e-marking & e-feedback with ipads and apps

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Exploring ways on e-marking and e-feedback with iPads and apps for written essays Mercedes Coca, Language Coordinator (Spanish, Portuguese, Italian and Catalan) Rocío Díaz, Spanish Coordinator (UCL) Lourdes Hernandez-Martin, Language Coordinator (Arabic and Spanish Projects)

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Page 1: E-Marking & E-Feedback with iPads and Apps

Exploring ways on e-marking and e-feedback with iPads

and apps for written essays

Mercedes Coca, Language Coordinator (Spanish, Portuguese, Italian and Catalan)Rocío Díaz, Spanish Coordinator (UCL)

Lourdes Hernandez-Martin, Language Coordinator (Arabic and Spanish Projects)

Page 2: E-Marking & E-Feedback with iPads and Apps

Aims of project

• To explore the benefits and drawbacks for teachers (time involved, technology needed, management of the marking process, etc.)

• To explore the benefits and drawbacks for students (time involved to submit documents in PDF or electronically, clarity of marking notes, perceptions vis-a-vis traditional marking, etc.)

Page 3: E-Marking & E-Feedback with iPads and Apps

Why iPads?

• Portability of this device

• To retain a degree of parity over traditional marking practice and electronic marking practices (i.e. being able to mark in a cafe, in the train)

• To replicate their existent marking and feedback systems

• To avoid the physical demands of on-screen marking (i.e. back, wrist and neck strain) experienced already by the participants

Page 4: E-Marking & E-Feedback with iPads and Apps

Apps to annotate PDF

Apps Notability i-Annotate GoodNotes Turnitin PDF-NOTES within Moodle

Cost

Features Type of file

Voice comment

Others

Storage Dropbox

Google Drive

Returning feedback

Dropbox sync + Moodle

Others

Page 5: E-Marking & E-Feedback with iPads and Apps

Average of hours to become familiar with iPad and application

Open iTunes account 30 minutes

Get familiar with iPad 2 hours

Try more than one application to get familiar with annotating applications and choose the one which suits your marking system

4 hours

Getting familiar with application and adapting application to marking system

10 hours (includes creation of stamps and naming stamps)

Storing and file management issues

1 hour

Returning work issues 1 hour

Page 6: E-Marking & E-Feedback with iPads and Apps

Samples with iPad and iAnnotate. Weekly essays

Page 7: E-Marking & E-Feedback with iPads and Apps

iPad and iAnnotate. Essay 2

Page 8: E-Marking & E-Feedback with iPads and Apps

Electronic Management Assessment for weekly essays(https://www.jisc.ac.uk/rd/projects/electronic-management-of-assessment)

Student submission in

Moodle: word/PDF

Teachers’ download in

Dropbox

Marking/Feedback with apps

Open MoodleUpload from Dropbox to

Moodle

Open iPad, and appOpen Dropbox

PDF details, p.9

Page 9: E-Marking & E-Feedback with iPads and Apps

Teachers

Shared advantages

iPad• Portability• None or reduced physical strain wrists, arms and back• Paperless• The security of having the mark pieces backed up on an online system• Marking process speed for some participants

App• Possibility to include comments not only in the margins or at the end but within text• Encourage creation of rubrics and therefore, reusing common comments• Marking offline• Different writing tools

Process• The applications used are suitable and adaptable for participants’ marking style • Encourage reflection on marking and feedback• Improvements in feedback: clarity and more detailed• Essays always available• Extracting and analysing data held

Page 10: E-Marking & E-Feedback with iPads and Apps

Teachers

Shared drawbacks

iPad• Capacity of the device does not allow to keep all students´ files• Non acceptance of external input• Use of cloud needed• Cloud security issues• One of the three teachers needed a keyboard

App• Lack of information on applications tools• Time needed to get familiar with application tools• Time needed to replicate the marking/feedback systems • Time needed to get familiar with storage and return of feedback

Process• Increase administrative burden. Extra time spent on managing files• Chasing up students who do not submit files into the right format (double spaced,

PDF)• Using personal storage space in the cloud

Page 11: E-Marking & E-Feedback with iPads and Apps

Students. 2015-2016LN121: 10 out of 18 - LN122: 8 out of 9 - LN120: 18 out of 19 - Total: 36 students

LN121-beginners LN122-intermediate LN120-advanced All courses0

2

4

6

8

10

12

14

16

18

20

Writing process

By hand Typing Don't mind

Page 12: E-Marking & E-Feedback with iPads and Apps

Students

LN121-beginners LN122-intermediate LN120-advanced All courses0

5

10

15

20

25

Handing essays to teacher

In class Via Moodle Don't mind

Page 13: E-Marking & E-Feedback with iPads and Apps

Students

LN121-beginners LN122-intermediate LN120-advanced All courses0

2

4

6

8

10

12

14

16

18

20

Returning essays (please consider confidentiality)

In class Via Moodle Don’t mind

Page 14: E-Marking & E-Feedback with iPads and Apps

Students

LN121-beginners LN122-intermediate LN120-advanced All courses0

2

4

6

8

10

12

14

Feedback comments on essays

Written in class Written via Moodle Oral in office hour Oral in classroom Don't mind

Page 15: E-Marking & E-Feedback with iPads and Apps

Students

LN121 - beginners LN122 -intermediate LN120 -advanced All courses0

2

4

6

8

10

12

14

16

Archiving essays

Hard copy Digitally Don't mind

Page 16: E-Marking & E-Feedback with iPads and Apps

Students. Focus group

• Many students did not show any preference.

• Some argued in favour of hand written submissions because “exams are hand written”.

• Students who emphasised their support for EMA gave the following reasons:

o Moodle submission due to the deadlines and improved clarity about turnaround times for marking.

o Confidence of knowing work is backed up

o Students report that feedback in electronic form is easier to use and therefore more likely they will revisit it at a later date.

o Improved clarity and understanding of feedback (not least as a result of not having to decipher handwriting).