Track D Presentation: Venetia Brown
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This document aims to compare the use of iPads versus traditional methods for electronic assessment feedback. Various assessment tasks from nursing and midwifery degree programs will be used to assess the impact on efficiency and convenience. Feedback was generally positive regarding accessibility and collaboration, but negative regarding readability. Users found iPads convenient for portability but inconvenient without internet access. 3G iPads were recommended to improve mobility, but training would be needed and individual experiences varied.
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The document discusses using an iPad for working away from a desk, including the strengths and limitations. It describes using an iPad to provide feedback on student poster presentations by typing comments and emailing them to students. While this allows feedback to be created and distributed within the session, it depends on wireless connectivity. The document also compares using an iPad to a laptop or desktop for essay marking, noting the iPad allows for walking and changing positions more easily.
Track B: Employability
1) The document discusses a study that evaluated students' perceptions of using e-portfolios to enhance their learning experience and employability in a BA Human Resource Management program.
2) Through focus groups, students reported that e-portfolios had a positive impact on their personal development and self-reflection. They also felt e-portfolios were better than traditional CVs for demonstrating skills to employers.
3) However, students noted issues with employer access to e-portfolios and initial difficulties learning the e-portfolio software.
Track D Presentation: Phil Barter, Anthony Turner
The document discusses using iPads to provide immediate video feedback to students. It aims to give more personalized and timely feedback to students through video analysis, in addition to written feedback. The feedback aims to provide students with medals, missions, and clear goals for improvement using apps like Turnitin, Grademark, Physics Online, and Screen Chalk. Students have provided positive feedback about receiving feedback more quickly through various forms to help improve their performance. Going forward, continued use of iPads and apps could further enhance feedback by increasing speed and variety to better support student learning.
Eassessment Bob Rotheram
The document discusses using technology like objective testing and audio feedback for assessment. It outlines different types of objective testing like multiple choice questions and their uses and limitations. It also describes a project called "Sounds Good" that used digital audio feedback for student coursework and assessments. Students found the audio feedback more personal and detailed compared to written feedback. However, audio feedback requires more effort from staff and may not always save time. The document concludes that while technology has benefits, it's not a replacement for all assessment methods and needs to be used appropriately.
E assessment Josie Taylor
1. The document discusses the changing landscape of higher education and assessment as online learning opportunities become more prevalent.
2. It explores how learners are using open educational resources in both formal and informal ways, and how this may shift power dynamics between learners, communities, and institutions.
3. New approaches to assessment are needed that leverage social technologies, support self-assessment and peer feedback, and focus on developing students' skills rather than just measuring content knowledge.
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Editor's Notes
- 3 teachers – 1 moderator (2 markers), 2 module leaders/markers