[JoanneTyssen]

Hi

Some very interesting discussions here.

Leanne, I have used video feedback in some instances, notably practical coaching sessions, interview scenarios and presentations. I feel immediate feedback is often a lot more effective and beneficial to th student than detailed feedback that takes time to produce and get back to the student.

Niall – We use a draft policy, whereby a section of work can be submitted for ‘formative’ assessment and the students can develop from this. However, this relies on the student being proactive in submitting the draft in an appropriate time to allow for feedbacka nd time to action this. More effetively, we use many formative tasks within class, relating to the assessment – almost like asessment planning if you like. This feedback is mainly verbal but can be recorded and anything written on the board, for example, can be photographed by the students and/or put on the VLE.

In addition, feedback from actual assessments MUST include generic feedback as well as task specific feddback, thus students can develop their academic skills and tranfer the feedback recieved more widely.

I always find feedback a very interesting discussion and hold the believe that no matter what method is taken, students need their feedback almost immediately. I feel at times we focus much more on detailed written feedback, within the 2-3 week turn around set by the institiution, by which point – in the students eyes – its too late and not relevant. I also believe that students only really look at the mark and don’t actually read the feedback, whereas if verbal feedback is provided, prior to the grade, they take this on much more. They also ‘believe’ it more if practicals / presentations / etc are recorded so they can see what you are refering to.

They need progressive transferable feedback and don’t forget that those achieveing high marks need developmental feedback as well – they may have a first but it’s unlikely they got 100% so they didn’t achieve marks for a reason

Jo

[JoanneTyssen]

I completely agree. Sometimes it doesnt matter how much you tell learners something, they need to hear it from someone else before they believe it. What they don’t seem to acknowledge sometimes is that tutors are more often than not also industry professionals. However, in the field of Sport, I have found YouTube very useful and with a doubt worth adopted. However the rule of thumb I use when evaluating it is by reviewing the views it has had when embedded into the VLE and also if the examples within the video are brought up in group discussions within class debates. I think I’m lucky in the fact that sport students are quite comfortable in telling you if they think something is useful or not!

[JoanneTyssen]

Hi

I have tried varying models, including the Flipped classroom model and found that level of study was a key factor. I believe at Level 4 (year 1) we need to concentrate on getting our students to engage with content in their ‘own time’ and to use ‘lecture’ time to add value – but in doing so they need to achieve levels of relatedness, competency and autonomy gradually. However, at Level 6 I found my students to be very engaged in the ‘flipped-classroom’ approach and often requested that they do the preparatory work and that the lecture time was used to discuss themes, etc – generating challenging debate and critical thinking.

Thanks, Jo

[JoanneTyssen]

Hi Jo (jrconlon95)

Thank you for your reply. I feel better knowing it’s not just me! I have now viewed last weeks seminar and had some time to play around with it all and feel much more on track.

thanks again

Jo

[JoanneTyssen]

Hi

I agree – a great selection of resources.

I also agree, that Teaching Machines have a bad image and I couldn’t image many students engaging in that type of activity these days. Although, like you say, give them an iPad (other tablets are available!) then are they not reciprocating the same activity? The difference is the nature of their learning and that if the resources / activity they are accessing on the tablet is not in the format of Facebook, Twitter, Candy Crush or likewise – they don’t want to know. I sound like a critic but actually in my teahcing practices I am a big fan.

As a Sport Psychologist at heart, the salivating dogs scenario is a key foacl point, however I also teach reflective practice and learning a lot and am a big fan of Skinner’s view and approach to feedback – particularly in giving prompt but development feedback that allows the learner to realise the quality of content / material, rather than continually being spoonfed the solution / problem. Surely learners also need to learn to identify their own areas for development – and strengths I might add.

Again, just my 2-pennith. I actually think all the approaches have something going for them in one context or another

[JoanneTyssen]

Hi Roger,

My name is Jo, I too am interested in a small discussion group primarily aimed at tutors in the higher education sector with or without existing online distance learning experience. I am previously a Lecturer in Sport and 3 months ago moved into the role of Higher Education Business Development Manager. The title is a little misleading but I am responsible for looking at new programmes of study and overall recruitment and retention, but primarily I also look at the student experience and diversity of student engagement. As such I am really keen to develop blended and distance learning opportunities and postivie engaging experineces.

I was on leave last week so have just joined the ocTEL ‘community’ this morning so am feeling a little behind already!

Jo

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