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This work is licensed under a Creative Commons Attribution-ShareAlike 2.5 License. Technology Enhanced Learning. Module 4: Assessment and feedback PG Cert HE LSE Teaching and Learning Centre / Centre for Learning Technology. Overview.
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This work is licensed under a Creative Commons Attribution-ShareAlike 2.5 License. Technology Enhanced Learning Module 4: Assessment and feedback PG Cert HE LSE Teaching and Learning Centre / Centre for Learning Technology
Overview • Your experiences with giving feedback using learning technologies • Why feedback matters? (recap) • Learning technologies and feedback • Learning technologies in action
(1) Your experiences • What learning technologies (including in assessment and feedback) have you used in your teaching and learning? • Give an example of how a technology enhanced your teaching and/or learning.
(2) Why feedback matters? • Assessment and feedback are consistently the least satisfactory aspects of higher education from a learner’s perspective (Surridge, 2009) • A mismatch between tutors’ and students’ perceptions of the purpose and efficacy of feedback • Feedback bridges the gap between ‘current and desired understanding’ (Hattie & Timperley, 2007)
(3) E-feedback systems • Holistic approaches to feedback • Two case studies from: • University of Westminster (E-reflect) • Manchester Metropolitan University (VLE based system)
(3) Other technologies for feedback and assessment • Wikis – collaborative, knowledge sharing • Blogs - reflective diaries • Quizzes – self tests and for tutor feedback • Personal response systems • Audio feedback tools
(3) Personal Response Systems • PRS an important tool for getting feedback as a teacher • Checking facts and understanding • Gauging opinions • Exploring dilemmas • Stimulating debate
Which of these regions emitted the most CO2 in the 20th century? North America Africa The Soviet Union Europe The Middle East 10
“There is a powerful case for strong action on climate change” • 1. Strongly agree • 2. Agree • 3. Unsure • 4. Disagree • 5. Strongly disagree
Audio feedback • Can say more than in an audio recording than in written feedback • Convey nuances using voice • Students may find it more engaging, more personal • May save time and facilitate immediate feedback
(4) Learning technologies in action • Two activities to explore use of: • Personal response system (PRS) • Audio feedback • Working in small groups prepare either a PRS quiz or some audio feedback and upload to Moodle • Be prepared to comment on your experiences
(4) Feedback and reflection • Your experiences of using the tool • How do you think it could help in the feedback process? • What are the advantages and disadvantages over other more traditional ways of giving or receiving feedback?
References Hattie, J. & Timperley, H. (2007) ‘The power of feedback’, Review of Educational Research, 77(1), pp. 81–112 Surridge, P. (2009) NSS Three years on. Available at: http://www.heacademy.ac.uk/assets/EvidenceNet/Summaries/surridge_nss_three_years_on_summary.pdf