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Dialogue devices: from Q&A to Textwalls

Dialogue devices: from Q&A to Textwalls. Mark Huxham School of Life, Sport and Social Sciences. Feedback supports effective learning

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Dialogue devices: from Q&A to Textwalls

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  1. Dialogue devices: from Q&A to Textwalls Mark Huxham School of Life, Sport and Social Sciences

  2. Feedback supports effective learning The University sees constructive and timely feedback as essential to learning, and it recognises the high value our students place on such feedback. It regards feedback as an on-going and developmental dialogue which should develop students’ active engagement with their work and help foster reflection and autonomy. It recognises that good feedback may come from self and peer review as well as from staff assessments of performance. Feedback supports effective learning The University sees constructive and timely feedback as essential to learning, and it recognises the high value our students place on such feedback. It regards feedback as an on-going and developmental dialogue which should develop students’ active engagement with their work and help foster reflection and autonomy. It recognises that good feedback may come from self and peer review as well as from staff assessments of performance.

  3. TIME Adapted from: BLIGH, D. A. (1998) What’s the Use of Lectures? Exeter: Intellect.

  4. What is ‘the best tested principle in psychology’? • Conditioned responses • Learned hopelessness • The importance of open mindsets • Formative feedback • The Lake Woebegon effect

  5. Tipping out the boot grit(and pocketing the thought stones) • ‘Boot grit’ might be small, but can cause ‘academic blisters’ if ignored • Students put written, anonymous comments in the ‘boot grit box’ • Nearly all comments are about one or a few issues – so easily dealt with • Students also record their ‘thought stones’ after each lecture

  6. E-grit – some examples: • Factual: “what is polyploidy?” • Conceptual: “Does natural selection imply that only the strong survive because it says the best traits stand out and are passed on” • Personal: “don't leave :'( we like your lectures” • Too personal: “my girlfriend is pregnant - what do I do?”-so using textwalls can be risky and unpredictable, just like real dialogue!

  7. So is ‘an on-going and developmental dialogue’ possible in a class of 200? Yes! … in a culture where lecturers strive: ‘…..to lecture less, to convince students of the intellectual aims of their courses, and to create opportunities, in lessons and outside, in which [dialogue] can flourish.’

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