Research output: Contribution to conference › Paper
Abstract
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.
title = "Technology-enhanced dialogic feedback in curriculum design",
abstract = "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.",
author = "Susie Schofield and Karen Barton and Rola Ajjawi",
year = "2013",
month = jun
day = "13",
language = "English",
pages = "92--101",
note = "10th International Enhancement Themes Conference : Enhancement and Innovation in Higher Education ; Conference date: 11-06-2013 Through 13-06-2013",
2013. 92-101 Paper presented at 10th International Enhancement Themes Conference, Glasgow, United Kingdom.
Research output: Contribution to conference › Paper
TY - CONF
T1 - Technology-enhanced dialogic feedback in curriculum design
AU - Schofield, Susie
AU - Barton, Karen
AU - Ajjawi, Rola
N1 - Conference code: 10
PY - 2013/6/13
Y1 - 2013/6/13
N2 - 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.
AB - 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.
M3 - Paper
SP - 92
EP - 101
T2 - 10th International Enhancement Themes Conference