Dr Susie Schofield Senior lecturer / eLearning lead
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Transcript of Dr Susie Schofield Senior lecturer / eLearning lead
Using a wiki to support adult learners and their engagement with feedback from tutors
Centre for Medical Education, The Mackenzie Building, Kirsty Semple Way, Dundee DD2 4BFTel: 01382 381952 www.dundee.ac.uk/meded
Dr Susie SchofieldSenior lecturer / eLearning lead
OutlineWho we areWho our students areWhy the need for supportEngaging with feedbackWhy we chose to use a wiki
Who we are
http://www.dusa.co.uk/advertising/
Our students
2,800 graduates2,234 current 90% doctors 75% UK
Why they need supportIsolation - non-cohort, no deadlines, no groupsDistance learningHealth professionals -> social scienceMay be long gap since university studies25% international studentsAcademic writing
Reflection / self-evaluationCritical evaluation of education literaturePlagiarism / academic integrity
ICT skillsInteraction with feedback
What is feedback Get an orange cover
sheet and get rid of
that beast!
Feedback encapsulates:
1. Where am I going? (learner oriented goal)
2. How am I going? (current performance)
3. Where to next? (or how do I get there?)
(Hattie & Timperley, 2007)
“Feedback should help the student understand more about the learning goal, and more ways to bridge the gap between their current status and the desired status”
(Sadler 2010)
“Feedback should be conceptualised as a dialogical and contingent two-way process that involves coordinated teacher–student and peer-to-peer interaction as well as active learner engagement” (Nicol, 2010)
“Feedback should serve the function of progressively enabling students to better monitor, evaluate and regulate their own learning, independently of the teacher”
(Nicol & Macfarlane-Dick, 2006)
What the literature says
And yetFeedback often monologic
Teachers often spend considerable time writing feedback to assignments
Students may have difficulty understanding feedback therefore limiting its contribution to future development
Students have often progressed by the time they receive feedback without opportunities for dialogue
Heavy reliance on ‘transmitted’ tutor feedback can create dependency on the teacher
Engaging with feedback• Feedback:• do students read it?• do they understand it?• do they act on it? • can they act on it?
• How can we reduce student (and tutor) isolation?
“Distanced, not disadvantaged”
What are the barriers and enablers to engaging in feedback dialogue
What strategies could a tutor or a learner use to improve feedback dialogue
Teacher-focussed strategiesTimely turnaround of feedbackImprove quality of the feedbackEnsure feedback understandableGenerate assessment rubricsLook at sequencing of assignmentsFaculty development and
benchmarking
Learner-focussed strategiesEducate and empower students to
take an active role in feedbackEngage students in generating
assessment criteria and discussing standards
Create opportunities for students to process and use feedback (e.g. self-explaining)
Engage students in ways to develop evaluative judgements (self- and peer-review)
Generate a dialogue about feedback
The big questionCan we create feedback dialogue in a programme that is…
Non cohort Has nearly 2,500 students across the globe Delivered totally online Tutors across the globe
And can we use technology to ensure it is acceptable to… Our students and tutors Our administrative staff Our external examiners University QA process
3 year Strand A project (£127k) started Sept 2011
Feedback should be dialogicFeedback is often viewed as something that is
‘given’ to a student to correct their errorsHowever feedback should be seen as a process of
communicationCommunication is an on-going evolving dialogue
Meaning is negotiated between individualsTakes account respective ideas, feelings and points of
view
Assessment design should afford opportunities for feedback to be used in future assignments
Developmental perspective on feedback Should not be viewed as a single occurrenceShould be viewed as a series of pedagogical opportunitiesTaking a programmatic approach enables evidence of
learning from feedback to be documented and for feedback to serve to help improve learners’ work in the future
Feedback should develop evaluative judgements and monitoring of own workLearning is enhanced when learners are:
Self-regulatingActively engaging in setting learning goalsSelecting strategies for achieving these goalsMonitoring their progress toward these goals
Reflecting on feedback and processing it through self-explanation has been shown to improve self-monitoring and evaluation
Students should be empowered to seek and query feedback
Fits with capabilities for life-long learning where graduates are required to seek external, credible sources of data to inform their performance and progress
Questioning feedback legitimised
Five key innovations with the use of InterACT: Programmatic design of assessment with emphasis on
sequencing of assignments, formative tasks and feedforward
Structured opportunities for self-evaluation and feedback-seeking in the cover page
Scaffolded reflection on feedback and structured processing of feedback by students and staff
Creation of a space for dialogue on assessment and feedback between students and staff (wiki)
One programmatic repository for each student’s work giving quick access to individual student and all staff
• Student downloads assignment rubric and cover-page
• Student completes and submits cover-page and assignment
• Tutor marks assignment and comments on cover-page
• Tutor sends email to student
Phase 1
Content (understanding of theory / principles and application to own context)- Understanding of learning theory- Evidence of critical reflection on learning theory and key learning and teaching principles- Evidence of application of learning theory to own practice
Self-evaluation: Tutor feedback:
Style, format and language (e.g. structure, coherence, flow, formatting, use of language)
Self-evaluation: Tutor feedback:
Sources and references (e.g. range of references cited, relevance, consistency, accuracy and completeness of referencing)
Self-evaluation:
Tutor feedback:
Which aspect(s) of your assignment would you specifically like feedback on?
Student comment:
Tutor feedback:
How did previous feedback inform this assignment? Student comment:
Name of Tutor: Date:
• Student downloads marked assignment
• Student uploads document into wiki
• Student reflects on feedback/answers questions; tutor receives automatic alert
• Tutor comments on student reflection; student receives automatic alert
Phase 2
4 reflective questions
How well does the tutor feedback match with your self-evaluation?
What did you learn from the feedback process? What actions, if any, will you take in response to the
feedback process? What if anything is unclear about the tutor feedback?
Why a wiki?ProgrammaticEasy to use for admin / students / tutorsCan be automatically populated with questionsSeparate page for each core assignmentAccess can be limited to student owner + relevant
staffSingle log-inCan subscribe to get own wiki updatesCan upload files, links and other multimediaCan add extra pages as and when needed
Aspects I would like feedback on …..
Ideas of not preparing too rigidly in order to be flexible within sessions – practical advice would be welcomed!
As the first essay I have written in nearly 20 years, I would like to know whether the standard overall was acceptable
Please advise me how I can enter a specific page number in a reference when using Endnote (I wanted to add “p. 58” to the first reference used in the text since this is an exact quote, but failed to find out how I can do it, despite using the help option of the software).
Feedback on whether my peers have had similar thoughts for their own teaching, or other ideas that have been commonly developed would be beneficial in case I have not thought or considered them.
any part of it
How did previous feedback inform this assignment …..It made me realise that instead of focusing on a single or
a few key teaching principles, I focused on many of them without going into much detail. Also I had used bullet points in the text.
Feedback that my writing style was agreeable was reassuring. I appreciated knowing my use of literature was valid and supportive in the previous assignment, so have tried to continue applying the literature to my work.
I tried to be careful to define and reference jargonIt was really helpful in writing present assignment
What did you learn from the feedback process?I already feel that reflection is a more satisfying
process than I anticipated. Feedback also makes me feel like the efforts I take with assignments are recognized
I found the tutor feedback concise and helpful. It is more than I expected for the induction assignment; I am grateful for this. Thanks!
I really like the cover sheet and request for self assessment and what you would like feedback about ... consistent with principles of feedback!!
Thanks toThe team: Dr Rola Ajjawi; Dr Susie Schofield; Ms Karen Barton; Mr Grant Murray; Dr David Walker; Dr Sean McAleer; Ms Natalie Lafferty; Dr Lorraine Walsh
Our reference group
JISC for funding our project
HEA for funding our interim workshop
And of course our students and staff both academic and administrative for all the input and patience
ReferencesHattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112. Kluger, AN & DeNisi, A (1996) The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin 119:254-84Nicol, D. J., & Macfarlane Dick, D. (2006). Formative assessment and self‐ ‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.Nicol, D. (2010). From monologue to dialogue: improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 35(5), 501 - 517.Sadler, D. R. (2010) Beyond feedback: developing student capability in complex appraisal. Assessment & Evaluation in Higher Education, 35:5, 535-550.Veloski, J., Boex, J. R., Grasberger, M. J., Evans, A., & Wolfson, D. B. (2006). Systematic review of the literature on assessment, feedback and physicians’ clinical performance: BEME Guide No. 7. Medical Teacher, 28(2), 117-128
Thank you
Dr Susie [email protected]
Senior LecturerCentre for Medical Education
University of Dundee