Our curriculum relied on monologic written feedback on end-of-unit summative essays. A review of external examiner reports, course evaluations, current and alumni student surveys and staff interviews raised several issues including lack of opportunity for feed-forward, and student and tutor isolation. Moving to technology-enhanced learning we redesigned the curriculum with feedback dialogue at its core. We moved to larger modules allowing assignment flexibility; sequenced all assignments; introduced assignment coversheets which included a framework for self-review; and introduced individual student journals. On receipt of tutor feedback students now load their marked assignment (including feedback on their self-review) into their journal and reflect on the feedback using structured questions. This gives the student and tutors easy access to all previous feedback dialogue. Next steps include introducing a patchwork assessment for students to self-review their progress towards meeting exit outcomes at Certificate and Diploma using evidence from their feedback dialogues.
|Number of pages||10|
|Publication status||Published - 13 Jun 2013|
|Event||10th International Enhancement Themes Conference: Enhancement and Innovation in Higher Education - Crowne Plaza Hotel, Glasgow, United Kingdom|
Duration: 11 Jun 2013 → 13 Jun 2013
Conference number: 10
|Conference||10th International Enhancement Themes Conference|
|Period||11/06/13 → 13/06/13|
Schofield, S., Barton, K., & Ajjawi, R. (2013). Technology-enhanced dialogic feedback in curriculum design. 92-101. Paper presented at 10th International Enhancement Themes Conference, Glasgow, United Kingdom.