The document summarizes preliminary findings from a review of assessment feedback practices for first year undergraduate students across four higher education institutions in Ireland. Key findings from student focus groups include that feedback is often provided inconsistently and primarily takes the form of grades rather than written comments. Students saw feedback as important for their learning but felt it was lacking. Staff survey responses found that while most aimed to provide feedback, challenges included large class sizes, workload, and student engagement. Technologies like MS Word and email were commonly used to deliver feedback.
Technology Enhanced Feedback Approaches: What Works & Why?Y1Feedback
This document discusses technology-enhanced feedback approaches and what works. It begins by outlining the importance of feedback and challenges to providing effective feedback, including disconnects between staff and student perspectives, resource constraints, large class sizes, and modularization. Contemporary perspectives view feedback as an ongoing dialogue rather than a delivered message, and emphasize feedforward and self-regulated learning. Recommended approaches include online written feedback using tools like annotated PDFs and rubrics, in-class feedback using clickers or backchannels, audio-visual feedback like screencasts, and peer feedback technologies. Programmatic approaches aim to coordinate feedback across a program. Technology can help increase feedback quantity and quality, support dialogue, and provide flexibility.
Learning Beyond the Horizon: Using Peerwise to increase engagement for studen...Eamon Costello
This document discusses using Peerwise to increase student engagement for students transitioning to online learning of programming. It describes how students were asked to create multiple choice questions, answer questions, and provide feedback on each other's work. Most students created and answered more questions than required. A student provided feedback that Peerwise allows practice but some questions were unclear and suggested providing guidelines for easy, harder, and in-depth questions. The document concludes that Peerwise promotes engagement but requires time to implement and an iterative approach works best.
"Its on the exam" - Affecting student engagement through crowd-sourced asses...Eamon Costello
Costello, E., Brown, M., Brunton, J., & Delaney, L. (2015). It's on the exam! Affecting student engagement through crowd-sourced assessment. Paper at Shaping the Future of Learning Together, Association for Learning Technology Annual Conference (ALT-C), Manchester, 10th September.
An interprofessional project aimed to help prepare college students for university through developing online academic skills tutorials. The tutorials covered topics like critical thinking, reflective writing, and essay structure. They included video examples from staff and students to normalize anxiety and make university seem approachable. Evaluations found the tutorials increased students' academic and psychological readiness for university by over 50%. They learned skills to succeed while gaining confidence in their abilities. The simple online format engaged students and proved an accessible way to boost preparation for higher education.
Universal Design for E Learning Can Benefit All Students(Kari Kumar, Ron Owston)COHERE2012
This document summarizes a study on the accessibility of e-learning environments. The study found that applying principles of Universal Design for Learning (UDL) can increase accessibility for all students. Specifically, the study found that an online course that provided multiple means of representation, action and expression, and engagement was equally accessible to students with and without learning disabilities. The study concluded that accessibility is highly individualized and relevant to diverse learners.
1. The document discusses the use of student response systems, also known as clickers, in K-12 classrooms. It argues that clickers can help address common classroom challenges like keeping students engaged, assessing understanding, and motivating students.
2. Research presented in the document found that clickers help increase student participation, satisfaction, and focus. Studies show clickers improve learning attitudes and help identify misconceptions. They also found clickers motivate students and improve test scores.
3. While clickers have upfront costs, the document claims they save teaching time otherwise spent on activities like taking tests in computer labs. Downsides include technical difficulties and interrupting lecture flow, but professional development can address these issues
The document summarizes a study comparing student outcomes and experiences in kinesiology courses delivered in blended or fully online formats. Quantitative data found no significant differences in student grades or retention between the two delivery modes. Qualitatively, some students preferred the flexibility of online learning while others felt they learned better with face-to-face interaction and instruction. Instructors found blended courses required more work but provided the benefits of both online and in-person learning. Overall, the study was unable to determine conclusively whether one delivery mode was more effective than the other for all students.
Making On-line Teams Work (Jane Barrett)COHERE2012
This document discusses research into online teamwork among Open University students. It describes a study where 13 student volunteers were divided into online teams to complete collaborative tasks. Only 7 of the students actively participated by posting in forums and completing assignments. The moderator observed that team composition is important, as not all groups were able to work well together asynchronously. Students reported learning about both the benefits and challenges of online collaboration, but greater engagement from all students is needed. Effective online teamwork requires support from moderators to encourage participation and resolve issues.
Technology Enhanced Feedback Approaches: What Works & Why?Y1Feedback
This document discusses technology-enhanced feedback approaches and what works. It begins by outlining the importance of feedback and challenges to providing effective feedback, including disconnects between staff and student perspectives, resource constraints, large class sizes, and modularization. Contemporary perspectives view feedback as an ongoing dialogue rather than a delivered message, and emphasize feedforward and self-regulated learning. Recommended approaches include online written feedback using tools like annotated PDFs and rubrics, in-class feedback using clickers or backchannels, audio-visual feedback like screencasts, and peer feedback technologies. Programmatic approaches aim to coordinate feedback across a program. Technology can help increase feedback quantity and quality, support dialogue, and provide flexibility.
Learning Beyond the Horizon: Using Peerwise to increase engagement for studen...Eamon Costello
This document discusses using Peerwise to increase student engagement for students transitioning to online learning of programming. It describes how students were asked to create multiple choice questions, answer questions, and provide feedback on each other's work. Most students created and answered more questions than required. A student provided feedback that Peerwise allows practice but some questions were unclear and suggested providing guidelines for easy, harder, and in-depth questions. The document concludes that Peerwise promotes engagement but requires time to implement and an iterative approach works best.
"Its on the exam" - Affecting student engagement through crowd-sourced asses...Eamon Costello
Costello, E., Brown, M., Brunton, J., & Delaney, L. (2015). It's on the exam! Affecting student engagement through crowd-sourced assessment. Paper at Shaping the Future of Learning Together, Association for Learning Technology Annual Conference (ALT-C), Manchester, 10th September.
An interprofessional project aimed to help prepare college students for university through developing online academic skills tutorials. The tutorials covered topics like critical thinking, reflective writing, and essay structure. They included video examples from staff and students to normalize anxiety and make university seem approachable. Evaluations found the tutorials increased students' academic and psychological readiness for university by over 50%. They learned skills to succeed while gaining confidence in their abilities. The simple online format engaged students and proved an accessible way to boost preparation for higher education.
Universal Design for E Learning Can Benefit All Students(Kari Kumar, Ron Owston)COHERE2012
This document summarizes a study on the accessibility of e-learning environments. The study found that applying principles of Universal Design for Learning (UDL) can increase accessibility for all students. Specifically, the study found that an online course that provided multiple means of representation, action and expression, and engagement was equally accessible to students with and without learning disabilities. The study concluded that accessibility is highly individualized and relevant to diverse learners.
1. The document discusses the use of student response systems, also known as clickers, in K-12 classrooms. It argues that clickers can help address common classroom challenges like keeping students engaged, assessing understanding, and motivating students.
2. Research presented in the document found that clickers help increase student participation, satisfaction, and focus. Studies show clickers improve learning attitudes and help identify misconceptions. They also found clickers motivate students and improve test scores.
3. While clickers have upfront costs, the document claims they save teaching time otherwise spent on activities like taking tests in computer labs. Downsides include technical difficulties and interrupting lecture flow, but professional development can address these issues
The document summarizes a study comparing student outcomes and experiences in kinesiology courses delivered in blended or fully online formats. Quantitative data found no significant differences in student grades or retention between the two delivery modes. Qualitatively, some students preferred the flexibility of online learning while others felt they learned better with face-to-face interaction and instruction. Instructors found blended courses required more work but provided the benefits of both online and in-person learning. Overall, the study was unable to determine conclusively whether one delivery mode was more effective than the other for all students.
Making On-line Teams Work (Jane Barrett)COHERE2012
This document discusses research into online teamwork among Open University students. It describes a study where 13 student volunteers were divided into online teams to complete collaborative tasks. Only 7 of the students actively participated by posting in forums and completing assignments. The moderator observed that team composition is important, as not all groups were able to work well together asynchronously. Students reported learning about both the benefits and challenges of online collaboration, but greater engagement from all students is needed. Effective online teamwork requires support from moderators to encourage participation and resolve issues.
Gamification Techniques to Engage StudentsD2L Barry
Gamification in D2L, Leslie Van Wolvelear, Oakton Community College
Presentation given on Dec 13, 2019 at DePaul University for the D2L Connection: Chicago Edition.
Organic Online Discussions: Advantages and Implementation TipsD2L Barry
Organic Online Discussions: Advantages and Implementation Tips (5pm–5:45pm ET)
Presenter: Beth René Roepnack, eCampus, University System of Georgia
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
IGNIS 2018 Webinar To Lock or Not to Lock: Using Respondus for.Secure Assessm...SBCTCProfessionalLearning
This document discusses the use of online proctoring software like Respondus Lockdown Browser for secure assessment. It begins by outlining the session outcomes, which are to discuss how faculty currently assess student learning, identify the purpose and methods of secure assessment using an online proctoring example, and evaluate the impact on equity and accessibility. It then explores how students sometimes cheat on online exams and how proctoring software works to restrict computer capabilities and monitor the testing environment. However, research also suggests proctoring may negatively impact student grades and create barriers for some learners. The document advocates considering alternative exam formats and the impact of assessment choices on student success and accessibility.
Small Signposts: Small Practices that Make a Big Impact for Instructors and S...D2L Barry
Small Signposts: Small Practices that Make a Big Impact for Instructors and Students (2pm–2:20pm ET)
Presenter: Pam Whitehouse, Tennessee Board of Regents
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
Presentation mental health in higher ed exploring the relevance of udl km u...Frederic Fovet
This document summarizes a workshop discussing how universal design for learning (UDL) principles can be applied to address mental health issues in higher education.
The workshop explored how classroom practices and instructional design can sometimes exacerbate student mental health problems. Applying UDL principles of providing multiple means of representation, engagement, and expression could help reduce mental health issues by offering flexibility in assignments, assessments, and participation requirements.
The document discussed perspectives from accessibility services personnel, instructors, and instructional designers. Accessibility staff noted issues students report like timed exams and rigid deadlines. Instructors discussed tensions in course delivery and assessment that could impact mental health. Instructional designers explored applying UDL solutions like alternative assignment formats or
From Chrysalis to Butterfly: Lifecycles of an OER Project OER Hub
The document summarizes the Bridge to Success project, which created open educational resources to help adult learners transition to college. It discusses the project's goals, participants, and findings. Key findings included improved math scores and course completion rates among low-income students using the materials. Some participating institutions changed policies to incorporate more open resources and modular curriculum as a result of the project. The project demonstrated positive impact on student performance and satisfaction, as several hypotheses predicted.
The document discusses strategies for engaging students in online courses. It identifies key aspects of student engagement including active and collaborative learning, student effort, academic challenge, student-to-faculty interaction, and support for learners. Specific strategies proposed to foster these aspects include using technologies like Skype for online office hours, encouraging student-to-student and student-to-faculty interaction, providing academic challenges through authentic assessments and rubrics, supporting learners through orientations and communities, and setting clear expectations for student effort.
This document summarizes research on using clicker technology in undergraduate education. It finds that clickers can increase student engagement and feedback, though gains in learning are small. The largest learning gains are for students with lower GPAs. Clickers allow for anonymity, immediate feedback, and more implementation options than previous methods. The document also describes a research study that found clicker use significantly increased student engagement over merely asking comprehension questions, though it took clicker users longer to respond to secondary stimuli. It concludes by outlining some challenges to using clickers, such as preparation time and technical issues.
This document summarizes a study examining student participation and question quality in an introductory physics course that required students to contribute questions and answers to an online peer instruction system called PeerWise. The following key points were made:
- Student participation in PeerWise exceeded the minimum requirements, with students contributing many questions and answers and providing feedback on each other's work.
- Questions contributed by non-physics major students in this introductory course tended to be of lower overall quality than those contributed by physics majors in other studies.
- Evidence suggested that with practice, students improved at writing higher quality questions and providing more detailed explanations over the course of the semester.
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.
Nudging students towards effective study behaviours using Brightspace dataD2L Barry
This document discusses a project at Surrey University that used data from their learning management system (Brightspace/D2L) to send nudging messages to students. The goals were to prompt more effective study habits and increase student engagement with course materials. The project found that personalized nudges reminding students to review specific recent materials or practice tests increased student access of those resources by 12% compared to a control group. Moving forward, the university aims to develop intelligent agents, templates for nudges, policies around opting in/out of nudges, and A/B testing of different nudging designs.
- The document discusses technology-enhanced learning in anatomy education. It provides context on how students have changed and questions the role of technology in anatomy learning.
- It reviews frameworks for evaluating technology-enhanced learning and finds most studies only evaluate learner satisfaction rather than learning gain or institutional impact.
- Several of the presenter's own studies are summarized that evaluated learning gain from anatomy screencasts and the impact of using Facebook to manage test anxiety. The presentation calls for evidence-informed practice in anatomy education.
Improving student learning through taking a programme approachTansy Jessop
1) The document discusses challenges with assessment and feedback at the program level, including an over-reliance on summative assessments, disconnected feedback between modules, and a lack of clarity around goals and standards.
2) It proposes using a programme assessment approach called TESTA to help address these issues by balancing formative and summative assessments, improving connections between modules, and increasing student involvement in co-creating assessment criteria.
3) Preliminary results from using TESTA include rebalancing assessment ratios, better assessment progression, improved student learning outcomes, and higher student satisfaction scores.
Improving Assessment and Feedback | Paul Hellwage - Monash College | TLCANZ17Blackboard APAC
Assessment and Feedback is a focus at our institution, with an emphasis on providing high quality feedback to our students in a timely manner. Students are often intrinsically motivated to seek feedback that will help them engage with their subject (Higgins, et. al., 2002) and while feedback has been available and is valued, Weaver (2006) has indicated that adding comments could be more helpful.
To address these requests, we have focused on implementing Assessment and Feedback project with the introduction of Turnitin Feedback Studio across a number of courses at the College.
The two main reasons for the shift to Turnitin are: 1.) To increase student engagement by giving them more in depth and relevant feedback on their assessments, and 2.) Simplify and streamline teacher’s marking and workload.
By moving to Feedback Studio, we were able to continue to provide students access to rubrics and general comments, while significantly improving feedback by introducing overall verbal feedback and multiple different types of annotations. These annotations range from highlighting a common mistake to providing web links to resources that help students improve, for example, a website detailing the correct way to reference an assignment.
With a mix of: Rubrics, comments, written summations, verbal feedback, strikethrough, inline text and quickmarks providing links to resources, we have found that the students are being provided with extremely rich feedback that is very easy to process due to a smart, simple layout.
Moreover, students also have access to Feedback Studio’s originality and similarity reports. We encourage academic staff to allow students access to this feature for drafting and learning purposes. This empowers them to improve their referencing and paraphrasing skills without having to contact teaching staff.
Teaching and marking staff are also experiencing the benefit of this system. Despite the increase in feedback to students, the marking process has become more streamlined, with easy to use rubrics, drag and drop annotations and one-click verbal feedback helping to facilitate more efficient marking.
This session will detail the benefits outlined above and explain how the students and staff have embraced these changes.
Small Group Discussion for a MOOC PlatformMike Sharples
This document discusses designing small group discussions for MOOC platforms like FutureLearn. It proposes creating voluntary "study groups" of around 30 learners who remain together in asynchronous discussion for the duration of the course. A pilot study with 12 courses found that learners liked interacting with peers in their group and appreciated educator contributions. However, discussions sometimes decreased without direction on group work. More structure and guidance is needed for both learners on how to work in groups and educators on designing learning activities for study groups.
By Jennifer Spohrer, Bryn Mawr College for the e-Learning 2.0 Conference, March 29, 2012. In this presentation, Jennifer Spohrer addresses this research question: Can we use a blended learning approach to improve learning outcomes in introductory STEM courses?
This document discusses principles of dialogic feedback to promote effective feedback practices. It outlines that feedback should be a dialogic process that prompts learner action and involves peers. Key principles include making feedback a process rather than just a product, engaging students in understanding quality work, and developing student self-monitoring. The document also explores online feedback strategies like using learning management systems, social media, blogs, and audio/video feedback. It addresses challenges like student and staff confusion over feedback purposes and increasing student roles in generating and using feedback. Overall, the document advocates for developing student feedback literacy and integrating feedback into task design through ongoing dialogue.
Review of the flipped learning literature int he STEM disciplinesElaine Huber
This document summarizes Elaine Huber's preliminary findings from a review of the literature on flipping the STEM classroom. It provides an overview of the current literature, aims of the review, methodology, findings organized by themes, and next steps. The main findings are that studies generally report positive perceptions of achievement, engagement, and self-efficacy, though some note increased workload or lack of preparation. Gaps in the literature are also identified, such as a lack of non-US based studies, longitudinal studies, and a design framework for flipping STEM courses.
Moving through MOOCs: Pedagogy, Learning and Patterns of EngagementRebecca Ferguson
Presentation for ECTEL 2015, Toledo, Spain (the detailed version).
The related, shorter, presentation is at http://www.slideshare.net/dougclow/moving-through-moocs
Push back Sisyphus! Connecting feedback to learningTansy Jessop
This document summarizes a workshop on effective feedback given by Professor Tansy Jessop. The presentation discusses principles of feedback, why feedback often does not work for students, and ways to make feedback more effective. Specifically, it addresses how modular course structures, an over-emphasis on grades, and a lack of guidance on improvement can prevent students from properly engaging with feedback. The presentation provides suggestions like connecting feedback across assignments, increasing student self-assessment, and making feedback more growth-oriented. Overall, the workshop aimed to explore how to design feedback that students will actively use to enhance their learning.
I’ll tell you mine if you tell me yours feedback workshopLeena Youssefi
This document provides an outline for a workshop on giving and receiving feedback. The workshop will cover various topics over a half day schedule, including the importance of feedback, different types of feedback, how to give and receive feedback, and how to analyze and apply feedback. The schedule includes two 10 minute breaks and a 45 minute lunch break. The workshop aims to dispel misconceptions about feedback and demonstrate how both giving and receiving feedback from peers and instructors can improve learning and performance. Models for giving feedback like the feedback sandwich and Pendleton model will also be discussed. Assignments related to providing constructive peer feedback will be outlined.
Gamification Techniques to Engage StudentsD2L Barry
Gamification in D2L, Leslie Van Wolvelear, Oakton Community College
Presentation given on Dec 13, 2019 at DePaul University for the D2L Connection: Chicago Edition.
Organic Online Discussions: Advantages and Implementation TipsD2L Barry
Organic Online Discussions: Advantages and Implementation Tips (5pm–5:45pm ET)
Presenter: Beth René Roepnack, eCampus, University System of Georgia
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
IGNIS 2018 Webinar To Lock or Not to Lock: Using Respondus for.Secure Assessm...SBCTCProfessionalLearning
This document discusses the use of online proctoring software like Respondus Lockdown Browser for secure assessment. It begins by outlining the session outcomes, which are to discuss how faculty currently assess student learning, identify the purpose and methods of secure assessment using an online proctoring example, and evaluate the impact on equity and accessibility. It then explores how students sometimes cheat on online exams and how proctoring software works to restrict computer capabilities and monitor the testing environment. However, research also suggests proctoring may negatively impact student grades and create barriers for some learners. The document advocates considering alternative exam formats and the impact of assessment choices on student success and accessibility.
Small Signposts: Small Practices that Make a Big Impact for Instructors and S...D2L Barry
Small Signposts: Small Practices that Make a Big Impact for Instructors and Students (2pm–2:20pm ET)
Presenter: Pam Whitehouse, Tennessee Board of Regents
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
Presentation mental health in higher ed exploring the relevance of udl km u...Frederic Fovet
This document summarizes a workshop discussing how universal design for learning (UDL) principles can be applied to address mental health issues in higher education.
The workshop explored how classroom practices and instructional design can sometimes exacerbate student mental health problems. Applying UDL principles of providing multiple means of representation, engagement, and expression could help reduce mental health issues by offering flexibility in assignments, assessments, and participation requirements.
The document discussed perspectives from accessibility services personnel, instructors, and instructional designers. Accessibility staff noted issues students report like timed exams and rigid deadlines. Instructors discussed tensions in course delivery and assessment that could impact mental health. Instructional designers explored applying UDL solutions like alternative assignment formats or
From Chrysalis to Butterfly: Lifecycles of an OER Project OER Hub
The document summarizes the Bridge to Success project, which created open educational resources to help adult learners transition to college. It discusses the project's goals, participants, and findings. Key findings included improved math scores and course completion rates among low-income students using the materials. Some participating institutions changed policies to incorporate more open resources and modular curriculum as a result of the project. The project demonstrated positive impact on student performance and satisfaction, as several hypotheses predicted.
The document discusses strategies for engaging students in online courses. It identifies key aspects of student engagement including active and collaborative learning, student effort, academic challenge, student-to-faculty interaction, and support for learners. Specific strategies proposed to foster these aspects include using technologies like Skype for online office hours, encouraging student-to-student and student-to-faculty interaction, providing academic challenges through authentic assessments and rubrics, supporting learners through orientations and communities, and setting clear expectations for student effort.
This document summarizes research on using clicker technology in undergraduate education. It finds that clickers can increase student engagement and feedback, though gains in learning are small. The largest learning gains are for students with lower GPAs. Clickers allow for anonymity, immediate feedback, and more implementation options than previous methods. The document also describes a research study that found clicker use significantly increased student engagement over merely asking comprehension questions, though it took clicker users longer to respond to secondary stimuli. It concludes by outlining some challenges to using clickers, such as preparation time and technical issues.
This document summarizes a study examining student participation and question quality in an introductory physics course that required students to contribute questions and answers to an online peer instruction system called PeerWise. The following key points were made:
- Student participation in PeerWise exceeded the minimum requirements, with students contributing many questions and answers and providing feedback on each other's work.
- Questions contributed by non-physics major students in this introductory course tended to be of lower overall quality than those contributed by physics majors in other studies.
- Evidence suggested that with practice, students improved at writing higher quality questions and providing more detailed explanations over the course of the semester.
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.
Nudging students towards effective study behaviours using Brightspace dataD2L Barry
This document discusses a project at Surrey University that used data from their learning management system (Brightspace/D2L) to send nudging messages to students. The goals were to prompt more effective study habits and increase student engagement with course materials. The project found that personalized nudges reminding students to review specific recent materials or practice tests increased student access of those resources by 12% compared to a control group. Moving forward, the university aims to develop intelligent agents, templates for nudges, policies around opting in/out of nudges, and A/B testing of different nudging designs.
- The document discusses technology-enhanced learning in anatomy education. It provides context on how students have changed and questions the role of technology in anatomy learning.
- It reviews frameworks for evaluating technology-enhanced learning and finds most studies only evaluate learner satisfaction rather than learning gain or institutional impact.
- Several of the presenter's own studies are summarized that evaluated learning gain from anatomy screencasts and the impact of using Facebook to manage test anxiety. The presentation calls for evidence-informed practice in anatomy education.
Improving student learning through taking a programme approachTansy Jessop
1) The document discusses challenges with assessment and feedback at the program level, including an over-reliance on summative assessments, disconnected feedback between modules, and a lack of clarity around goals and standards.
2) It proposes using a programme assessment approach called TESTA to help address these issues by balancing formative and summative assessments, improving connections between modules, and increasing student involvement in co-creating assessment criteria.
3) Preliminary results from using TESTA include rebalancing assessment ratios, better assessment progression, improved student learning outcomes, and higher student satisfaction scores.
Improving Assessment and Feedback | Paul Hellwage - Monash College | TLCANZ17Blackboard APAC
Assessment and Feedback is a focus at our institution, with an emphasis on providing high quality feedback to our students in a timely manner. Students are often intrinsically motivated to seek feedback that will help them engage with their subject (Higgins, et. al., 2002) and while feedback has been available and is valued, Weaver (2006) has indicated that adding comments could be more helpful.
To address these requests, we have focused on implementing Assessment and Feedback project with the introduction of Turnitin Feedback Studio across a number of courses at the College.
The two main reasons for the shift to Turnitin are: 1.) To increase student engagement by giving them more in depth and relevant feedback on their assessments, and 2.) Simplify and streamline teacher’s marking and workload.
By moving to Feedback Studio, we were able to continue to provide students access to rubrics and general comments, while significantly improving feedback by introducing overall verbal feedback and multiple different types of annotations. These annotations range from highlighting a common mistake to providing web links to resources that help students improve, for example, a website detailing the correct way to reference an assignment.
With a mix of: Rubrics, comments, written summations, verbal feedback, strikethrough, inline text and quickmarks providing links to resources, we have found that the students are being provided with extremely rich feedback that is very easy to process due to a smart, simple layout.
Moreover, students also have access to Feedback Studio’s originality and similarity reports. We encourage academic staff to allow students access to this feature for drafting and learning purposes. This empowers them to improve their referencing and paraphrasing skills without having to contact teaching staff.
Teaching and marking staff are also experiencing the benefit of this system. Despite the increase in feedback to students, the marking process has become more streamlined, with easy to use rubrics, drag and drop annotations and one-click verbal feedback helping to facilitate more efficient marking.
This session will detail the benefits outlined above and explain how the students and staff have embraced these changes.
Small Group Discussion for a MOOC PlatformMike Sharples
This document discusses designing small group discussions for MOOC platforms like FutureLearn. It proposes creating voluntary "study groups" of around 30 learners who remain together in asynchronous discussion for the duration of the course. A pilot study with 12 courses found that learners liked interacting with peers in their group and appreciated educator contributions. However, discussions sometimes decreased without direction on group work. More structure and guidance is needed for both learners on how to work in groups and educators on designing learning activities for study groups.
By Jennifer Spohrer, Bryn Mawr College for the e-Learning 2.0 Conference, March 29, 2012. In this presentation, Jennifer Spohrer addresses this research question: Can we use a blended learning approach to improve learning outcomes in introductory STEM courses?
This document discusses principles of dialogic feedback to promote effective feedback practices. It outlines that feedback should be a dialogic process that prompts learner action and involves peers. Key principles include making feedback a process rather than just a product, engaging students in understanding quality work, and developing student self-monitoring. The document also explores online feedback strategies like using learning management systems, social media, blogs, and audio/video feedback. It addresses challenges like student and staff confusion over feedback purposes and increasing student roles in generating and using feedback. Overall, the document advocates for developing student feedback literacy and integrating feedback into task design through ongoing dialogue.
Review of the flipped learning literature int he STEM disciplinesElaine Huber
This document summarizes Elaine Huber's preliminary findings from a review of the literature on flipping the STEM classroom. It provides an overview of the current literature, aims of the review, methodology, findings organized by themes, and next steps. The main findings are that studies generally report positive perceptions of achievement, engagement, and self-efficacy, though some note increased workload or lack of preparation. Gaps in the literature are also identified, such as a lack of non-US based studies, longitudinal studies, and a design framework for flipping STEM courses.
Moving through MOOCs: Pedagogy, Learning and Patterns of EngagementRebecca Ferguson
Presentation for ECTEL 2015, Toledo, Spain (the detailed version).
The related, shorter, presentation is at http://www.slideshare.net/dougclow/moving-through-moocs
Push back Sisyphus! Connecting feedback to learningTansy Jessop
This document summarizes a workshop on effective feedback given by Professor Tansy Jessop. The presentation discusses principles of feedback, why feedback often does not work for students, and ways to make feedback more effective. Specifically, it addresses how modular course structures, an over-emphasis on grades, and a lack of guidance on improvement can prevent students from properly engaging with feedback. The presentation provides suggestions like connecting feedback across assignments, increasing student self-assessment, and making feedback more growth-oriented. Overall, the workshop aimed to explore how to design feedback that students will actively use to enhance their learning.
I’ll tell you mine if you tell me yours feedback workshopLeena Youssefi
This document provides an outline for a workshop on giving and receiving feedback. The workshop will cover various topics over a half day schedule, including the importance of feedback, different types of feedback, how to give and receive feedback, and how to analyze and apply feedback. The schedule includes two 10 minute breaks and a 45 minute lunch break. The workshop aims to dispel misconceptions about feedback and demonstrate how both giving and receiving feedback from peers and instructors can improve learning and performance. Models for giving feedback like the feedback sandwich and Pendleton model will also be discussed. Assignments related to providing constructive peer feedback will be outlined.
A presentation given to members of the School of Modern Languages at Durham University, exploring different ways of providing student feedback using an online learning environment such as Blackboard.
This document outlines a workshop on assessment and feedback approaches. It discusses challenges with current assessment practices, such as an over-reliance on summative assessments and a lack of formative feedback. It then presents the TESTA (Transforming the Experience of Students Through Assessment) approach, which aims to address these issues by taking a whole-program approach to balancing summative and low-stakes formative assessments and improving feedback practices. The workshop involves examining assessment data, discussing challenges, and learning TESTA principles for improving assessment design and student experience.
This document summarizes key themes from a presentation on improving assessment practices through a programme approach. It discusses 3 themes: 1) Many programmes have high summative assessments and low formative assessments, treating summative assessments as the primary "pedagogy". 2) Feedback is often disconnected from future work and assessments. 3) Students are often confused by lack of clear standards and inconsistencies between markers. The presentation provides case studies of programmes that have improved practices by lowering summative work, increasing engaging formative tasks, providing more dialogic feedback, and clarifying expectations and standards through activities like calibration exercises and exemplars.
This document summarizes a presentation about taking a program-level approach to assessment through the TESTA framework. It discusses some of the key issues with assessment such as having too many summative assessments and not enough formative. It then describes the TESTA audit process and some typical patterns they found. Some strategies for improving assessment are presented such as balancing summative and formative, linking the two, and using more authentic and collaborative formative tasks. The importance of feedback and making it more dialogic is also discussed. Overall it promotes assessing at the program level and involving the whole team in the change process.
George, a final year business student, is assigned a 1500 word management report worth 50% of his grade. He receives written feedback on his report within 3 weeks along with a feedback tutorial. However, he receives no feedback on his 3 hour exam, which makes up the other 50% of his grade. The document discusses how students often fail to act on feedback or collect it, and explores different feedback formats and how to encourage students to engage more with formative feedback. It provides examples showing higher grades and engagement for students who submit drafts and receive feedback. The most effective feedback includes an action plan and is tailored to the specific assignment.
e-Assessment and the Independent LearnerKenji Lamb
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An evidence-based model to enhance programme-wide assessment using technology: TESTA to FASTECH . Presented by Tansy Jessop and Yaz El-Hakim (University of Winchester) and Paul Hyland (Bath Spa University). Facilitated by Mark Russell (University of Hertfordshire).
Jisc conference 2011
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9
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1. Assessment Feedback Practice In
FirstYear Using Digital
Technologies – A Baseline
Review (Preliminary Findings)
Lisa O'Regan, Mark Brown, Moira Maguire, Nuala Harding,
Elaine Walsh, Gerry Gallagher, Geraldine McDermott
EdTech 2015 – May 28th
3. Presentation Overview
o Why Feedback?
o Project Overview
o Planning the Current Practice Review
o Current Practice Review – Part 1 – Students
o Preliminary Findings
o Current Practice Review Part 2 – Staff
o Preliminary Findings
o Initial Conclusions & Next Steps
4. 2013
67.4%
The Irish Survey of Student
Engagement (ISSE) 2013,
found that nationally,
22.3% of first year
undergraduate students
never, and 45.1% only
sometimes, received
timely written or oral
feedback from teachers on
academic performance.
5. 2014
68.2%
The Irish Survey of Student
Engagement (ISSE) 2014,
found that nationally,
23.3% of first year
undergraduate students
never, and 44.9% only
sometimes, received
timely written or oral
feedback from teachers on
academic performance.
6. Worrying because …
Feedback is one of the most powerful influences on learning
and achievement ( Hattie andTemperely 2007)
Feedback is particularly important in supporting the
transition to Higher Education (Nicol 2009)
Regular and frequent formative feedback in first year is
associated with student success (Tinto 2005, Nicol 2009)
7. The Project – @Y1Feedback
SupportingTransition: Enhancing
(Assessment) Feedback in FirstYear
Using DigitalTechnologies
8. Y1FeedbackTeam
Lisa O’Regan MU (Project Manager)
Nuala Harding & Geraldine McDermott AIT
Moira Maguire & Gerry Gallagher DKIT
Mark Brown & ElaineWalsh DCU
9. Y1Feedback ProjectAim
The project will develop and case
study technology enhanced
feedback approaches to facilitate
feedback, feed-forward and peer-
feedback in first year to support
student transition to higher
education.
10. An Design Based ResearchApproach
“a series of approaches, with the intent of
producing new theories, artifacts, and practices
that account for and potentially impact learning
and teaching in naturalistic settings.”
(Barab and Squire, 2004)
“research about education” rather than “research
for education”
(Alghamdi & Li, 2013)
12. What is Assessment Feedback?
“Includes all feedback exchanges generated within
assessment design, occurring within and beyond
the immediate learning context, being overt or
covert (actively and/or passively sought and/or
received), and importantly, drawing from a range
of sources.” (Evans, 2013)
13. Facets of Feedback
Feedback – an amalgamation of a number of elements (Evans, 2013)
including:
Information on performance or understanding (Hattie &Timperley,
2007)
Information to influence subsequent work and improve
performance (Boud & Molloy, 2012)
Action to alter the gap – “information used, rather than information
transmitted” (Boud & Molloy, 2012)
Student responsibility - dialogue (Carless et al., 2011), self-
regulation (Nicol, 2009) for “sustainable feedback” (Hounsell, 2007)
14. Feedback Mediated by DigitalTechnologies
Includes:
Written comments
Track changes, comments, annotations
Statement banks and checklists
Assessment criteria and rubrics
Audio
Video
Quizzes
15. Y1Feedback - Project Phases
Phase 1
• Current Practice Review (WIP)
• Literature Summary
Phase 2
• Pilot feedback, feed-forward and peer
feedback approaches and technologies
Phase 3
• Develop case studies of best practice
• Disseminate via National Symposium
16. Current Practice Review Planning
Why?
To get a landscape snapshot of current assessment feedback
practices across the four partner institutions from a staff and
student perspective.
How?
Staff Survey
Student Focus Groups
Initial EthicalApproval at MU
Ethical approval at AIT, DKIT and DCU
Eight Ethics Applications in total!
17. Current Practice Review Focus
How assessment feedback is provided in first year undergraduate
programmes
The timing and frequency of assessment feedback
The types of assessment feedback provided to students
The digital technologies used in the provision of assessment
feedback
Lecturer views on assessment feedback processes and practices
Student views on assessment feedback in first year
18. Current Practice Review – Part 1
First year student focus groups
MU, AIT, DKIT, DCU
Purposive sample of first year undergraduate class
representatives
Completed late April 2015
Four focus groups with 36 participants in total
*Note: Preliminary findings - analysis is ongoing
20. How is Assessment Feedback Provided?
‘She [lecturer] will go
through the answers and
even after the exam she
will sit down with you to
go through it all and tell
you exactly where you
went wrong’
‘We do get written
feedback on the written
assignments'.
‘But tests, like continuous
assessment tests we
wouldn’t get feedback,
we’d just get your
percent’.
‘With regards to …...you
are just told that is your
grade, that is that...there is
no feedback whatsoever’.
21. When is Assessment Feedback Provided?
‘It probably depends on how
big the group is’.
‘It depends on the tutor
because the tutor I have now,
she’s really quick’.
‘Most of the time it is, it just
depends on like the
lecturer’.
‘For one of the five if it
comes, but for the other four
it doesn’t come on time’
…(for the next assignment)
‘It will be at least a month
and a half before you get
anything back’.
‘It would take a while now I’d
say for, to get your grade
back, but whenever you do
get it back, there is usually a
good amount of feedback
on it’.
22. WhatType of Assessment Feedback is Provided?
‘You might just get a
comment and it’d be like
“well done” and you could
have got seven out of ten and
there’s no comment like “well
you could have done this”, it’s
just “well done”.’
'We got one aural one
before’.
“Once on video”
'Ours would mostly be
grades like 80% of ours
would be just our grade, no
written, no oral'.
‘We do get written feedback
on the written assignments,
nothing really on the online
because it is all netted and
you can get oral feedback or
a dialogue I suppose if you
engage your instructor’.
23. WhatTechnologies are Used to Provide Feedback?
‘It’s like a comment box that
they have underneath your
assignment'.
‘By email and hard copy’.
‘Yeah there is a feedback
online…Because you get like
an email saying you have
feedback on your
assignment, and then you can
click into it and then…’
‘You get the video recordings
but you also just get to see
what he is talking about and
he is able to visually show
you’.
‘We got one (feedback) last
semester’
'We get nothing (feedback)
online at all’.
'Like the facility is obviously
there for online feedback but
I don’t know whether
lecturers don’t want to do it
or they don’t know how or
how to put it across'.
24. StudentViews on Feedback in FirstYear
“It [feedback] is the foundation of the next however many
years you are going to be here”.
“The consensus around all of the college is that we are not
getting feedback at all. And that it would be highly
recommended if we could. For first year students coming in
after us like”.
”It’s [first year] one of the most important years for your
feedback because it’s completely different from anything
you had before”.
25. Suggested Changes …
'It would be nice to have some kind of a continuance between
(modules), there's no point in us getting feedback in one
module, it'd be nice to have…Consistency'.
'I've emailed and emailed and emailed and now it's like she's
a part-time lecturer so she's not here so I think it should be
made clear to them, you're not going to see them again at
least give them a little bit of feedback'.
Instead of just getting grades the whole time I think we
should get more comments’.
26. Current Practice Review – Part 2
Online survey
Staff who teach undergraduate first year programmes
MU,AIT, DKIT & DCU
Anonymous
Integrative
Status: Ongoing closes 5th June 2015
Current Responses 156
*Preliminary analysis –Ongoing work
27. What are Staff Saying
about Assessment
Feedback in FirstYear
Undergraduate
Programmes?
29. How often is assessment feedback prepared for
students on continuous assessment work?
30. How often is Assessment Feedback Provided
53% of respondents always provide feedback
32% frequently provide feedback
9% Occasionally provide feedback
3% Rarely or Never provide feedback
36. Technologies Most Highly Used to Deliver
Feedback
1. MSWord
2. Email
3. Moodle Gradebook Feedbak Comments
4. Moodle Gradebook Feedback Files
5. Moodle Quiz
6. PDF Annotation &Turnitin Grademark
7. Rubric
8. Audio, video, wiki, social media, socrative
37. Influences on Extent of Feedback
1. Own beliefs about value of feedback (52%)
2. Own workload (41%)
3. Nature of assessment (33% )
4. Level of involvement in the module (29%)
38. StaffViews On Feedback
98% of respondent Strongly agreed (80%) or
agreed that feedback is an integral part of
student learning
79% of respondents strongly agreed (32%)
or agreed (43%) that students value timely
feedback
71% of staff strongly agreed (23%) or agreed
(48%) felt that students seem to be only
interested in the grade
39. Staff Recommended FeedbackApproaches
1. Face –to- Face/ One to One (30% of responses)
2. Detailed written feedback and one-to one
discussion
3. Group/class discussions
4. Rubrics/Marking Schemes/Structured feedback
sheets
5. MCQs
40. Challenges to Providing Assessment
Feedback in FirstYear
1. Numbers 2.Time 3.Workload
4. Student Engagement
with Feedback
5.
Attendance/Absenteeism
6.Technology
41. Numbers –Time -Workload
“The sheer numbers 300…”
“Large class sizes hinder feedback”
“Workload …Too many students, too
much work, not enough time to grade
assignments quickly.Tensions between
different deadlines e.g. research vs
teaching”
42. Student Engagement with Feedback
“Students seem to want too much detail in some cases and
think the role of feedback is to remediate ALL problems with
the essay in solution form as written feedback. In other words
– they expect to have a golden formula for guaranteed
success outlined in practical and concrete terms”
“Lack of interest in deeper feedback based on mentality that
their grades don’t count in first year so that passing is the
only goal”
While I provide feedback on all the assignments I set, not
many students engage with it. However, those that do
seem to benefit from it
43. Factors preventing use of technology for
feedback practices
Technology
“Some aspects of grade administration in Moodle are clunky”
“Highly problematic, no support or backup as local level plus
extremely time consuming process annotating in Moodle”
“Generally poor quality of IT Service”
“Student familiarity with technology”
“Don’t see the value in technology”
“One-to-one discussions can’t be replaced by technology”
Time
“It is more time consuming”
“Time taken to set up technology feedback would be a major factor”
44. Lecturer Suggested Solutions
“To be able to provide effective feedback then you need to reduce the
class size significantly”
“Unless modules are adequately resourced in terms of staffing, it is
going to be difficult to improve the situation”
“Impact could be improved by providing feedback closer to the
student submissions and introducing feedback in the first three 3
weeks”
“More training on and availability of new technologies”
“Training students on feedback might help”
“There should be some agreement between lecturers on purpose and
type of feedback provided”
45. Some Initial Conclusions
Student
Recognise value of feedback
Widely varied experience of
assessment feedback in first
year within and across
disciplines
Depends on the lecturer
Low levels of technology
enhanced feedback approaches
Staff
Highlight importance of
feedback for student learning
F2F No1 Recommendation
Technology
MoreTime Consuming
Clunky
Numbers/Large Classes
Time/Workload
46. InitialTake Aways to Address
The need for a conversation about feedback and a common
understanding of what feedback is
A common process that be built into all feedback approaches
Using technology for feedback is actually more time consuming?
Myth or Reality? A question we can potentially address in the case studies
The biggest problem with technology, is the technology!
Can we improve the user experience of assessment/feedback interfaces in
Moodle?
Numbers, Numbers, Numbers
Our approaches and case studies will need a focus on large numbers, be
scalable and realistic
Can we replicate F2F feedback?