Technology-enhanced dialogic feedback in curriculum design

Susie Schofield, Karen Barton, Rola Ajjawi

Research output: Contribution to conferencePaper


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.
Original languageEnglish
Number of pages10
Publication statusPublished - 13 Jun 2013
Externally publishedYes
Event10th International Enhancement Themes Conference: Enhancement and Innovation in Higher Education - Crowne Plaza Hotel, Glasgow, United Kingdom
Duration: 11 Jun 201313 Jun 2013
Conference number: 10


Conference10th International Enhancement Themes Conference
Country/TerritoryUnited Kingdom


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