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Self Portraits and Perpetual Motion: The Student Experience of Informed Choice and Feedback

Self Portraits and Perpetual Motion: The Student Experience of Informed Choice and Feedback. Jennie Blake, Research Associate Patricia Clift, Teaching and Learning Manager University of Manchester Val Wass University of Keele

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Self Portraits and Perpetual Motion: The Student Experience of Informed Choice and Feedback

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  1. Self Portraits and Perpetual Motion: The Student Experience of Informed Choice and Feedback Jennie Blake, Research Associate Patricia Clift, Teaching and Learning Manager University of Manchester Val Wass University of Keele HEARing Student Voices: developing the pedagogy to reflect achievements across the student experience This project has been funded by the 2009 NTFS Projects Funding strand

  2. HEAR

  3. Project Outline • Stage One: • Student Focus Groups (Discipline Specific) • Stage Two • Mixed Student Focus Groups • Staff Focus Groups • Individual Interviews • Stage Three • Student /Staff as co-researchers • Creation of “formative HEAR”

  4. The Participants

  5. Blank map • Independent choice • Resources • Communication • Goals “No one’s ever said, ‘Look, here’s the underlying structure of what we want to give you, this is why we’re doing all of this...’ That’s never happened.” (efg1) No. This is what we get in our seminars, ‘Is everyone okay with the essays then?’...Because we have to be, don’t we? What else are we going to say? (efg1)

  6. Perpetual Motion—how feedback stalls out • Definitions • A Process • A Purpose I mean, I know it’s quite preliminary, ‘cause they haven’t done feedback forever at uni, but, um... I think at the moment we’re getting...what was wrong and less of what you could do (mfg2p) And it means, I feel like as I’m writing these essays that are going towards my degree this year, I’m writing them with this blind idea of what’s a good essay.(efg1)

  7. Self-Portrait • Isolation • Independence • Community and Clarity So if someone who just knew, someone who knows who you are and kind of, I know it’s much too big, there are too many people at university... (efg1) Yeah, we don’t really get... It would be possible to do the whole..go through the whole semester, and no one would have a clue whether you were doing well, or anything. You could go through the whole semester and not... know anything at the end of it.” (mfg1p)

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