This document discusses effective listening and reading.
Part 1 focuses on the art of listening. It explains the importance of proper listening and identifies types of listening like deep listening. It provides guidelines to improve listening skills such as being attentive and avoiding judgemental remarks.
Part 2 discusses benefits of reading like improving thinking skills. It identifies skills needed for effective reading such as understanding meanings, finding main ideas, and distinguishing facts from opinions. A reading technique called SQ3R is also explained which involves surveying, questioning, reading, reciting and reviewing content.
The document discusses revisions made to a final project on mediated metacognitive meditation. The goals of the revision were to make the tone more informative, add visual aids, include more research, and fix errors. Major revisions included adding sections on potential benefits of data tracking and public opinion on the topic. Smaller changes were adding pictures, expanding sections, and fixing grammatical errors. For this revision, more research was done to provide sources and present both sides of the argument on personal data tracking rather than just focusing on the potential harms.
The document discusses reading strategies that good readers use unconsciously. It describes 7 key strategies: making connections, asking questions, determining importance, inferring and predicting, visualizing, synthesizing, and using "fix up" strategies when comprehension breaks down. The strategies help readers understand, connect with, and determine the significance of what they're reading. Good readers benefit from consciously employing these strategies to improve reading skills and think more deeply.
The document outlines the inquiry learning process used at Wellington Way School. It involves 5 key steps: 1) Define the question or problem, 2) Locate relevant information from sources like the internet, libraries, and experts, 3) Select reliable and varied sources of information relevant to the topic, 4) Organize and synthesize the information gathered, accurately recording source details, and 5) Create and present the findings using an appropriate format for the intended audience and evaluate whether the work effectively addresses the original problem or question.
This document discusses the importance of active listening. It begins by distinguishing between hearing and listening, with listening being a critical component of effective communication that involves sensing, processing, and evaluating information. The document then outlines some key benefits of active listening, such as showing concern, obtaining better information, and strengthening relationships. It also discusses common barriers to effective listening, such as selective memory, boredom, distractions, and interference from emotions. Next, the document lists characteristics of active listening and explores concepts like selective perception and non-verbal communication, which can provide important context beyond just the words. It emphasizes that non-verbal cues often unconsciously reveal a person's true feelings and are more trusted than the actual words.
How will social technologies affect the future oJohn Mancini
This document discusses the history and future implications of enterprise content management (ECM) over the next 2-3 years. It outlines tensions between business and IT, control versus access to information, and the shift from technology challenges to information challenges. Emerging technologies like social media and cloud computing are changing how organizations use, share and control information. There is a need to balance open collaboration with governance and implement social systems quickly, responsibly and purposefully.
The document provides sample dialogues for an English language oral exam at various basic levels, including interactions at a museum, bank, shop, doctor's office, and cinema, as well as questions for a survey on eating habits. It gives prompts and suggested language for students to use in role-playing common situations. Sample conversations provide model responses for students taking the oral exam.
This document discusses effective listening and reading.
Part 1 focuses on the art of listening. It explains the importance of proper listening and identifies types of listening like deep listening. It provides guidelines to improve listening skills such as being attentive and avoiding judgemental remarks.
Part 2 discusses benefits of reading like improving thinking skills. It identifies skills needed for effective reading such as understanding meanings, finding main ideas, and distinguishing facts from opinions. A reading technique called SQ3R is also explained which involves surveying, questioning, reading, reciting and reviewing content.
The document discusses revisions made to a final project on mediated metacognitive meditation. The goals of the revision were to make the tone more informative, add visual aids, include more research, and fix errors. Major revisions included adding sections on potential benefits of data tracking and public opinion on the topic. Smaller changes were adding pictures, expanding sections, and fixing grammatical errors. For this revision, more research was done to provide sources and present both sides of the argument on personal data tracking rather than just focusing on the potential harms.
The document discusses reading strategies that good readers use unconsciously. It describes 7 key strategies: making connections, asking questions, determining importance, inferring and predicting, visualizing, synthesizing, and using "fix up" strategies when comprehension breaks down. The strategies help readers understand, connect with, and determine the significance of what they're reading. Good readers benefit from consciously employing these strategies to improve reading skills and think more deeply.
The document outlines the inquiry learning process used at Wellington Way School. It involves 5 key steps: 1) Define the question or problem, 2) Locate relevant information from sources like the internet, libraries, and experts, 3) Select reliable and varied sources of information relevant to the topic, 4) Organize and synthesize the information gathered, accurately recording source details, and 5) Create and present the findings using an appropriate format for the intended audience and evaluate whether the work effectively addresses the original problem or question.
This document discusses the importance of active listening. It begins by distinguishing between hearing and listening, with listening being a critical component of effective communication that involves sensing, processing, and evaluating information. The document then outlines some key benefits of active listening, such as showing concern, obtaining better information, and strengthening relationships. It also discusses common barriers to effective listening, such as selective memory, boredom, distractions, and interference from emotions. Next, the document lists characteristics of active listening and explores concepts like selective perception and non-verbal communication, which can provide important context beyond just the words. It emphasizes that non-verbal cues often unconsciously reveal a person's true feelings and are more trusted than the actual words.
How will social technologies affect the future oJohn Mancini
This document discusses the history and future implications of enterprise content management (ECM) over the next 2-3 years. It outlines tensions between business and IT, control versus access to information, and the shift from technology challenges to information challenges. Emerging technologies like social media and cloud computing are changing how organizations use, share and control information. There is a need to balance open collaboration with governance and implement social systems quickly, responsibly and purposefully.
The document provides sample dialogues for an English language oral exam at various basic levels, including interactions at a museum, bank, shop, doctor's office, and cinema, as well as questions for a survey on eating habits. It gives prompts and suggested language for students to use in role-playing common situations. Sample conversations provide model responses for students taking the oral exam.
This reflective essay summarizes the student's learning experience in their English 112 writing course over 8 weeks. They began the course not feeling like a strong writer but learned various writing methods, such as writing in CSE format for one assignment which was difficult at first due to only having experience with MLA and APA formats previously. The course required more reading than the student was used to and caused them to grow as a writer, though they recognize there is still room for improvement.
The document provides an outline for a workshop on developing effective workplace writing skills. It discusses considering the purpose and audience when writing, using clear structure and logical flow. It also covers using evidence and critical analysis, precision in language, and ensuring accuracy through careful editing and proofreading. Effective workplace writing is summarized as having a clear purpose, attention to the audience, logical structure, and using professional, simple and correct language.
This document provides an overview of new approaches to online learning orientation at Texas Woman's University. It discusses building community through socialization activities like discussion boards. Seasoned students and peers used discussion boards to share experiences and advice on topics like time management and feelings of inadequacy. The orientation also focused on acclimating students to graduate-level expectations through emphasizing APA style, scholarly writing, interviews with faculty, and understanding the progression from undergraduate to graduate work. Rubrics and feedback aimed to promote professional writing skills. Student feedback was positive, praising the interactive chat sessions and encouragement from instructors.
CM220M1 READING AND RESOURCESCM220 - Developing Effective WilheminaRossi174
This document provides an overview of the CM220 course and introduces some key concepts around persuasive writing and rhetoric. The goal of the course is to develop persuasive communication skills that can be applied in various contexts. Students will focus on developing persuasive academic writing skills by crafting a clear thesis, researching to support an argument, and presenting a clear case for change. The readings for this week introduce the basics of persuasive academic writing and will lay the foundation for the rest of the course.
This workshop will consider how researchers can support one another to improve their academic writing. Writing groups have clear benefits – when run effectively, their model of peer mentoring can improve your confidence and motivation as a writer, helping you to develop your ideas and original research, and make more effective use of the time spent with your supervisor. They can be a great way of dealing with the pitfalls familiar to many researchers, including writer’s block and procrastination. As an intellectual community, a writing group can also open the way to future research collaborations. After sharing some of the common problems involved in writing research, this workshop will suggest strategies for overcoming them through peer mentoring, and offer practical advice on establishing and maintaining a writing group.
AAAS 2018 Meeting Presentation: Science CommunicationTraining LandscapeJohn C. Besley
Presentation given at the 2018 annual meeting of the American Association for the Advancement of Science on science communication training landscape (with Anthony Dudo).
The underlying summary report can be found at:
http://35.8.12.127/jcb/wordpress/research/
The document discusses the basics of effective interpersonal communication. It covers key topics such as the four facets of communication including sender, receiver, information, and behavior. It also discusses shared symbols and how the intended meaning can differ from the received meaning. The document explores why and how people communicate, choosing the appropriate communication medium, barriers to communication, sharing ideas, getting good information, listening skills, and asking questions.
The document discusses the basics of effective interpersonal communication. It defines communication and identifies its four key facets: sender, receiver, information, and behavior. It also discusses barriers to communication such as unclear processes and personal limitations. Additionally, the document presents models and best practices for communication skills like giving feedback, sharing ideas, listening actively, and choosing an appropriate communication medium. Body language and its influence on message delivery is also addressed.
This document provides instructions for a psychosocial factors essay assignment. It includes prompts for short paragraph responses on topics like how psychosocial factors affect patients and healthcare professionals. It also provides longer essay questions on topics such as multicultural communication, cultural differences, literacy, and effective patient education strategies. The document gives formatting guidelines and references for the assignment. Students are asked to thoughtfully consider psychosocial influences and how to best help diverse patients learn and remember health information.
Evo research topics to r qs (judith hanks), january 2016 (1)ClassResearchEVO
Dr. Judith Hanks discusses ways to narrow the focus of research from broad topics to specific research questions. She outlines two approaches: starting with a topic and title then developing questions and data collection, or beginning with data collection and allowing questions to emerge during analysis. Refining questions involves considering agency, feasibility, and what researchers truly want to understand. Classrooms provide rich research contexts if questions are carefully focused. Developing good questions involves curiosity, imagination, and flexibility to changing understandings.
The reflective essay took an emotional appeal. I can sense both sy.docxhelen23456789
The reflective essay took an emotional appeal. I can sense both sympathy and empathy in certain parts of it. I think at some point or another we have all swallowed our pride and moved forward. The purpose or goal of the essay was to explain what the writer overcame during the current term to help him get better. What seem to be a good direction is explaining something that you have overcome this semester during the course. What you took from this was more than an academic challenge, it was the beginning of a personal growth. My overall impression of what you have as your draft is good job, stay on focus with this. The aspects you have touched on with your writing has been ethos, pathos, and kairo. Although you limited help from others, it was time you moved away from that. I would incorporate more about class and maybe throughout your understanding the first few weeks before asking for help. What led you to finally opening up. Give a few examples in your intro of pride in your academics before this that went well and others that didn’t. I’ve read your assignments assignment last week and this has a stronger feel to it. I would highly recommend that each paragraph you ask yourself why? Then from that answer within you expand on it and tie it in with academics.
To be more reflective in your essay I would go back to what was your reasoning for not asking for help in the past, when did you know it was time to let that go, and how will this help you academically from now on.
Yes, the essay is easy to follow I would advise not go off focus here, I could see how that could happen in an assignment where you are talking about something personal such as this.
Ask yourself why and what I recently learned myself is the so what and now what structuring.
Good luck!
Format: 1500 word response
About this assessment
Critical reflection is an assignment that is designed to assess the student's ability to reflect, describe, explain, justify and demonstrate knowledge of one or more of the main principles of the Leadership subject.
This is a two-part assessment item where you are required to address each of Parts A and B individually. The assessment requires the students to write two short reflective pieces using the theories and concepts covered in Parts A and B. Each reflective piece should be a minimum of 750 words each, not exceeding 1500 words in total (plus or minus 10%). Use minimum of 9 references from credible sources for this assessment. Both written works should be submitted as one, single document.
Part A: Reflective Piece (750 words)
The impact of leadership style often manifests in the quality of relationships which a leader builds over time with others, in particular subordinates and peers. Drawing from two situations from your own experience as a leader (or from a leader you have witnessed), discuss one example where you (or a leader) demonstrated a high level of emotional intelligence, and in another example where you (or a leader) allo.
This presentation is designed to welcome visitors to the STUDYSmarter Critical Thinking Corner. It includes an overview of strategies for critical thinking, reading and writing at university.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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This reflective essay summarizes the student's learning experience in their English 112 writing course over 8 weeks. They began the course not feeling like a strong writer but learned various writing methods, such as writing in CSE format for one assignment which was difficult at first due to only having experience with MLA and APA formats previously. The course required more reading than the student was used to and caused them to grow as a writer, though they recognize there is still room for improvement.
The document provides an outline for a workshop on developing effective workplace writing skills. It discusses considering the purpose and audience when writing, using clear structure and logical flow. It also covers using evidence and critical analysis, precision in language, and ensuring accuracy through careful editing and proofreading. Effective workplace writing is summarized as having a clear purpose, attention to the audience, logical structure, and using professional, simple and correct language.
This document provides an overview of new approaches to online learning orientation at Texas Woman's University. It discusses building community through socialization activities like discussion boards. Seasoned students and peers used discussion boards to share experiences and advice on topics like time management and feelings of inadequacy. The orientation also focused on acclimating students to graduate-level expectations through emphasizing APA style, scholarly writing, interviews with faculty, and understanding the progression from undergraduate to graduate work. Rubrics and feedback aimed to promote professional writing skills. Student feedback was positive, praising the interactive chat sessions and encouragement from instructors.
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This document provides an overview of the CM220 course and introduces some key concepts around persuasive writing and rhetoric. The goal of the course is to develop persuasive communication skills that can be applied in various contexts. Students will focus on developing persuasive academic writing skills by crafting a clear thesis, researching to support an argument, and presenting a clear case for change. The readings for this week introduce the basics of persuasive academic writing and will lay the foundation for the rest of the course.
This workshop will consider how researchers can support one another to improve their academic writing. Writing groups have clear benefits – when run effectively, their model of peer mentoring can improve your confidence and motivation as a writer, helping you to develop your ideas and original research, and make more effective use of the time spent with your supervisor. They can be a great way of dealing with the pitfalls familiar to many researchers, including writer’s block and procrastination. As an intellectual community, a writing group can also open the way to future research collaborations. After sharing some of the common problems involved in writing research, this workshop will suggest strategies for overcoming them through peer mentoring, and offer practical advice on establishing and maintaining a writing group.
AAAS 2018 Meeting Presentation: Science CommunicationTraining LandscapeJohn C. Besley
Presentation given at the 2018 annual meeting of the American Association for the Advancement of Science on science communication training landscape (with Anthony Dudo).
The underlying summary report can be found at:
http://35.8.12.127/jcb/wordpress/research/
The document discusses the basics of effective interpersonal communication. It covers key topics such as the four facets of communication including sender, receiver, information, and behavior. It also discusses shared symbols and how the intended meaning can differ from the received meaning. The document explores why and how people communicate, choosing the appropriate communication medium, barriers to communication, sharing ideas, getting good information, listening skills, and asking questions.
The document discusses the basics of effective interpersonal communication. It defines communication and identifies its four key facets: sender, receiver, information, and behavior. It also discusses barriers to communication such as unclear processes and personal limitations. Additionally, the document presents models and best practices for communication skills like giving feedback, sharing ideas, listening actively, and choosing an appropriate communication medium. Body language and its influence on message delivery is also addressed.
This document provides instructions for a psychosocial factors essay assignment. It includes prompts for short paragraph responses on topics like how psychosocial factors affect patients and healthcare professionals. It also provides longer essay questions on topics such as multicultural communication, cultural differences, literacy, and effective patient education strategies. The document gives formatting guidelines and references for the assignment. Students are asked to thoughtfully consider psychosocial influences and how to best help diverse patients learn and remember health information.
Evo research topics to r qs (judith hanks), january 2016 (1)ClassResearchEVO
Dr. Judith Hanks discusses ways to narrow the focus of research from broad topics to specific research questions. She outlines two approaches: starting with a topic and title then developing questions and data collection, or beginning with data collection and allowing questions to emerge during analysis. Refining questions involves considering agency, feasibility, and what researchers truly want to understand. Classrooms provide rich research contexts if questions are carefully focused. Developing good questions involves curiosity, imagination, and flexibility to changing understandings.
The reflective essay took an emotional appeal. I can sense both sy.docxhelen23456789
The reflective essay took an emotional appeal. I can sense both sympathy and empathy in certain parts of it. I think at some point or another we have all swallowed our pride and moved forward. The purpose or goal of the essay was to explain what the writer overcame during the current term to help him get better. What seem to be a good direction is explaining something that you have overcome this semester during the course. What you took from this was more than an academic challenge, it was the beginning of a personal growth. My overall impression of what you have as your draft is good job, stay on focus with this. The aspects you have touched on with your writing has been ethos, pathos, and kairo. Although you limited help from others, it was time you moved away from that. I would incorporate more about class and maybe throughout your understanding the first few weeks before asking for help. What led you to finally opening up. Give a few examples in your intro of pride in your academics before this that went well and others that didn’t. I’ve read your assignments assignment last week and this has a stronger feel to it. I would highly recommend that each paragraph you ask yourself why? Then from that answer within you expand on it and tie it in with academics.
To be more reflective in your essay I would go back to what was your reasoning for not asking for help in the past, when did you know it was time to let that go, and how will this help you academically from now on.
Yes, the essay is easy to follow I would advise not go off focus here, I could see how that could happen in an assignment where you are talking about something personal such as this.
Ask yourself why and what I recently learned myself is the so what and now what structuring.
Good luck!
Format: 1500 word response
About this assessment
Critical reflection is an assignment that is designed to assess the student's ability to reflect, describe, explain, justify and demonstrate knowledge of one or more of the main principles of the Leadership subject.
This is a two-part assessment item where you are required to address each of Parts A and B individually. The assessment requires the students to write two short reflective pieces using the theories and concepts covered in Parts A and B. Each reflective piece should be a minimum of 750 words each, not exceeding 1500 words in total (plus or minus 10%). Use minimum of 9 references from credible sources for this assessment. Both written works should be submitted as one, single document.
Part A: Reflective Piece (750 words)
The impact of leadership style often manifests in the quality of relationships which a leader builds over time with others, in particular subordinates and peers. Drawing from two situations from your own experience as a leader (or from a leader you have witnessed), discuss one example where you (or a leader) demonstrated a high level of emotional intelligence, and in another example where you (or a leader) allo.
This presentation is designed to welcome visitors to the STUDYSmarter Critical Thinking Corner. It includes an overview of strategies for critical thinking, reading and writing at university.
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
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Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
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The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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It’s good to talk: Audio Feedback for e-Portfolio Activities Within a Pre-Registration Physiotherapy Curriculum
1. Audio Feedback for eportfolio activities Judith Lane Programme Leader MSc (pre-registration) Physiotherapy School of Health Sciences Queen Margaret University
2. Principles of feedback (Draper, 2007) helps clarify what good performance is (goals, criteria, expected standards); facilitates the development of self-assessment (reflection) in learning; delivers high quality information to students about their learning; encourages teacher and peer dialogue around learning; encourages positive motivational beliefs and self-esteem; provides opportunities to close the gap between current and desired performance; provides information to teachers that can be used to help shape the teaching.
3. Why is it worth considering different ways of giving feedback?
4. Assessments Write 1500 words which critically reflect upon two of the learning objectives that you set for your foundation placement. You should consider to what extent you achieved these objectives and how you achieved them, providing evidence to support your arguments. You should also consider how you will assimilate this learning into your further practice based learning placements. Write a 1,000 word webfolio which contains a formative reflective account of your learning across placement 1 & 2 concluding with a justified bulleted list of learning needs
5. How did we do it? Digital recorder Dictate feedback whilst reading the eportfolio assignment on the computer screen Attached to webfolio as a ‘comment’
6.
7.
8. “I thought it had the potential to be a good alternative to written. I thought it would be a staff member reading off a feedback sheet”
9.
10. “I thought it was good and more personal than I expected. Also it was easier to follow and understand the points being made than if it was written down”
11. “Really like it, was much better feedback and more constructive than the usual written comments”
19. Summary More extensive written feedback Audio feedback Current written feedback policy No feedback
20. References Draper,S.W. (2007, May 8) Seven principles of good feedback practice[WWW document]. URL http://www.psy.gla.ac.uk/~steve/rap/nicol7.html (visited 2010 Sept 6)
Editor's Notes
The aim of the audio feedback was to try to address some of the principles of good feedback.
The results of our student survey indicated that students did not necessarily feel that our feedback was fulfilling all the princples of good feedback and therefore there was a need to address our feedback.
I chose two assessments which are submitted via the eportfolio gateway as a pilot for audio feedback. These assignment are reflective and build upon each other. The first is undertaken at the end of semester 1 in first year, the second is undertaken at the end of year 1 and both contribute the development of a professional portfolio. Reflective assignments are very difficult to give useful written feedback for whilst sticking to the subject area policy of three short written comments. Therefore I felt that audio might be a useful approach.
There are several ways of delivering audio feedback. Recording provides the most flexible method and of course provides a permanent record which is necessary for external review. In this case we chose to replace, written individual feedback with a personalised tutor monologue which focused on the individual assessment criteria. There are many methods recording your voice for audio feedback. Although I am not a complete luddite, I don’t posses the hardware for complicated methods of recording. Therefore I opted for the most simple method which was to use a digital voice recorder. Here however I must sound a note of caution. Some digital voice recorders do not record in either .wma or .mp3 format – they have their own file type. This can make it difficult to play back so make sure that digital recorder uses an appropriate file type before starting your recording!Other than that, the process was really easy. Te file is uploaded to the eportfolio in the same way that any other file is added.
You can see here that the file was uploaded to the webfolio as a comment and then the student could download it.
Following the two pilots, students were invited to give their opinions on the audio feedback to a member of staff from the centre for academic practice. They were asked questions relating to their expectations of the feedback and their opinions on it now.Many students said that when they learnt that the feedback would be audio, they were interested to see what it would be like. Many commented on the fact that they thought it would be personal. As you can see this was not always perceived to be a positive aspect. It was interesting that some students felt more nervous about the thought of audio feedback.
When asked generally what they thought of the feedback once they had received it, 11 of the 20 students were very positive. The personal aspect was highlighted as being positive. The constructive nature of the feedback was also commented upon.
Not everyone was overwhelmingly positive however. A number of students were non-committal – 5 our of the 20 did not feel that it offered much more than written feedback but were happy enough to have received it in audio format.Interestingly they felt that the text could have been written – what they didn’t appreciate was that the we would never write as much as we could say – it is too time consuming to write that much text.
Only 4 our of the 20 students expressed either a dislike for the audio or a preference for written. It was not clear why those who said that they didn’t like it felt that way.
When asked what the advantages of audio feedback might be for them, the main themes that arose was the volume, the personalised nature and the ability to interpret the meaning and context behind the comments.Comments relating to the more personal aspect of the feedback indicated that the students felt that the tutor had spent more time on them. In reality this might not have actually been the case but the perception of having spent more time may have improved the motivational benefits that are characteristic of good feedback.
The disadvantages cited were relevant. It is harder to go back to specific points in the feedback without playing the whole thing through. Students didn’t like the fact that they could not obtain a hard copy of this feedback – there seems to be some greater validity in the minds of students about hard copy feedback. Comments relating to learning style were interesting. Some students felt that audio feedback did not fit well with their visual learning style. I’m not sure I entirely accept this argument as they will experience a wide range of learning experiences which include both visual and auditory. University teaching provides a strong focus on auditory learning and I have never had students complain about this before. However the argument does simply reinforce my belief that a range of experiences are necessary in order to benefit all students and thus for me this is an added benefit of audio feedback.
Overall the majority of students felt that they would recommend audio feedback to others. This was primarily because of the quantity and depth of the feedback contained within. Many were clearly a bit uncomfortable with not having a ‘hard copy’ of the feedback but the quality of the feedback overall was improved.From a staff point of view, the feedback can be attached directly to student work linking the working and the feedback much better. Although the personal nature of the feedback can feel daunting to the student, if care is taken to ensure that positive and constructive feedback is given, the potential for the feedback to act as a motivator and to foster self-esteem is huge.
In summary I feel that the audio feedback offered a much higher learning payoff without losing efficiencies. A similar level of learning payoff could probably be achieved through more extensive written feedback but with definite losses in terms of staff efficiency.