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- 1. Actively engaging learners by using a technology enhanced approach that enriches feedback and promotes self reflection Madonna Herron, Andy Jaffrey, Catherine ODonnell. 1
- 2. About Ulster Multi campus institution in Northern Ireland. Jordanstown Belfast Coleraine Derry/Londonderry Approximately 20,000 FTE students Modest fully online portfolio of mainly Masters programmes 1200 students from 80 countries 2
- 3. Blackboard at Ulster 3
- 4. Blackboard at Ulster 4
- 5. CLARITI C OLLECT L OOK A PPRAISE R EFLECT I NVOLVE T AKE IN I MPROVE 5
- 6. CLARITI Whilst feedback tends to promote skill acquisition and competency, reflection leads to individual growth and interpretation of the greater meaning and implications of an experience or action. It is important to establish a reflective atmosphere with your student (Branch & Paranjape, 2002). 6
- 7. NUS Benchmarking Tool National Union of students - Assessment and feedback benchmarking tool. Principle 10: Self reflection and peer learning. Peer learning and self-reflection are embedded in the curriculum. Students personal development takes account of all the feedback they have received throughout their course. Discussions are regularly held between staff and students to ensure the balance of taught, peer and self-learning is accurate. 7
- 8. Gotcha to Growth Reflective feedback shifts the conversation from Gotcha to Growth. 8
- 9. Limitations of giving just feedback 9 Doesnt encourage student reflections. No support advised. Uncollected work. Doesnt encourage student reflection. No facility to advise further support. Uncollected work.
- 10. A paper-based solution inviting reflection. 10 Doesnt encourage student reflections. No support advised. Uncollected work.
- 11. Challenges with this approach 11 Doesnt encourage student reflections. No support advised. Uncollected work. Time-consuming to manage. No method of dealing with misconceptions. No mechanism for advising support. Uncollected work. Unreviewed work.
- 12. A technology facilitated solution 12 Doesnt encourage student reflections. No support advised. Uncollected work. Funded by the Universitys Technology Facilitated Learning (TFL) Development Programme. 60+ students - first year mathematics and engineering students. Mathematical Methods module and Engineering Mathematics module. Corrective feedback and model solutions returned electronically.
- 13. From a student perspective Pencasts & Mark Schemes 13 Doesnt encourage student reflections. Uncollected work. Interactive, digital handwritten solutions synced with audio. Replayed as many times as needed. Livescribe PDF and Two stages of a paper replay session
- 14. From a student perspective - Corrective and enriched feedback but no score 14 Doesnt encourage student reflections. Uncollected work.
- 15. Bespoke software application 15 Doesnt encourage student reflections. Uncollected work.
- 16. From a student perspective 16 Doesnt encourage student reflections. Student receives an email with a link to their feedback and progress summary report, with their scores, reflections and the tutors scores, feedback and advice.
- 17. From a tutors perspective paper submission 17 Doesnt encourage student reflections. Marked with minimal feedback. Enriched generic feedback. Marking quicker. Feedback more timely. Scores recorded but withheld.
- 18. From a tutors perspective electronic submission 18 Doesnt encourage student reflections. Marked inline using GradeMark. Quick marking. Feedback released using Post Date. Scores recorded but withheld.
- 19. From a tutors perspective electronic submission 19 Less admin allows more time to invest in providing enriched generic feedback
- 20. From a tutors perspective software application 20 Quiz closed. Data downloaded. Data uploaded. Retrieves and merges data. Email released. Tutor brief comments entered here! Tutor marks entered here.
- 21. Ulsters Principles of Assessment and Feedback 21 http://ee.ulster.ac.uk/assessment_and_feedback
- 22. Ulsters Principles of Assessment and Feedback 22
- 23. Recap - CLARITI 23 C OLLECT L OOK A PPRAISE R EFLECT I NVOLVE T AKE IN I MPROVE
- 24. Collect 24 96% of students collected their feedback.
- 25. Look 25 75% of students reviewed their work.
- 26. Improve 26 Most students created meaningful action plans.
- 27. Feedback and progress report 27 75% received their feedback and progress report.
- 28. Help 28 All students that needed help were offered help.
- 29. Administration 29 Administration was reduced.
- 30. Student views on enriched feedback 30 The model answers and marking scheme
- 31. Student views on enriched feedback 31 Feedback without a score encouraged me to:
- 32. Student Comments 32 150+ student comments
- 33. Student Comments 33 Self marking made me scrutinise my work much more than if I had just been given a mark. It actually made me think about my mistakes rather than simply knowing what the mistakes were. Definitely was of great benefit to myself. Made me realise the amount of small mistakes I was making which I wouldnt have without the self marking.
- 34. Student Comments 34 This feedback strategy makes me more aware of the stupid mistakes I make and makes me want to remember how to do them correctly the next time. Merely getting a score on a piece of paper I don't think would have the same affect.
- 35. Student Comments 35 That it took time to complete the feedback, although it needed to be done so that it was beneficial. The overall length of time taken to actually receive my mark. Having waited for the mark, I felt it was now stopping me to proceed with further studies. Not being given a score right away. Disliked waiting to get my mark back, but assessing the feedback are worth it in the long run. There was a lot of parts to it.
- 36. Future Work 36 Improve induction of CLARITI Our lecturer fully explained the benefits of using the CLARITI method to the class, and why she enjoyed using it as a lecturer. I had never really given self assessment much thought before this but now I think its really going to help me fine tune the smaller details I may have problems with. Create a student focus group. Form a community of practice. Tool integration LTI, SSO
- 37. Future Work 37 Interactive rubrics http://adl.ulster.ac.uk/skillsplus/ir/ http://adl.ulster.ac.uk/skillsplus/interactive_rubric/slider.html
- 38. References 38 Boud, D. (1995), Enhancing learning through self-assessment, London, Kogan Page. Brown, S. (2004), Assessment for learning, Learning and Teaching in Higher Education, 1, 81-89. Maddalena Taras (2010) Student self-assessment: processes and consequences, Teaching in Higher Education, 15:2, 199-209 Nicol, D. & MacFarlane-Dick, D. (2005), Formative assessment and self-regulated learning: A model and seven principles of good feedback practice, Studies in Higher Education. ODonovan, B., Price, M. & Rust, C. (2004), Know what I mean? Enhancing student understanding of assessment standards and criteria, Teaching in Higher Education, 9(3), 325-335.
- 39. Thank you for listening 39 Any Questions?
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