Students generating and using feedback in online learning environments

1. Students generating and using
feedback in online learning
environments
Professor David Carless
@CarlessDavid
University of Hong Kong,
CERES, LJMU
June 9, 2020
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2. Overview
1. Beyond teacher transmission
2. Video or audio peer feedback
3. Online feedback principles
4. Enhancing feedback literacy
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3. Emergency remote teaching
Moving beyond content transmission
Rebuilding the social & relational
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4. “Relentless welcome”
Inescapable opportunities
for meaningful interactions
Peter Felten @pfeltenNC
Center for Engaged Learning
Elon University
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5. Interactivity & dialogue
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6. Telling is overrated
“Learners do not always
learn much purely from
being told, even when they
are told repeatedly in the
kindest possible way”
(Sadler, 2015, p. 16)
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7. The University of Hong Kong

8. Transmission  autonomy
Winstone & Carless (2019)

9. THE CASE OF VIDEO
FEEDBACK
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10. Video feedback potentials
Video feedback enables social presence
Potential for interactivity
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11. Teacher video feedback
Rapport
Nuance
Social presence
Emma Mayhew, Univ of Reading
Chapter 9: Relational dimension
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12. Transmission + some pzazz
Teacher video feedback perpetuates a
monologic transmission approach, albeit in a
novel guise
Mahoney, Macfarlane, and Ajjawi (2019)
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13. Peer video feedback
Peer-to-peer video feedback
delivered via Facebook
Hung (2016)
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14. The University of Hong Kong

15. Audio peer feedback
Providing & receiving peer feedback
promotes deep learning
Enhanced learner commitment
(Filius et al. 2019)
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16. WHY PEER FEEDBACK?
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17. Peer feedback rationale
Being exposed to a body of related work
Enabling comparison between own
production and that of peers
Generating internal feedback
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18. Internal feedback defined
What learners generate for themselves
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Meta-cognitive processes deployed when
working on a task

19. Internal feedback processes
Learner-generated internal feedback is
inherent in any use of external feedback
(Nicol, 2019; Nicol et al. 2014)
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20. Recommended PF practice
• Sell rationale & benefits to students
• Provide training, modeling & support
• Give & receive multiple peer reviews
• Encourage collaborative climate
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21. Any thoughts so far …?
Sharing of experiences, comments,
challenges …
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22. Key online feedback principles
1. Pedagogy even more than technology;
2. Active learner roles;
3. Social and relational interaction;
4. Opportunities for acting on feedback.
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23. 1. Pedagogic principles
• Avoiding content overload
• Reducing one-way transmission
of feedback
• Activating students
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24. 2. Student roles
• Generating, processing and using
feedback
• Feedback requests
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I want feedback
on…

25. 3. The relational dimension
• Supportiveness & sensitivity;
• Shared responsibilities;
• Technology for social presence
(Carless & Winstone, 2020, forthcoming)
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26. 4. Designing for student action
Design opportunities for students to use
feedback
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27. Online feedback possibilities
• Screencasting
• Curated eportfolios
• Social media for feedback
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28. Screencasting
Digital recording of users’ screen combined
with voice narration e.g.
• As part of training in peer feedback
&
• Why not peer to peer screencasting?
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29. Curated eportfolios
E-portfolios for eliciting, processing and
using feedback
Curated for feedback
(Clarke and Boud, 2018; Malecka, Boud &
Carless, 2020)
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30. Authentic feedback
Processes resembling the feedback
practices of the discipline, profession or
workplace
(Dawson, Carless & Lee, 2020)
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31. Social media feedback
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32. Implications
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33. Defining teacher feedback literacy
Knowledge, expertise & dispositions to
design feedback processes to enable
student uptake
(Carless & Winstone, 2020, forthcoming)
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34. Teacher feedback literacy
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Relational
sensitivities
Designing for
uptake
Managing
practicalities
Seeding student feedback
literacy
(Carless & Winstone, 2020, forthcoming)

35. Key recommendations
Pedagogy driving technology use
Active student involvement
Social presence, care & trust
Support & coaching for feedback literacy
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36. Surrey learning lab
https://www.surrey.ac.uk/sites/default/files/2
020-05/feedback-
covid_46121451%20%289%29.pdf
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37. References
Carless, D. and Boud, D. (2018). The development of student feedback literacy: Enabling uptake of
feedback. Assessment and Evaluation in Higher Education, 43(8), 1315-1325.
https://doi.org/10.1080/02602938.2018.1463354.
Carless, D. & N. Winstone (2020, forthcoming). Teacher feedback literacy and its interplay with
student feedback literacy, Teaching in Higher Education.
Clarke, J., and D. Boud. (2018). Refocusing Portfolio Assessment: Curating for Feedback and
Portrayal.” Innovations in Education and Teaching International 55 (4): 479-486.
doi:10.1080/14703297.2016.1250664
Dawson, P. Carless, D. & Lee, P.P.W (2020). Authentic feedback: Supporting learners to engage in
disciplinary feedback practices. Assessment and Evaluation in Higher Education.
https://doi.org/10.1080/02602938.2020.1769022
Filius, R., R. de Kleijn, S. Uijl, F. Prins, H. van Rijen & D. Grobbee (2019). Audio peer feedback to
promote deep learning in online education. Journal of Computer Assisted Learning.
https://onlinelibrary.wiley.com/doi/full/10.1111/jcal.12363
Förster, M., Weiser, C., & Maur, A. (2018). How feedback provided by voluntary electronic quizzes
affects learning outcomes of university students in large classes. Computers & Education, 121,
100-114.
Hung, S.-T. A. (2016). Enhancing feedback provision through multimodal video technology.
Computers & Education, 98, 90-101.
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38. References (continued)
Mahoney, P., S. Macfarlane, and R. Ajjawi. (2019). A Qualitative Synthesis of Video Feedback in
Higher Education.”Teaching in Higher Education 24 (2): 157-179.
doi:10.1080/13562517.2018.1471457
Malecka, B. Boud, D. & Carless, D. (2020). Eliciting, processing and enacting feedback: Mechanisms
for embedding feedback literacy within the curriculum. Teaching in Higher Education.
https://doi.org/10.1080/13562517.2020.1754784
Nicol, D. (2019) Reconceptualising feedback as an internal not an external process. Italian Journal of
Educational Research. Available at: https://ojs.pensamultimedia.it/index.php/sird/article/view/3270
Nicol, D., Thomson, A., & Breslin, C. (2014). Rethinking feedback practices in higher education: A
peer review perspective. Assessment & Evaluation in Higher Education, 39(1), 102-122.
Sadler, D.R. (2015). Backwards assessment explanations: Implications for teaching and assessment
practice. In D. Lebler et al. (Eds.), Assessment in music education: From policy to practice (pp.9-
19). Cham: Springer.
Winstone, N., & D. Carless. (2019). Designing Effective Feedback Processes in Higher Education: A
Learning-Focused Approach. London: Routledge.
Yuan, J. & Kim, C. (2015). Effective feedback design using free technologies. Journal of Educational
Computing Research, 52(3), 408-434.
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39. Online quizzes
• Quizzes with instant automated feedback
• Hints rather than just correct answers
(Förster et al., 2018)
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40. Collaborative writing
Wikis or Google Docs enabling timely
feedback from multiple sources, and action
in revising work in progress.
(e.g. Yuan & Kim, 2015)
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41. Flipped feedback
Inverting the sequence of guidance
Students want more support during the
assessment process … & less at its end
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42. Student feedback literacy defined
Understandings, capacities & dispositions to
make the most of feedback opportunities
(Carless & Boud, 2018).
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43. Student feedback literacy framework
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Making
Judgments
Appreciating
Feedback
Managing
Affect
Taking Action
(Carless & Boud, 2018)

45. The University of Hong Kong