The document discusses engaging students in the feedback process through various initiatives at Ulster University. It describes presenting students with a "Focus on Feedback" guide but finding they had little awareness of it. A project using audio feedback found most students accessed and preferred the feedback, seeing it as convenient, effective, and helpful for future work. Both students and staff saw benefits but had some reservations. The university aims to further develop these feedback techniques.
An overview of an instructional model used in a 2009 community college teaching experiment by Michelle Pacansky-Brock including student survey results. VoiceThread was used as an online formative assessment tool to provide scaffolding of individualized learning and support for cognitive growth to improve students' higher order thinking skills. Transforming class time from passive to active learning opened opportunities for relevant, active learning activities.
This document summarizes a research project that aimed to redesign assessment and feedback processes using technology to promote dialogue. The researchers introduced an interactive online platform called interACT to facilitate formative assessment and feedback between students and tutors. Most students found the cover page and feedback dialogue to be valuable for learning. The feedback audit also helped with faculty development. Future work includes refining the process and helping students understand feedback pedagogy.
1) The document provides an overview of the PGCAP Programme Induction that took place on 27 September 2012 and was led by Chrissi Nerantzi and Dr Martyn Clark.
2) It outlines the areas and professional values that will be covered during the programme, including theories of assessment and feedback.
3) The schedule for the programme is presented, including Problem Based Learning scenarios, input sessions, and a celebration of learning in the final week.
Investigating a blended model of virtual and live simulated patientCOHERE2012
This study investigated using a blended model of virtual and live patient simulations to help pharmacy students improve their patient information gathering skills. Students participated in simulated patient cases using different blends of virtual and live patients. Their information gathering skills were assessed before and after using standardized evaluations. The results did not show a significant difference between groups that used different blends. However, students reported that virtual patients helped reinforce learning but not replace live patients. Going forward, the researchers plan to create a bank of virtual cases and integrate them with guided discussions to better support student learning.
This document summarizes a presentation on using online simulation scenarios to support speech and language therapy education. It discusses (1) using virtual case creator scenarios in a first year module to discuss the impact of communication needs, (2) evaluating the application of a "Talktown" virtual scenario simulating a new clinician's workload and caseload management, and (3) the benefits of online simulations for motivating students and enhancing skills relevant to employment. Evaluation found online simulations improved performance, engagement, and developed skills compared to traditional teaching methods. Presenters advocate expanding such tools to support lifelong learning.
This document discusses challenge-based learning, which involves students solving open-ended problems and challenges. It defines challenge-based learning and compares it to other forms of project-based learning. The document outlines key aspects of designing challenge-based learning projects, including establishing essential questions, developing performance assessments, and scaffolding learning through various stages of student autonomy. Resources for challenge-based learning are also provided.
An overview of an instructional model used in a 2009 community college teaching experiment by Michelle Pacansky-Brock including student survey results. VoiceThread was used as an online formative assessment tool to provide scaffolding of individualized learning and support for cognitive growth to improve students' higher order thinking skills. Transforming class time from passive to active learning opened opportunities for relevant, active learning activities.
This document summarizes a research project that aimed to redesign assessment and feedback processes using technology to promote dialogue. The researchers introduced an interactive online platform called interACT to facilitate formative assessment and feedback between students and tutors. Most students found the cover page and feedback dialogue to be valuable for learning. The feedback audit also helped with faculty development. Future work includes refining the process and helping students understand feedback pedagogy.
1) The document provides an overview of the PGCAP Programme Induction that took place on 27 September 2012 and was led by Chrissi Nerantzi and Dr Martyn Clark.
2) It outlines the areas and professional values that will be covered during the programme, including theories of assessment and feedback.
3) The schedule for the programme is presented, including Problem Based Learning scenarios, input sessions, and a celebration of learning in the final week.
Investigating a blended model of virtual and live simulated patientCOHERE2012
This study investigated using a blended model of virtual and live patient simulations to help pharmacy students improve their patient information gathering skills. Students participated in simulated patient cases using different blends of virtual and live patients. Their information gathering skills were assessed before and after using standardized evaluations. The results did not show a significant difference between groups that used different blends. However, students reported that virtual patients helped reinforce learning but not replace live patients. Going forward, the researchers plan to create a bank of virtual cases and integrate them with guided discussions to better support student learning.
This document summarizes a presentation on using online simulation scenarios to support speech and language therapy education. It discusses (1) using virtual case creator scenarios in a first year module to discuss the impact of communication needs, (2) evaluating the application of a "Talktown" virtual scenario simulating a new clinician's workload and caseload management, and (3) the benefits of online simulations for motivating students and enhancing skills relevant to employment. Evaluation found online simulations improved performance, engagement, and developed skills compared to traditional teaching methods. Presenters advocate expanding such tools to support lifelong learning.
This document discusses challenge-based learning, which involves students solving open-ended problems and challenges. It defines challenge-based learning and compares it to other forms of project-based learning. The document outlines key aspects of designing challenge-based learning projects, including establishing essential questions, developing performance assessments, and scaffolding learning through various stages of student autonomy. Resources for challenge-based learning are also provided.
This document discusses the use of e-learning and e-assessment in information literacy courses for pharmacy students. It outlines the benefits of these approaches such as increased accessibility and flexibility, but also notes challenges like the time needed to develop materials and issues with internet connectivity. A case study describes an online course implemented for pharmacy students that showed improved exam results. While students found it useful, some wanted more interactivity. The author advocates expanding e-learning cautiously while ensuring sound pedagogy and opportunities for interaction remain.
Presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr Ayona Silva-Fletcher, Kirsty Magnier, Kim Whittlestone and Stephen May (Royal Veterinary College. Keynote videos, seminar audio and other resources from the event are available at www.cde.london.ac.uk.
CHECO Retreat - Changing landscape of teachingJeff Loats
Dr. Jeff Loats presented on blended learning initiatives and evidence-based teaching techniques involving technology. He discussed the blended learning initiative at MSU Denver which focuses on introductory courses and provides sustained support for instructors. Three key techniques were covered: Just-in-Time Teaching using pre-class assignments, classroom response systems like clickers, and flipped teaching with videos assigned as homework. The presentation emphasized combining techniques and adopting practices supported by research evidence to improve student learning over traditional lecture-based methods.
Blackboard world 2012 qm and bb catalyst exemplary course award its a perfect...lkoberna
Quality Matters is a peer review process that certifies the quality of online courses using a rubric. The Blackboard Catalyst Exemplary Course program recognizes courses that meet best practices. The rubric evaluates courses across 8 areas and 41 standards related to design, instruction, usability, and learner support. Feedback provides recommendations to strengthen course alignment with standards. Quality online courses have clear objectives, engaging learning activities, accessible content and technologies, and support for learners.
Being a Scholarly Teacher in the 21st-Century - Keynote - March 2014Jeff Loats
Dr. Jeff Loats gave a presentation on being a scholarly teacher in the 21st century. He discussed applying rigorous scholarship to teaching methods by choosing techniques strongly informed by empirical evidence. Some key evidence-based themes included active engagement during class, effective preparation of both students and instructors, and implementing feedback loops to support iterative learning. Loats argued this scholarly approach to teaching can significantly enhance student learning outcomes.
A case study of reflective learning online Eloise Tan
Slides from presentation by Eloise Tan, Dublin City University at annual CELT conference at NUIG, 2012. http://www.nuigalway.ie/celt/conference/conference12.html
Best Works Processes For Using E Portfolios And A Wiki To Showcase, Exchange,...WCET
ePortfolios and Wikis both allow collection of best works and information, continuous updating, and easy peer feedback.
Northwestern State University adopted guidelines for ePortfolios by adult students to showcase their work. The ePortfolios, are evaluated by faculty to award credit.
Kansas State University developed the ELearning and Teaching Exchange (ELATE) Wiki to provide a platform for faculty and other interested individuals to share teaching and learning best practices and to build upon each others contributions.
This panel will demonstrate the uses of these applications and how they can enhance information sharing.
This document discusses blended teaching and learning. It provides an overview of UWM's blended faculty development program, which aims to help faculty design, develop, teach, and advocate for blended courses using a practical approach. The program is taught in a blended format and provides training on course redesign, teaching skills, managing student expectations, and evaluating courses. It also covers topics like defining blended learning, using backward design to create learning modules, building online presence and community, and strategies for managing workload in blended courses. The goal is to help faculty effectively integrate online and face-to-face activities in a planned, pedagogically valuable manner.
This document discusses lessons learned from designing an interactive safety training course. It covers how people learn, including the difference between working and long-term memory. It also presents models for instructional design, like the ROPES model of review, overview, presentation, exercise and summary. Specific techniques are discussed like varying activities every 20 minutes and interacting every 8 minutes. The document concludes by outlining the implementation of safety lessons for different chemistry courses.
The document discusses TESTA (Transforming the Experience of Students Through Assessment), a programme-level approach to assessment and feedback. It identifies four key problems with current assessment practices: (1) a "knee-jerk" reaction to student feedback without meaningful change, (2) modular curriculum design not considering the student experience, (3) an "evidence-to-action gap" where data is collected but not used to improve learning, and (4) student confusion about learning goals and assessment standards. The TESTA approach aims to address these by shifting perspective to the whole programme, increasing formative assessment, providing ongoing feedback conversations, and helping students internalize goals and criteria. Several case studies showed positive impacts of TESTA
Peerwise - Paul Denny - Edinburgh 2011 (part 2)EdUniSciEng
Part 2 of Paul Denny's presentation at the LTKB workshop, Edinburgh 2011. PeerWise is a web-based repository of MCQs built by students. Students are given the responsibility of creating and moderating the resource. By leveraging the creativity and energy of a class, a large, diverse and rich resource can result.
Ongoing integration of digital communications into online coursesEileen O'Connor
This presentation explains how one instructor developed an approach to the ongoing integration of digital communications within online courses – using a cycle of testing, implementation, evaluation, and dissemination. Examples are shown from YouTube, wikis, badging, and virtual reality. Questions are posed for instructors considering such tools in their courses. A list of the author’s publications are included.
Peer feedback and learning contributes to students' development in several key ways:
1) It is central to the social constructivist pedagogy of the module and relates to communities of practice, structuring the development of professional skills.
2) Models of peer observation can be evaluative, developmental through expert support and feedback, or collaborative through analysis and reflection with colleagues.
3) Peer observation and review aims to ask questions, explore teaching approaches, and benefit students' understanding through open reflection rather than judgments or simple performance reviews.
Feedback is more than a score or letter gradeKim Kenward
Dr. Rosemary Cleveland & Kimberly Kenward, Grand Valley State University
Discussion on how to set the stage for a hybrid online environment by designing a course that is well-organized and encourages students to become self-motivated independent learners. Learn how Blackboard allows for a variety of personal/private feedback using the Wimba Voice tool, journals entries, and detailed feedback in the Discussion Board.
This updated presentation focuses on the future learning walk as one tool to generate deep conversations about learning. Rather than a prescriptive model, the suggested process encourages co-creation to meet the needs of the organisation. It is based on Cheryl Doig's new ebook "Talking the Walk: Walking the Talk - An introduction to learning walks" available from www.thinkbeyond.co.nz
This is a PDF printable booklet of the Assessment and Feedback cards, for use in Viewpoints curriculum design workshops where staff are considering the theme of learner engagement in their modules/courses.
When printing these, print two to a page and double-sided and then cut out cards to size.
The document discusses students' attitudes towards feedback based on a department's experiences. It finds that students have little awareness of various feedback opportunities and the terminology used. They see feedback only as marks and comments received after submitting work. However, lecturers provide frequent formative feedback through tutorials, verbal comments, draft reviews, and more. The department plans to make students more aware of feedback opportunities and have them provide input on effective mechanisms. A trial of audio feedback was well received by students who found it informative, personalized, and convenient to access repeatedly.
Sign Out of Facebook and Get Yourself to Office Hours: Encouraging Student Se...hauckl
This document summarizes a presentation on encouraging student self-advocacy skills. It defines self-advocacy and discusses theories of student development. The presenters describe how they promote self-advocacy through probing questions in advising meetings, showing rather than telling students, and helping students make informed decisions. They emphasize building relationships with students and collaborating across campus. The presentation provides tips for advisors, such as challenging students without giving them all the answers and treating international students respectfully.
A session for administrators and district staff, connecting AFL and SFL. Using dialogue about student learning as the focus of teacher/administrator conversations during classroom visits.
Research and Deployment of Analytics in Learning SettingsKatrien Verbert
This document summarizes a presentation on research and deployment of analytics in learning settings. It discusses several projects including the Student Activity Meter tool, which provides visualizations of student activity and time spent to promote self-monitoring, awareness for teachers, and recommendations. Several iterations of the tool are described with user evaluations indicating high usability and satisfaction. Challenges and future directions are also discussed, such as evaluation, datasets, context, and user interfaces for recommender systems.
This document discusses John Distler's teaching philosophy and experience with online education. It focuses on creating online learning communities, transitioning faculty to online teaching, and using problem-based learning for teaching advanced physical assessment. Key points include emphasizing student engagement, collaboration, and facilitating student-centered learning both online and in hybrid environments. Research results showed that problem-based learning led to increased information-seeking and critical thinking skills but students wanted more guidance and found it difficult to understand required content. Recommendations include starting with a hybrid approach and offering more guidance and structure when implementing problem-based learning.
This document discusses inclusive teaching and assessment practices. It describes a Higher Education Academy project involving 16 universities to develop an inclusive culture with a focus on feedback and assessment. The project aims to create an inclusive assessment and feedback toolkit through staff and student engagement. Several case studies are presented that demonstrate both inclusive and non-inclusive assessment approaches. Next steps discussed include gaining senior management support, a two-phase research project, and evaluating the impact of inclusive practices through student and staff involvement.
This document discusses the use of e-learning and e-assessment in information literacy courses for pharmacy students. It outlines the benefits of these approaches such as increased accessibility and flexibility, but also notes challenges like the time needed to develop materials and issues with internet connectivity. A case study describes an online course implemented for pharmacy students that showed improved exam results. While students found it useful, some wanted more interactivity. The author advocates expanding e-learning cautiously while ensuring sound pedagogy and opportunities for interaction remain.
Presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr Ayona Silva-Fletcher, Kirsty Magnier, Kim Whittlestone and Stephen May (Royal Veterinary College. Keynote videos, seminar audio and other resources from the event are available at www.cde.london.ac.uk.
CHECO Retreat - Changing landscape of teachingJeff Loats
Dr. Jeff Loats presented on blended learning initiatives and evidence-based teaching techniques involving technology. He discussed the blended learning initiative at MSU Denver which focuses on introductory courses and provides sustained support for instructors. Three key techniques were covered: Just-in-Time Teaching using pre-class assignments, classroom response systems like clickers, and flipped teaching with videos assigned as homework. The presentation emphasized combining techniques and adopting practices supported by research evidence to improve student learning over traditional lecture-based methods.
Blackboard world 2012 qm and bb catalyst exemplary course award its a perfect...lkoberna
Quality Matters is a peer review process that certifies the quality of online courses using a rubric. The Blackboard Catalyst Exemplary Course program recognizes courses that meet best practices. The rubric evaluates courses across 8 areas and 41 standards related to design, instruction, usability, and learner support. Feedback provides recommendations to strengthen course alignment with standards. Quality online courses have clear objectives, engaging learning activities, accessible content and technologies, and support for learners.
Being a Scholarly Teacher in the 21st-Century - Keynote - March 2014Jeff Loats
Dr. Jeff Loats gave a presentation on being a scholarly teacher in the 21st century. He discussed applying rigorous scholarship to teaching methods by choosing techniques strongly informed by empirical evidence. Some key evidence-based themes included active engagement during class, effective preparation of both students and instructors, and implementing feedback loops to support iterative learning. Loats argued this scholarly approach to teaching can significantly enhance student learning outcomes.
A case study of reflective learning online Eloise Tan
Slides from presentation by Eloise Tan, Dublin City University at annual CELT conference at NUIG, 2012. http://www.nuigalway.ie/celt/conference/conference12.html
Best Works Processes For Using E Portfolios And A Wiki To Showcase, Exchange,...WCET
ePortfolios and Wikis both allow collection of best works and information, continuous updating, and easy peer feedback.
Northwestern State University adopted guidelines for ePortfolios by adult students to showcase their work. The ePortfolios, are evaluated by faculty to award credit.
Kansas State University developed the ELearning and Teaching Exchange (ELATE) Wiki to provide a platform for faculty and other interested individuals to share teaching and learning best practices and to build upon each others contributions.
This panel will demonstrate the uses of these applications and how they can enhance information sharing.
This document discusses blended teaching and learning. It provides an overview of UWM's blended faculty development program, which aims to help faculty design, develop, teach, and advocate for blended courses using a practical approach. The program is taught in a blended format and provides training on course redesign, teaching skills, managing student expectations, and evaluating courses. It also covers topics like defining blended learning, using backward design to create learning modules, building online presence and community, and strategies for managing workload in blended courses. The goal is to help faculty effectively integrate online and face-to-face activities in a planned, pedagogically valuable manner.
This document discusses lessons learned from designing an interactive safety training course. It covers how people learn, including the difference between working and long-term memory. It also presents models for instructional design, like the ROPES model of review, overview, presentation, exercise and summary. Specific techniques are discussed like varying activities every 20 minutes and interacting every 8 minutes. The document concludes by outlining the implementation of safety lessons for different chemistry courses.
The document discusses TESTA (Transforming the Experience of Students Through Assessment), a programme-level approach to assessment and feedback. It identifies four key problems with current assessment practices: (1) a "knee-jerk" reaction to student feedback without meaningful change, (2) modular curriculum design not considering the student experience, (3) an "evidence-to-action gap" where data is collected but not used to improve learning, and (4) student confusion about learning goals and assessment standards. The TESTA approach aims to address these by shifting perspective to the whole programme, increasing formative assessment, providing ongoing feedback conversations, and helping students internalize goals and criteria. Several case studies showed positive impacts of TESTA
Peerwise - Paul Denny - Edinburgh 2011 (part 2)EdUniSciEng
Part 2 of Paul Denny's presentation at the LTKB workshop, Edinburgh 2011. PeerWise is a web-based repository of MCQs built by students. Students are given the responsibility of creating and moderating the resource. By leveraging the creativity and energy of a class, a large, diverse and rich resource can result.
Ongoing integration of digital communications into online coursesEileen O'Connor
This presentation explains how one instructor developed an approach to the ongoing integration of digital communications within online courses – using a cycle of testing, implementation, evaluation, and dissemination. Examples are shown from YouTube, wikis, badging, and virtual reality. Questions are posed for instructors considering such tools in their courses. A list of the author’s publications are included.
Peer feedback and learning contributes to students' development in several key ways:
1) It is central to the social constructivist pedagogy of the module and relates to communities of practice, structuring the development of professional skills.
2) Models of peer observation can be evaluative, developmental through expert support and feedback, or collaborative through analysis and reflection with colleagues.
3) Peer observation and review aims to ask questions, explore teaching approaches, and benefit students' understanding through open reflection rather than judgments or simple performance reviews.
Feedback is more than a score or letter gradeKim Kenward
Dr. Rosemary Cleveland & Kimberly Kenward, Grand Valley State University
Discussion on how to set the stage for a hybrid online environment by designing a course that is well-organized and encourages students to become self-motivated independent learners. Learn how Blackboard allows for a variety of personal/private feedback using the Wimba Voice tool, journals entries, and detailed feedback in the Discussion Board.
This updated presentation focuses on the future learning walk as one tool to generate deep conversations about learning. Rather than a prescriptive model, the suggested process encourages co-creation to meet the needs of the organisation. It is based on Cheryl Doig's new ebook "Talking the Walk: Walking the Talk - An introduction to learning walks" available from www.thinkbeyond.co.nz
This is a PDF printable booklet of the Assessment and Feedback cards, for use in Viewpoints curriculum design workshops where staff are considering the theme of learner engagement in their modules/courses.
When printing these, print two to a page and double-sided and then cut out cards to size.
The document discusses students' attitudes towards feedback based on a department's experiences. It finds that students have little awareness of various feedback opportunities and the terminology used. They see feedback only as marks and comments received after submitting work. However, lecturers provide frequent formative feedback through tutorials, verbal comments, draft reviews, and more. The department plans to make students more aware of feedback opportunities and have them provide input on effective mechanisms. A trial of audio feedback was well received by students who found it informative, personalized, and convenient to access repeatedly.
Sign Out of Facebook and Get Yourself to Office Hours: Encouraging Student Se...hauckl
This document summarizes a presentation on encouraging student self-advocacy skills. It defines self-advocacy and discusses theories of student development. The presenters describe how they promote self-advocacy through probing questions in advising meetings, showing rather than telling students, and helping students make informed decisions. They emphasize building relationships with students and collaborating across campus. The presentation provides tips for advisors, such as challenging students without giving them all the answers and treating international students respectfully.
A session for administrators and district staff, connecting AFL and SFL. Using dialogue about student learning as the focus of teacher/administrator conversations during classroom visits.
Research and Deployment of Analytics in Learning SettingsKatrien Verbert
This document summarizes a presentation on research and deployment of analytics in learning settings. It discusses several projects including the Student Activity Meter tool, which provides visualizations of student activity and time spent to promote self-monitoring, awareness for teachers, and recommendations. Several iterations of the tool are described with user evaluations indicating high usability and satisfaction. Challenges and future directions are also discussed, such as evaluation, datasets, context, and user interfaces for recommender systems.
This document discusses John Distler's teaching philosophy and experience with online education. It focuses on creating online learning communities, transitioning faculty to online teaching, and using problem-based learning for teaching advanced physical assessment. Key points include emphasizing student engagement, collaboration, and facilitating student-centered learning both online and in hybrid environments. Research results showed that problem-based learning led to increased information-seeking and critical thinking skills but students wanted more guidance and found it difficult to understand required content. Recommendations include starting with a hybrid approach and offering more guidance and structure when implementing problem-based learning.
This document discusses inclusive teaching and assessment practices. It describes a Higher Education Academy project involving 16 universities to develop an inclusive culture with a focus on feedback and assessment. The project aims to create an inclusive assessment and feedback toolkit through staff and student engagement. Several case studies are presented that demonstrate both inclusive and non-inclusive assessment approaches. Next steps discussed include gaining senior management support, a two-phase research project, and evaluating the impact of inclusive practices through student and staff involvement.
Introducing K12 Teachers to Technology in an Online Grad Program within a Vir...Eileen O'Connor
These slides accompanied a conference presentation of a paper on this topic presented at e-Learn in Las Vegas sponsored by AACE - paper written by Eileen O'Connor and Terri Worman; presentation given by Terri Worman
Studying learning journeys with lecture capture through Staff-Student partner...Karl Luke
Studying learning journeys with lecture capture through Staff-Student partnerships
This document discusses two student partnership projects at Cardiff University that explored student use of lecture recordings. Student partners conducted research including surveys and interviews that provided insights into how students use lecture capture. Key findings indicated that lecture recordings enhanced learning for many students and supported inclusivity. The partnerships helped advance understanding of lecture capture and provided practical advice on implementing learning technologies through collaboration with students.
Challenge Based Learning and TechnologyBill Dolton
The document discusses challenge-based learning and its intersection with educational technology. It promotes challenge-based learning as a hands-on, problem-solving approach that engages students through broad challenges involving inquiry, decision-making, and real-world applications. When designed using Understanding by Design principles, challenge-based learning can provide choice, ownership, and opportunities for students to demonstrate their understanding through performance-based assessments involving complex, multistage projects. The document advocates for challenge-based learning as a way to make curriculum more student-centered and technology-rich.
The document discusses the constructivist theory of learning. It defines constructivism as a philosophy that individuals construct their own understanding through experiences and reflection. Key aspects of constructivism include: (1) knowledge is actively constructed rather than passed on, (2) learning requires meaningful engagement and interaction, (3) prior knowledge influences new learning. The document contrasts traditional and constructivist classrooms, noting constructivism emphasizes interactive, student-centered learning over repetition. It provides examples of applying constructivism such as encouraging student questions and critical thinking.
This document discusses challenge-based learning and its key principles. Challenge-based learning uses open-ended challenges to engage students in solving real-world problems. It emphasizes developing students' skills through scaffolding and performance-based assessments. Effective challenge-based learning uses essential questions to guide student inquiry and allows varying levels of student autonomy. The document provides examples of how to structure challenges and assessments to promote student responsibility and engagement in their learning.
FAPSC 2013 Annual Conference Presentation: Connecting with Online StudentsPatrick Ray
Practical discussion of methods for connecting with distance education students online. This powerpoint comes from my breakout session held at the 2013 FAPSC Conference in Miami, FL.
The learning files are an initiative of the Zambian National CPD Task Team. They are written by and for the Zambian Colleges of Education and deal with topics that concern education in general and education in colleges more specifically. The files give a mixture of literature, good practices, self-testing and tips and tricks to tackle a certain problem. Some guidance and ideas on how to do CPD on this topic are included. In this case: consulting students.
Feedback 2.0: Using Tech to improve feedbackInClassNow
This document discusses using technology to improve feedback for students. The author notes that traditional feedback methods were often too late and did not help students improve. The author now focuses feedback during formative assessments using technology like screencasting, pencasting, screensharing, and collaborative documents. This provides timely, specific feedback to help both students and teachers. Students learn expectations and how to improve, while teachers can adjust instruction. Integrating feedback guidelines and applying feedback steps has increased student improvement.
Mary Fitzpatrick UL_Edin Dec 1st_Tools for reflection and self development 1Ctl Ul
This document discusses tools and sources for teacher reflection and professional development. It outlines student evaluations, peer observation, portfolio development, and focus groups as sources of feedback. It addresses both uses and reservations about evidencing teaching practices. The document also examines how teachers can interpret feedback, the benefits of self-development through observing others, and examples of what teachers say about reflection. It emphasizes reflection as an ongoing process that should lead to planned changes in teaching practices and identifies clear learning objectives and investment of time as principles of continuous professional development.
This document discusses cultural intelligence and awareness. It notes that people are shaped from birth to behave in certain ways according to their own culture. However, common language does not mean common culture, and cultures can differ in their rules of behavior. Developing cultural awareness means being aware of differences between cultures and adapting one's behavior, while cultural intelligence is using the rules of one's own culture to interpret behaviors from other cultures with different rules. The document recommends analyzing cultural differences using frameworks from researchers like Hofstede, Trompenaars, and Hall to bridge cultural divides and avoid misunderstandings in business.
This document provides an introduction to British Sign Language, including information about deaf awareness and culture, communication tips for interacting with deaf people, and an overview of the fingerspelling alphabet and basic signs. It notes that BSL is the first preferred language of over 125,000 deaf adults and children in the UK and that deaf culture values space, body language, facial expressions, and head movements in addition to hand signs.
This document provides an overview of learning Mandarin Chinese, including key information about:
- Locations in China mentioned like Shanghai and features of the city.
- Basic greetings, pronunciation rules, and numbers in Mandarin.
- Tones and how they distinguish meaning.
- Videos that teach pronunciations of greetings, numbers, and other basics.
- Business etiquette tips for interacting with Chinese partners and quotes from Confucius about patience and learning.
This document summarizes the success of an Innovation Voucher received by a social enterprise software developer. Key points:
- The voucher helped the developer adopt a new technical framework, allowing them to rapidly develop and offer their Social Impact Tracker product to more organizations internationally.
- Technically, the new framework improved development speed and deliverables. It also reduced hosting and licensing costs.
- Socially, the voucher provided new skills and a relationship with a university knowledge partner.
- Economically, the voucher helped increase their user base by 500%, double sales, and attract new investment - opening doors to other opportunities.
The document summarizes the Pavestone Centre project which offers work and leisure activities. It describes the social enterprise that produces traditional Irish crafts using local materials for the tourist market. The center aims to develop work skills and help clients enter employment or volunteering through a sheltered business. It discusses the rationale of viewing clients as people and reflecting the local area. The center has been successful in helping clients find jobs and training. It also notes the potential to replicate this model with other social enterprises catering to the tourism industry.
Innovative thermal energy storage technologies (Vincent O'Brien)campone
Vincent O'Brien of Copper Industries (Ireland) Ltd presented on innovative thermal energy storage technologies developed through collaborations with the University of Ulster. This included the MaxiPod thermal store, which can provide up to 38 kW of domestic hot water while maintaining temperature, and the HotHead stratifying cylinder, which exhibits increased stratification and solar collector efficiency. Copper Industries is commissioning an in-house test facility through a KTP project to characterize the performance of various thermal energy storage systems and integrate renewables with combi-systems more effectively.
- The document discusses retrofitting existing homes to reduce CO2 emissions by 80% through improved insulation, airtightness, ventilation, heating and more.
- UK policy aims to retrofit 12,600 homes per week to meet an 80% reduction in emissions by 2050 to address climate change.
- The document presents a case study of a retrofitted home in Belfast that achieved an 80% reduction in emissions through innovations like roof cassettes, mixed-mode ventilation, insulation and monitoring systems.
This document summarizes an integrated sustainable design project for a shared education complex in North Belfast. The project was developed by Masters students at the University of Ulster as part of their Integrated Sustainable Design course. They proposed locating the shared education complex within the existing Crumlin Road Gaol/Girdwood Barracks site. The complex would include four schools located in new core buildings, and shared facilities like a sports center, technology center, and learning resource center. The gaol would be refurbished as a shared arts and drama zone. The project aims to improve education, employment, and social outcomes for the local community.
A Partnership Approach to Tackling Strategic Construction Initiatives (George...campone
George Heaney is a professor at the University of Ulster who seeks to contribute to the construction industry through partnerships. The University of Ulster is committed to building industry partnerships to support economic and social development in Northern Ireland. Heaney discusses strategic construction initiatives and how the university partners with the construction sector, such as through Constructing Excellence in Northern Ireland (CEni), to engage in professional development programs, conferences, political engagement, demonstration projects, and reports to improve industry performance, culture, and image. Current CEni projects include engaging politicians on project bank accounts and delivering BIM training.
Building Sustainable Stations: Technology and Collaboration (Clive Bradberry)campone
The document discusses sustainable transportation stations and partnerships. It describes several stations in different locations, like Boulogne sur mer in France and Utrecht in the Netherlands, that were developed through collaboration between transit authorities and other partners. It also highlights the Antrim Integrated Bus and Rail Station project in Northern Ireland that aims to create a more sustainable transit hub through partnerships between Translink and other local organizations. The document stresses that working together through collaboration is key to achieving successful sustainable transportation projects.
Creating a Sustainable Built Environment through Education and Collaboration ...campone
This document discusses the importance of collaboration in achieving sustainable development. It defines sustainable development according to the Brundtland Commission as meeting present needs without compromising future generations' ability to meet their own needs. A place-based approach is emphasized, considering environmental, social, economic factors and intra- and inter-generational equity. The Sustainable Communities model provides eight components for collaboration across sectors and places. Case studies illustrate collaboration principles through regeneration partnerships in North Liverpool, Stewartstown Road in Belfast, and the Resurgam Trust in Lisburn. Guiding principles stress shared vision, action, and resources through inclusive, long-lasting area-wide collaboration and capacity building.
This document discusses the employment law pitfalls related to social media use by both employees and employers. It provides an overview of popular social media platforms and notes that while social media is useful for developing business, inappropriate use can damage reputations and break laws. For employees, inappropriate social media use risks reputational damage for their employer, breaching confidentiality, harassment, and defamation. Employers risk discrimination claims and breaching data protection laws if they misuse social media in their practices. The document outlines several court cases to illustrate these risks and emphasizes the need for employers to have clear social media policies.
GROWING YOUR BUSINESS IN THE DIGITAL ECONOMY - MASTERCLASScampone
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1. Feedback on feedback: Engaging
students in the feedback process
Dr Clare Carruthers
Mrs Brenda McCarron
Dr Adrian Devine
Dr Peter Bolan
Dr Una McMahon Beattie
2. Feedback on feedback: Engaging
students in the feedback process
Background
On-going Championing of the
embedding of the Ulster
Principles of A&F:
Engaging students in A&F
processes
Presentation to final years -
“Focus on Feedback” Guide
3. Feedback on feedback: Engaging
students in the feedback process
• No awareness of guide;
• Issues surrounding
understanding of
terminology and
assessment criteria;
• Disengagement;
• Recognise feedback as
mark and comments only.
4. Feedback on feedback: Engaging
students in the feedback process
• No recognition of
feedback
opportunities;
• Feedback
twice, maybe three
times per semester?
5. Feedback on feedback: Engaging
students in the feedback process
No recognition various
opportunities:
• Tutorials;
• Verbal;
• Supervisory meetings;
• Advice on drafts;
• Feedback on exams;
• Model answers.
6. Feedback on feedback: Engaging
students in the feedback process
Students were very
familiar with the various
different types of
assessment, but were
far less familiar with
these key aspects
feedback
7. Feedback on feedback: Engaging
students in the feedback process
Engagement And
Feedback - Our
Feedback Challenge
How do we ensure that
students understand
the importance of
feedback, that they
recognise feedback
opportunities and that
they use feedback
appropriately?
8. Feedback on feedback: Engaging
students in the feedback process
Engagement with feedback –
a work in process
Initiatives:
• “Focus on Feedback” guide;
• Engagement/debate;
• Innovation/creative
approaches.
9. Feedback on feedback: Engaging
students in the feedback process
Departmental projects –
Audio Feedback:
Engaging Students
in the process
• Audio feedback via
Wimba
• Follow up survey -
39/147 – 27%
10. Feedback on feedback: Engaging
students in the feedback process
Results Snapshot
• 95% accessed the
feedback;
• 62% prefer to receive
feedback via a
combination of
mechanisms
• 77% - like to see more;
• 77% - refer to again for
future work.
11. Feedback on feedback: Engaging
students in the feedback process
”I was surprised
that I was comfortable with the
new audio style feedback, it
definitely was convenient for
me, and that I was able to “you can hear
gauge the lecturers feelings of what areas of your essay you
my work as it was a private did well in and what areas
conversation rather than in you can improve upon for
class” future essay submissions, in
relation to the
content, structure and
referencing”
12. Feedback on feedback: Engaging
students in the feedback process
“I found the audio
feedback very useful as it was very
accessible, high quality, easy to
use, easy to understand, clear
and concise. I feel that it is a very
useful tool as I am able to go and
“I found this form of
listen to the feedback when I want
feedback very interesting and
so that I can keep up to date on
found
where I am
it encouraged me to take on board
going wrong”
the comments made, as
sometimes when directly reading
comments I tend to just skim over
them quickly rather than actually
taking in what
feedback has been given”
13. Feedback on feedback: Engaging
students in the feedback process
What they liked about it:
Convenience;
Effectiveness;
• Constructive for future
work;
• Personalised;
• Flexibility in Accessing
and re-accessing;
• Listen and read through
work simultaneously.
14. Feedback on feedback: Engaging
students in the feedback process
What they had
reservations about:
Deterioration in student-
teacher relationship;
• Opportunity to ask
questions/seek clarity;
• A few technical issues
15. Feedback on feedback: Engaging
students in the feedback process
.
What we liked about it:
Time efficiencies?
• Ability to give more
detailed, depth
feedback;
• Incorporation into the
VLE
16. Feedback on feedback: Engaging
students in the feedback process
What we had
reservations about:
• Time efficiencies?
• Technical issues
• Learning Curve.
17. Feedback on feedback: Engaging
students in the feedback process
Taking things forward
• Briefing staff;
• Briefing students.
18. Feedback on feedback: Engaging
students in the feedback process
• Expansion of the project
- 2012-13;
• Staff development and
PSR activity etc.
19. Feedback on feedback: Engaging
students in the feedback process
CHEP Development Fund
Project 2012-13
• Five case studies
• Formative and
summative assessment
• Semester one and two
• Survey, staff and student
focus groups, staff
reflective logs
20. Feedback on feedback: Engaging
students in the feedback process
Key Issues:
• Recognising differences
in understanding;
• Engaging students -
activities and
terminology;
• Work in Progress
Editor's Notes
Appointment of Departmental ChampionsPresentation to final years by Student Engagement Officer of UUSUBased on the UUSU “Focus on Feedback” Guide
Recognition feedback as mark and comments received some time after submission i.e. summative;
No recognition of the various opportunities for engaging with feedback, in particular formative feedback; Students only recognised that they received feedback twice, maybe three times per semester;Lecturers recognise that they provide feedback perhaps as frequently as weekly.
No recognition of the following opportunitiesTutorials to support preparation of upcoming seminars/presentations;Verbal feedback provided immediately following presentations/seminars;Weekly/fortnightly meetings supporting, reviewing and giving feedback for research papers/business plans;Advice on the content/drafts of essays, projects, reports etc.;Opportunities to receive feedback on examinations;Model answers in advance of exams.
Students were very familiar with the various different types of assessment, but were far less familiar with these key aspects feedbackThe biggest issue was surrounding the terminology,if they don’t recognise they are receiving feedback, their experience of it and the translationof that to the NSS is obvious
Engaging students in the “language” of feedback.Essentially how do we engage students in the feedback process and how do we know that/when we have engaged them or not?
Initiatives:“Focus on Feedback” guide available within Course Support Areas for every course in Blackboard Learn;Incorporation of the content of the guide within Study Skills module in year one;Engagement/debate with students on the various feedback mechanisms – what mechanisms do they like and why? Which are most useful to them? What mechanisms of feedback do they find most useful for different types of assessment? – not necessarily formalInnovation/creative approaches to feedback – audio, podcasting, video, smartphone feedback etc.
Audio feedback provided to final year (L6) and second year (L5) students via Wimba Voice Authoring within the VLEFeedback was for individual essaysStudents advised that audio feedback was available and where Initially students were invited to comment on what they thought of this feedback mechanismThis as followed up with a survey of 39/147 – 27% response rate.
62% prefer to receive feedback via a combination of mechanisms – f2f, audio, written annotations, assessment grids etc.87% - allowed them to see where they did well;95% - showed them where they could have improved performance.
Additional Comments: “I was able to read through the essay along with the points you made. It did feel more personal than getting the written comments.”
Additional Comments - “I believe this form of feedback is not only extremely informative but an easier way for students to understand where they picked up marks and lost marks in their essay”
Deterioration in student-teacher relationship;No immediate opportunity to ask questions/seek clarity on points made;Would also like to see written annotations on the actual hard copy of coursework;A few technical issues.
Word count comparison – 376 vs. 129.
Learning Curve – the technical training – support has been excellent, saving files, using the wimba, updating Java etc
Briefing staff – setting up training - TFLBriefing students – expectations, accessing their feedback, technical issues and how to address them;Including details of audio feedback expectations in module handbooks;
Expansion of the project - CHEP Dev Fund Project Focusing on A&F activities and innovative technologies in other ways across the department e.g. through staff development and PSR activity etc.
Five case studiesFormative and summative assessmentSemester one and twoAll UG levelsClass test, group presentations, seminar papers, individual reports, research papers/business plansResearch Instruments – survey, staff and student focus groups and staff reflective logsInterim results