A maxi-edition of my guide to Learning Management Environment optimisation, whereby we hack the workload model to our favour, make marking easier (and more fun) for the lecturer, and put the students second in the pursuit of "How can we use this teaching technology to deliver something superior to our own work days?". Because quite often, the better systems for improving academic workplace effectiveness never get sold on the basis of "Want to do less work with more resources for better personal outcomes?"
However much we try our best as educators, we are only human. On our bad days, why is it that some students seem to annoy us more than others? Why do we all have those favorite students and those who make us want to tear our hair out? What we think of them may be more of a reflection of our own life and education experiences. This workshop will give practical suggestions on how we can build better relationships with our students and deepen our understanding of their needs.
An abridged version of the staff training resource delivered at West Cheshire College in summer 2015. The full set of slides plus accompanying resources can be found at http://mycourse.west-cheshire.ac.uk/teacherstoolkit/?page_id=666
Keeping corners and cutting time in assessment, marking and learning management by using Turnitin to give better feedback to students, quicker, faster and with more fun for you as the lecturer.
However much we try our best as educators, we are only human. On our bad days, why is it that some students seem to annoy us more than others? Why do we all have those favorite students and those who make us want to tear our hair out? What we think of them may be more of a reflection of our own life and education experiences. This workshop will give practical suggestions on how we can build better relationships with our students and deepen our understanding of their needs.
An abridged version of the staff training resource delivered at West Cheshire College in summer 2015. The full set of slides plus accompanying resources can be found at http://mycourse.west-cheshire.ac.uk/teacherstoolkit/?page_id=666
Keeping corners and cutting time in assessment, marking and learning management by using Turnitin to give better feedback to students, quicker, faster and with more fun for you as the lecturer.
Using academic research and practical advice from the classroom, I offer my top seven teaching ideas that every teacher could adapt for their classroom.
by @TeacherToolkit
Teaching with the Socratic Method - American Honors Faculty Conference 2016American Honors
By Paul Berman - American Honors Staff
William S. Cox Professor of Law at the George Washington University and Academic Advisor to Quad Learning/American Honors
Visit facultyconference.americanhonors.org
Robogals SINE 2017 - STEM Workshop Communication EssentialsKelvin Lam
A short talk by myself on communications skills used in STEM workshops. Prepared for Robogals EMEA, an European arm of the international student-ran Female in STEM organisation, Robogals.
Learnings summarized from the International Teachers Program workshopSudhir Voleti
I attended a faculty development workshop called ITP 2015 at CEIBS Shanghai this January. These are my consolidated (but non-comprehensive) learnings from Module 1.
Cengage Learning Webinar, Time Management Tips for InstructorsCengage Learning
This April 23, 2013 webinar provided practical strategies teachers may use to make the most of the time spent with students in class and time invested in serving students outside of the regular classroom hours. Based on time management tips from business experts as well as over 30 years of instructional experience, this webinar provides a proactive approach to manage time well.
Topics covered included establishing goals and setting priorities; recognizing classroom time wasters and implementing strategies to defeat them; saving time outside of class; and how technology can help instructors save time.
Increase Engagement and Authentic Assessment in Online ClassesFred Feldon
Part 2 of American Mathematical Association of Two Year Colleges (AMATYC) joint presentation with Maria Andersen, February 15, 2022. Overcome students' predilection to passivity, create a pathway to equity and develop confident, motivated students.
The internet in marketing strategy
Week 5 of 13 of the 2007 Internet Marketing Course. Content is based in part on Dann, S and Dann S 2004 Strategic Internet Marketing 2.0, Milton: Wiley. Diagrams taken from the Dann and Dann text are copyright to their respective copyright holders.
Distribution
Week 10 of 13 of the 2007 Internet Marketing Course. Content is based in part on Dann, S and Dann S 2004 Strategic Internet Marketing 2.0, Milton: Wiley. Diagrams taken from the Dann and Dann text are copyright to their respective copyright holders.
Using academic research and practical advice from the classroom, I offer my top seven teaching ideas that every teacher could adapt for their classroom.
by @TeacherToolkit
Teaching with the Socratic Method - American Honors Faculty Conference 2016American Honors
By Paul Berman - American Honors Staff
William S. Cox Professor of Law at the George Washington University and Academic Advisor to Quad Learning/American Honors
Visit facultyconference.americanhonors.org
Robogals SINE 2017 - STEM Workshop Communication EssentialsKelvin Lam
A short talk by myself on communications skills used in STEM workshops. Prepared for Robogals EMEA, an European arm of the international student-ran Female in STEM organisation, Robogals.
Learnings summarized from the International Teachers Program workshopSudhir Voleti
I attended a faculty development workshop called ITP 2015 at CEIBS Shanghai this January. These are my consolidated (but non-comprehensive) learnings from Module 1.
Cengage Learning Webinar, Time Management Tips for InstructorsCengage Learning
This April 23, 2013 webinar provided practical strategies teachers may use to make the most of the time spent with students in class and time invested in serving students outside of the regular classroom hours. Based on time management tips from business experts as well as over 30 years of instructional experience, this webinar provides a proactive approach to manage time well.
Topics covered included establishing goals and setting priorities; recognizing classroom time wasters and implementing strategies to defeat them; saving time outside of class; and how technology can help instructors save time.
Increase Engagement and Authentic Assessment in Online ClassesFred Feldon
Part 2 of American Mathematical Association of Two Year Colleges (AMATYC) joint presentation with Maria Andersen, February 15, 2022. Overcome students' predilection to passivity, create a pathway to equity and develop confident, motivated students.
The internet in marketing strategy
Week 5 of 13 of the 2007 Internet Marketing Course. Content is based in part on Dann, S and Dann S 2004 Strategic Internet Marketing 2.0, Milton: Wiley. Diagrams taken from the Dann and Dann text are copyright to their respective copyright holders.
Distribution
Week 10 of 13 of the 2007 Internet Marketing Course. Content is based in part on Dann, S and Dann S 2004 Strategic Internet Marketing 2.0, Milton: Wiley. Diagrams taken from the Dann and Dann text are copyright to their respective copyright holders.
Gavin Jackson and I tagged teamed into a presentation where he had the PPT, I had the GTD, and we were both improvising like wild...given we'd only meet at his session around 2 hours earlier.
AMSRS instagram Presentation (words on a screen mix)Stephen Dann
Instagram is a straightforward image, video and story sharing platform that provides a sufficiently robust framework to create a diverse range of outcomes for individual, group and corporation alike. In this presentation, we outline a process to examine how a single timeline (preferably the one you run or control) can be extracted, examined, and measured against a consistent set of five image measures. Whilst the method can inform competitor analysis, environment scans and a range of other techniques, it is presented here as an internal marketing metric system – a measurement of the “telling” as the corporate Instagram attempts to support and enable the selling of a product.
A more wordy version of the Instagram analysis framework paper.
A power point presentation to support classroom desing and lesson planning. This is an idea brough from the US, which tends to help teachers to understand the departure point to reach students' learning.
Slides from the ccis-ce 2018 cocreation event. A discussion of how the ideas of co-creation from marketing can inform and support the deployment of Lego Serious Play, and areas in which people need to engage to help us further understand the process in the LSP setting
Questioning the lego cocreation talismanStephen Dann
What happens when one of the fastest moving innovators in cocreation in business gets timecapsuled into a 2004 paper citation? This presentation discusses three research agenda items as a "Where to next?" for marketing researchers interested in taking a critical eye to how Lego is used as a talismanic invocation of cocreation, and what more there is to learn from the complexity of the Lego consumption experience.
Measuring the “Telling” in the Selling of the Story presentation versionStephen Dann
Measuring the “Telling” in the Selling of the Story. Classifying Instagram Imagery for Internal Benchmarks
Instagram is a straightforward image, video and story sharing platform that provides a sufficiently robust framework to create a diverse range of outcomes for individual, group and corporation alike. In this presentation, we outline a process to examine how a single timeline (preferably the one you run or control) can be extracted, examined, and measured against a consistent set of five image measures. Whilst the method can inform competitor analysis, environment scans and a range of other techniques, it is presented here as an internal marketing metric system – a measurement of the “telling” as the corporate Instagram attempts to support and enable the selling of a product.
The Legoland™ branded translation of the real world. Operation legoland goes to Unconference Canberra to tell the story of encountering the Legolish translation of the real world.
Brand on the Run: Political affiliations and Twitter social media presenceStephen Dann
What happened in the QLD Election to frighten off the branded political twitter accounts? This presentation examines just how few and far between branded activity was on the Twitter accounts of sitting political party members defending their office at the election.
Contrasting the Branded Experience of Legoland from social media and social proximity.
This is what happens when you let a marketing academic have free reign to examine the Legoland social media presence, official and user created, versus the parkland experience (official and self-generated). #operationlegoland goes legit.
Audio: https://soundcloud.com/drstephendann/social-marketing-research-agenda
Research agenda papers have been a staple of marketing discipline areas approaching intellectual turbulence – for example, stakeholder theory during the Service Dominant Logic era (Hult et al. 2011). This paper contributes to the process of research as an intersection of opportunity and demand – topics are acquired through interest, and agendas driven through identified need. The focus of this work is the assessment and cataloguing research demands – areas and agendas as yet unresolved, and as such, open as an invitation to scholars to pursue. Previously, Dann et al. (2007) outlined a series of research agendas for social, political, non-profit and sustainable marketing. The Social Marketing Agenda identified four items – the need for adapting contemporary marketing; visible boundaries to the social marketing discipline; social marketing specific theory; and, consumer-centric research on the understanding of benefits and value. As part of the contemporary study, the question of whether prior agenda items, have retained currency, proven intractable or met with relative resolution.
Presented to the #colconf10 College Conference in Canberra at the University of Canberra on 29/1/2015. An overview of Twitter, how it can be analysed, and things you can do in terms of looking at how political figures use their twitter accounts to engage (or not) with the public and other stakeholders.
Australian Political Parties and social media: uses and attitudesStephen Dann
Australian Political Parties and social media talks about how the Twitter accounts of political candidates from the W.A. senate re-election fared under analysis from the Twitter Content Classification framework (Plus a brief overview of Day 1 of the #cmpm2014 conference)
Insights into the Twitterverse: Benchmarking and analysis twitter contentStephen Dann
The 2014 Remix of the Twitter Content Classification framework now featuring statistics, radar plots, Linguistic Inquiry Word Count, Leximancer, network plots and more opportunities to run maths, stats and graphs than ever before.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Thesis Statement for students diagnonsed withADHD.ppt
Learning environment optimisation: Doing less with more for better outcomes
1. Learning Environment Online
Doing less with more
Dr Stephen Dann
Senior Lecturer, Research School of Management
Australian National University
2. Index
• About the author
• A Teaching Assessment Journey
• Reframing Marking
• Decisions to make to improve your time invested in teaching
• The Workload Time Model of Assessment
• Giving better feedback
• Turnitin: Feedback Machine
• Contact
3. About Dr Stephen Dann
• PhD from 1998
• Been in the business since 1997
• Business School Students
• Compulsory first year courses
• Compulsory second year courses
• Angry engineering students doing a “Soft Bludge Subject In Commerce”
• Really angry quantitative students doing “This Stupid Subject With Words”
• Very upset and confused students doing this really hard and scary subject that uses
words, and “how do I sentence not-equation answer?” fears
• “Small” classes of 60 to 130 students
Index
4. Background
• ANU Vice Chancellor’s Citation for Outstanding Contribution to Student Learning
• ANU Achievement award: Candidate for Citation for Outstanding Contribution to Learning
• ANU Commendation for Outstanding Contribution to Student Learning
• Pearson ANZMAC Emerging Educator of the Year
• ANU College of Business and Economics Award for Teaching Excellence
• Senior Fellow, Higher Education Academy (UK)
5. A journey of assessment,
technology, and much improved
outcomes (for me)
Because when it’s no fun, it’s no fun for anyone
Index
6. Where I came from…
• Exams were scary
• Undergrad sitting them, academic marking them
• Assessment was a dreaded chore
• Stories told slightly differently, slightly wrong,
• Grades were on the ordinary end of extra ordinary
• Marking was postponed, avoided or generally delayed
• It wasn’t a lot of fun for anyone.
• Student complaints about feedback, guidance and assessment load
• I was burning time out of my research quota to perform badly in teaching
7. If it could be done wrong…
• Spending more time on marking than allocated
• Getting frustrated by marking
• A multiple choice exam of doom
• Highest score was 40%.
• The bit where I had to scale… upwards
9. Problems and Solutions!
• Problem 1:PEBKAC
• Solution: Hack the Workload Model
• Problem 2: Why did I set that task?
• Solution: Chekov’s Assessment Task
• Problem 3: Out of Alignment
• Solution: Curriculum Design makes the work happier
• Problem 4: Assessment was a stick
• Solution: Assessment is a better carrot
• Problem 5: Student Insultation
• Solution: Self solving student
10. Problem 1:PEBKAC
• Problem exists between keyboard and chair
• I wasn’t investing time, I was spending time
• No upfront time investment
• All of the late semester time sinks in marking
• Mechanical and slow marking process
• Teaching was chewing up more than the 40% of time, for less than 40% of
the success
• So many student queries about things that I thought I’d covered…
11. Solution: Hack the Workload Model
• All hail the workload model, giver of quantification, bringer of
approximations
• 1 hour per student for marking
• 100 students,
• 35 hour week,
• 2 weeks and 4 days of full time marking to budget
• When do I want to spend my marking?
• Oh, it’s how much, right, I’ll be needing this day and that day
• Motive to invest 4 days up front to clarify my own marking tasks
12. Problem 2: Why did I set that task?
• Here’s the scenario
• Weekly lecture (2 hours)
• Tutorial activity involved discussion questions
• Assessable presentation
• Short answer questions culminating in a “Tutorial Kit” of submitted answers
• An extended essay
• So let’s finish a semester with an exam with multiple choice questions which I
hadn’t prepared the students to face.
• It went badly
13. Chekhov's assessment task
• "If you say in the first chapter that there is a rifle hanging on the wall,
in the second or third chapter it absolutely must go off. If it's not
going to be fired, it shouldn't be hanging there."
• Anton Chekhov (From S. Shchukin, Memoirs. 1911.)
• “If you’re going to put a style of question in the final exam, teach to
the style of question throughout the semester”
14. Problem 3: Out of Alignment
• When somebody said “Constructive alignment”, I heard “blah, blah,
blah”
• I should have heard “Would you like your job to be easier?”
15. Solution: Constructive Alignment
• Biggs
• 1) What outcomes do we intend
the students to learn?
• 2) How do we teach them to do
that?
• 3) Does the assessment enable the
students to do what we’ve taught
them to do?
• Assessment should then do what the
subject says on the tin
• Your new best friend
• Graduate Attributes
• Course Level Outcomes
• Learning Outcomes
• National Standards
• Anything that says “This is what
you can do, or should be able to
do, or think, or perform”
16. Problem 4: Assessment was a stick
• Assignments were hoops
• “Achieve this. Answer that. Do that. Retell these factoids”
• Exams were punishment
• Exams were written to punish students for deviating from the curve
17. Solution: Align assessment to the course
• CA to GA to LO to “hello, this looks fun”!
• Graduate Attribute:
• Enthusiasm to search for further knowledge and understanding.
• Learning Outcome:
• Demonstrate an ability to search for further knowledge through the use of academic
literature in written essays
• Essay Task:
• “Using existing papers from the library database, Google Scholar, draft an updated version of
this Wikipedia page”
• Marks Criteria: Use of academic sources + Breadth of research
• No more boring (to you) assignments on dull (to you) topics
• Support
• LEO links to the Academic Skills
• Explain how the literature is the easy path, not the hardest path
18. Problem 5: Consultation versus Insultation
• Students would come to the office to see me about issues I’d thought
I’d covered in the class
• Clearly I hadn’t covered those issues
• I thought I had, and I thought the students were being a bit… unhelpful
19. Solution 5: The Self Service Student
• Aligning assessment to the course expectation reduced
• “I don’t know what I’m doing” when they meant “I don’t know why I’m
doing”
• “Why am I doing this? / “What’s the point? / This is pointless”
• “Maybe if we all fail the course, he’ll get into trouble”
Self solving students who can ask “How do I meet this goal you’ve set?” rather
than “Why am I do this at all?”
21. Reset your headspace
The job is fun
The job resides within a system
Systems are designed to maximise input:output ratios
Tune up the input
22. People can enjoy complexity
within clear structure…
Realisation 1
23. People do maths for fun.
• Video games are hard
• Tough Mudder exists
• And charges $165
• Sudoko. Crosswords. IKEA
• People don’t fear challenges when
they understand the requirements
of the task.
• Clarify the why and how of the
assessment
24. I should be enjoying assignment marking.
I’m not, so something isn’t going right.
Realisation 2
25. How to make assessment fun to mark?
• Connecting what you expect
someone to do with what you
teach/train them to do…
• Ask questions that you want to
discuss.
• Pursue research in the classroom
as a “What if?” and workshop
the ideas
• Assessment as exchange of ideas
• You get ideas
• They get feedback
• You both win.
• Teach from your research,
research from your teaching
27. Why should I enjoy assessment and marking?
• I’m going to be doing a lot of it, for a long career
• Death and Taxes are covering “inevitable not fun” shifts
• Students are a lens to see problems in a new light
• What if I ask questions for which I don’t know the answer?
• What about questions that engage technique change?
• Where else do I get this sort of focus group opportunity?
28. Changing the Question
• Ask questions where you don’t have a fixed answer in mind
• Or if you do, there’s several of them
• Criteria should govern technique and method
• Assess for technique, and set up so that technique can be showcased
through content
• Skills sets are graduate outcomes
• Give Feedforward and Feedback to the students
• Explain success as much, if not more, than you explain failure
30. Upfront Investment
• Assessment Criteria
• Know if it can be marked before you set it out to the students
• Something I was routinely bad at doing, and it cost days at the marking end
• Set expectations well in advance
• Reward the expected.
• Do not begrudge success
• Assessment Support Before The First Assignment
• You’ve been there before, and they haven’t
31. Assessment Videos are your friend
• Talking through the assignment to camera
• Many takes make for a good solid think through before writing up the task
• Be interviewed by a colleague
• Work in pairs to extract the key components
• Explain expectations
• Talk about adequate, good and great performance
• Convey enthusiasm for the task
• Be genuinely keen to see the assessment
• Students worry about technicalities in class, and engage depth in video
• Formatting is a fear founded in modern education
32. Solving the assessment problem: LEO training
• http://www.acu.edu.au/staff/our_university/training_and_development/academic_s
taff/leo_learning_materials
• Ballarat , Brisbane , Canberra , Melbourne , North Sydney , Strathfield
• Learning and Teaching Centre 1st Feb 2016 – 20th Feb 2016
• Guided by local eLearning Advisors from the Learning and Teaching Centre
(LTC), you will learn how to create and organise learning materials in your
LEO unit/s; create and style LEO Page and Book activities; upload and
access materials in LEO content; and use Kaltura for your video resources.
• Intended Outcomes
• At the end of this workshop it is expected that participants will be able to:
• create an item in EQUELLA and add a document, or documents to it;
• add documents from your EQUELLA items to your LEO units.
• style Page and Book activities in LEO
• create and upload video materials using Kaltura
34. 1 hour per student per semester
• That’s 6 minutes per 10%
• Six minutes is not enough time to have any fun with assessment
• Minimum cut-off: 20% and 12 minutes.
• In 12 minutes, you can
• Read the paper (5 minutes)
• Select marks from the criteria (1 minute)
• Add QuickMarks for feedback (3 minutes)
• Leave a 3 minute voice feedback of personalised instruction (3 minutes)
• 40% Assignments – 24 minutes
• 3 minutes of voice feedback (21 minutes left)
• Read the paper (10 minutes) (11 minutes left)
• Select marks from the criteria (1 minute) (10 minutes left)
• Add QuickMarks for feedback (5 minutes) (Change on the clock)
35. Mandatory Business Unit Exams
Unit Exam Weighting Exam Structure Total Subcomponents Minutes per component
1A 50% 2 x 4 questions 17 1 min 42 sec
1B 50% 3 from 4 questions 4-5 6 – 7 mins 30 sec
1C 40% 6 compulsory 24 1 minute
1D 50%
A 12.5%
B 37.5%
A – 25 mcq
B – 3 compulsory
25 + 11 MCQ – 7.5 minutes for processing,
calculation, delivery and input
B – 22.5 total = 2 minutes
1E 45% A – 20 mcq
B – 3
C - 2
20 + 9 MCQ – 6 minutes for processing,
calculation, delivery and input
B – 1 min 26 sec
C – 4 mins
1F 50% 5 questions 10 3 minutes
36. Assessment Maths: 25 students
• 30% Exam. 1 x 20 mark, 2 x 5% from a choice of 3
• 75 moving parts
• 40: Exam with 6 questions, choice of 5, marked from 100, 20 marks
each, 5 sub components
• 625 moving parts
38. Feedback
• the most powerful single moderator that enhances achievement
• https://teaching.unsw.edu.au/assessment-feedback
• It’s also really fun (and sometime emotional)
• You got to get a little teared up when they do so well
39. Doing Feedback Well
• constructive.
• highlighting the strengths and weaknesses of a given piece of work,
• set out ways in which the student can improve the work.
• Tell the students what they did right, and why it was right
40. Doing Feedback Well
• Timely
• Sooner rather than later
• Students will have always moved on.
• Aim the feedback as feedforward (talk to the next task)
41. Doing Feedback Well
• Meaningful.
• Talk to the assessment task
• Talk to the subject, and the broader scheme of the assessment
• Linked to specific assessment criteria
• Show a connection between the actions in the assessment and the learning
outcomes
• Move quickly
42. Why is feedback not done well?
• Timely Feedback is hard work
• 100 assessment tasks x 10 comments of 5 to 10 words in hand writing
= a very long day at the office
• Repetition happens on the marking side, not the student side
• “Didn’t I just correct this?”
• Repetition creates Resentment
• Resentment is never fun
• Fatigue
43. Fatal 4 Marking
• Fatigue
• Tired markers make mistakes
• Frustration
• Anger does not help the process either
• Inconsistency and Shifting Expectations
• Is this good? Bad? What even was my question or even my answer?
• Mmrmrmrmrmm
• Handwriting approaches catastrophic failure
44. Turnitin: Feedback Machine
For when feedback needs to be timely, industrial strength, and fast
http://www.acu.edu.au/staff/our_university/training_and_development
/academic_staff/leo_assessments
Index
46. Textmatch is an opportunity
• Establish expectations
• Explain that a text match is cliché,
and clichéd writing is tacky
• Encourage the deeper learning of
using the idea, not the phrase
• Tag and highlight matches with
advice on how to write from the
ACU Academic Skills Unit
• http://students.acu.edu.au/office_of
_student_success/academic_skills_u
nit_asu
54. I like to mark on the couch/beach/park
bench/backpacking in the Andes/McDonalds
55. But I like the physical paper…
• Turnitin provides
• Reduced liability for lost assignments
• Backups of comments
• Security and confidentiality
• Can enable blind marking
• “Dog ate my homework” proof to p=0.01 level
• Reduced physical strain from handwriting
• Improved portability with increased security for work-from-home
• Much lighter to carry than 100 20 page essays
56. What does it do for you?
• Improves student outcomes
• Feedback has impact
• Individual personalised voice feedback
• Creates cut through
• Really reaches the student
• Adds nuance to the conversation
• Reduces assessment follow-up meetings
• Buys time back from the workload