This document discusses a pilot of student activated feedback (SAF) on a masters course. [1] SAF allows students to access feedback on their work from experts and examples of other student work. [2] In the pilot, students completed a task, saw examples of other student responses with expert commentary, and then reflected on the process. [3] Students found seeing examples of other work and hearing expert feedback helpful for developing their understanding and evaluating their own work.

1. 16 SES 10 A, Self-regulated Learning in Technology
Enhanced Learning Environments II
Student Activated Feedback:
Deepening student knowledge while
increasing self-regulation on a masters
course in education
Tony Fisher and Colin Harrison
School of Education/LSRI
University of Nottingham

2. Overview of session:
1 What is Student Activated Feedback (SAF)?
2 Colin Harrison’s online review
3 Pilot SAF on Multimodal Semiotics
4 Student evaluations of SAFs

3. 1 What is Student Activated Feedback
(SAF)?
2 Colin Harrison’s review of research into
feedback on online HE
courseshttp://safnottingham.tumblr.com/post/7300523242/student-activated-feedback-in-he-sources-and-links

4. 2 Colin Harrison’s review of research into
feedback on online HE
courseshttp://safnottingham.tumblr.com/post/7300523242/student-activated-feedback-in-he-sources-and-links

5. 3 Pilot SAF on Multimodal Semiotics
Student task
Four student responses to the task evaluated by an expert
Expert video and four student responses then shared with former students
Former students reflect on value of being able to see others’ work,
and to hear comment on it from an expert

6. 3 Pilot SAF on Multimodal Semiotics
Former students reflect on value of being able to see others’ work,
and to hear comment on it from an expert
Alana: ‘I think this is fantastic! …’
Alana: ‘Having this document with 4 well chosen
answers from fellow students means that if you
didn't understand the idea in the first place, after
reading 4 answers you have a very sound
understanding of the "challenging" topic. ’
Duncan: ‘When I compared my own work with
that of another student, I got more worried-
seeing how different the four pieces of work
were would have helped me.’
Duncan: ‘The film would have reminded me to pull back
and give an overview of the topic.’ …
Duncan: ‘The film and comparative essays would have
bolstered my confidence as all 4 are fairly different, but it
was clear each had its positives. Also it would have helped
me on judging the length of the work.’

7. 4 Student evaluations of SAFs
The SAFs which were developed by team
members varied from simple, text-based
reflective activities, to the relatively
sophisticated, involving video clips of interviews
with outside experts discussing the work of
former students.
The feedback items were very helpful because I
was able to put down my own thoughts and the
feedback section was like a reflection to verify if
I was on the right path.
…they confirm or not if I am on the right track. If
my understanding of the task is correct
I really believe for the feed back to be constructive it
has to be looked upon only when the activity is
completed, other wise the learning may not be
as fruitful as expected.

8. 4 Student evaluations of SAFs
I liked the fact that the feedback came from different
tutors and I preferred the feedback with videos as I felt
it was more interactive.
I appreciate the variety of the feed backs, which are
easy to follow, with a preferred one: I like to read about
the work of students and then to listen to the comments
of a professor. I can read the texts at my own speed
and then listen to the comments. It helps me focus on
the main points or indicate facts I may have omitted.
I have found the experience of the course so far
extremely enjoyable and interactive and I think the
feedback section is a brilliant concept.

9. 16 SES 10 A, Self-regulated Learning in Technology
Enhanced Learning Environments II
Student Activated Feedback:
Deepening student knowledge while
increasing self-regulation on a masters
course in education
Tony Fisher and Colin Harrison
School of Education/LSRI
University of Nottingham