Abstract
| Original language | English |
|---|---|
| Pages | 92-101 |
| Number of pages | 10 |
| Publication status | Published - 13 Jun 2013 |
| Externally published | Yes |
| 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
| Conference | 10th International Enhancement Themes Conference |
|---|---|
| Country | United Kingdom |
| City | Glasgow |
| Period | 11/06/13 → 13/06/13 |
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Technology-enhanced dialogic feedback in curriculum design. / Schofield, Susie; Barton, Karen; Ajjawi, Rola.
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
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
ER -