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Technology Enhanced Learning

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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Technology Enhanced Learning

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  1. 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

  2. Overview • Your experiences with giving feedback using learning technologies • Why feedback matters? (recap) • Learning technologies and feedback • Learning technologies in action

  3. (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.

  4. (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)

  5. (3) E-feedback systems • Holistic approaches to feedback • Two case studies from: • University of Westminster (E-reflect) • Manchester Metropolitan University (VLE based system)

  6. (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

  7. (3) Personal Response Systems • PRS an important tool for getting feedback as a teacher • Checking facts and understanding • Gauging opinions • Exploring dilemmas • Stimulating debate

  8. Examples of PRS at LSE

  9. Which of these regions emitted the most CO2 in the 20th century? North America Africa The Soviet Union Europe The Middle East 10

  10. “There is a powerful case for strong action on climate change” • 1. Strongly agree • 2. Agree • 3. Unsure • 4. Disagree • 5. Strongly disagree

  11. 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

  12. (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

  13. (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?

  14. 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

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