diaries for assessment and learning purposes in higher education: a case of critical reflection or constrained compliance, in: Assessment & Evaluation in Higher Education, Vol 33, No. 3, June 2008, Routledge, 219-231. Student experience evidence strategy workshop what next
  6. 6. Audio feedback workshop “ Wow, this was cool to listen to, easy clear and straightforward, it’s the kind of feedback you can’t refuse to hear, once you press play you get the good points and the bad points, when I came on to listen to it, it was like, oh dear this could be sad news and was scared of listening to it but I like the completeness of the feedback, sure things that have been helpful and I think I will be better doing the same thing now even without seeing the returned work. Thanks, Anne and I think this was a great idea and surely audio feedback is a plus.” Source from Anne Cunningham’s presentation ‘Experiences with audio feedback’, Learning Matters Lunch Dec 08 Student experience evidence strategy workshop what next
  7. 7. Audio feedback workshop <ul><li>listen to student voice </li></ul><ul><li>enhance student experience </li></ul><ul><li>provide meaningful and effective feedback </li></ul><ul><li>explore innovative feedback approaches </li></ul>Student experience evidence strategy workshop what next
  8. 8. Created a portrait Creator: Please give the portrait to your partner. Receiver: Please provide feedback
  9. 9. Audio feedback workshop <ul><li>emphasis on pedagogy </li></ul><ul><li>verbal feedback comes natural to us (really?) </li></ul><ul><li>from verbal to audio feedback (research and learning from others) </li></ul><ul><li>tools: Audacity (portable), DIY, experimenting </li></ul><ul><li>VLE and podcasting </li></ul><ul><li>action plan: application and next steps </li></ul><ul><li>support and community: audio feedback wiki </li></ul>on the menu… Student experience evidence strategy workshop what next
  10. 10. Audio feedback workshop <ul><li>more workshops across university and partner colleges </li></ul><ul><li>colleagues participated in workshops cascading to others, share experiences </li></ul><ul><li>evaluate audio feedback approach (capture student voice) </li></ul><ul><li>collaboration with other institutions </li></ul>Student experience evidence strategy workshop what next
  11. 11. extra materials
  12. 12. <ul><li>facilitates the development of self-assessment (reflection) in learning </li></ul><ul><li>2. encourages teacher and peer dialogue around learning </li></ul><ul><li>3. helps clarify what good performance is (goals, criteria, expected standards) </li></ul><ul><li>4. provides opportunities to close the gap between current and desired performance </li></ul><ul><li>5. delivers high quality information to students about their learning </li></ul><ul><li>6. encourages positive motivational beliefs and self-esteem </li></ul><ul><li>7. provides information to teachers that can be used to help shape the teaching </li></ul>HEA good feedback principles
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  15. 15. <ul><li>Pick a birthday present </li></ul><ul><li>… for your new partner. </li></ul><ul><li>Use </li></ul><ul><li>catalogues </li></ul><ul><li>coloured card </li></ul><ul><li>blue tag </li></ul><ul><li>provided. </li></ul><ul><li>Give it to your partner. </li></ul><ul><li>Receiver: Please provide feedback </li></ul><ul><li>Make a portrait </li></ul><ul><li>… of your new partner. </li></ul><ul><li>Use </li></ul><ul><li>card </li></ul><ul><li>crayons </li></ul><ul><li>provided. </li></ul><ul><li>Give it to your partner. </li></ul><ul><li>Receiver: Please provide feedback </li></ul>