Using Technology to Enhance Feedback

LI502: Assessment and Feedback in the
Online Environment

@t_eloise Dr. Eloise Tan, Learning Innovation
Unit, Dublin City University

Using technology to provide
feedback to large classes


Image Credit: University
Unit, Dublin City
http://symposium.tlt.psu.edu/news/2011/03/symposium_stories_4_from_large_lecture_to_a_world_in_conversation

Assessment audit tool
 http://www.bioscience.heacademy.ac.uk/ftp/resou
rces/audit/assessment.pdf


Overview
 Feedback: back to basics
 Feedback to large classes: what are the issues?
 Technology and feedback: what affordances does
technology provide? Challenges?
 Examples of use of technology to provide
feedback
 Podcasting
 Screencasting
 Computerised marking (question banks)
 Clicker Response System (provide feedback to
lecturer)
 Online peer review
 Twitter

Feedback is more than
just commenting on an
assessment.


Feedback can and should
happen at times other than
after an assignment is
completed.


Strathclyde’s 12 principles Learning Innovation
@t_eloise Dr. Eloise Tan,
of good feedback
http://www.strath.ac.uk/learnteach/teaching/staff/assessfeedback/12princip
les/

Feedback is part and parcel of
the teaching process.

Much of what we do when we
teach, is to provide feedback.


What is a large class for you?

What are your issues providing feedback to
those classes?

What strategies have you already employed?
Image Credits: http://symposium.tlt.psu.edu/news/2011/03/symposium_stories_4_from_large_lecture_to_a_world_in_conversation

http://www.fnfkorea.org/en/news/lecture-of-kim-young-c-at-hanyang-university

Issues Strategies


Disadvantages to using Advantages to using
technology technology


Disadvantages to using Advantages to using
technology technology
 Investment in time for Lecturer perspective
lecturer and student  Can be personalised
to use the technology  Can be a bit more fun to do! (my
“Don’t expect to save experience)
time” (SoundsGood  Lecturer can return to it to spot
project) patterns
 Time for  In some cases, lecturers do not
rehearsing, scripting, have to repeat themselves
preparing (automated test banks, podcasts)
podcasts/screencasts  Can do one to many feedback
while retaining personalised touch
 Reliability of
automated test banks Student perspective
 Students can return to it again and
 What if students still again
don’t use the
 Appeal to different types of learners
feedback?
 For students with difficulty reading,
 Permanence? Tan, Learning Innovation
@t_eloise Dr. Eloise
Unit, Dublin City University audio feedback is helpful
 Feedback overload

Computerised marking (question banks)
Clicker Response System
Podcasting
(provide feedback to lecturer)

http://www.yesimcakir.co
m/tag/podcasting/

http://www.intelligentassessment.com/User%2 http://sekolahanmedia.blogspot.com/2011/0
0guide%20-%20the%20authoring%20app.html 1/know-audience-response-system-at-
Screencasting one.html

Online peer review Twitter

http://www.freenew.net/wind
ows/qqsoft-3-in-1-
screencast-12/51880.htm
http://edudemic.com/2012/04/100-ways-to-use-
http://www3.imperial.ac.uk/ twitter-in-education-by-degree-of-difficulty/
engineering/staff/learningte
@t_eloise Dr. Eloise Tan, chnology Innovation
Learning

Podcasting
Definition Audio/sound/(video) recorded, made available from a
website for playing
Considerations Need time to get acquainted with recording, scripting, etc.
Good for…
Might not be
good for…
Tools needed Audacity (Free). External mic.

Examples SoundsGood project
https://sites.google.com/site/soundsgooduk/

JISC project http://www.slideshare.net/mhawksey/using-
audio-feedback-what-why-how

IMPALA project http://www.impala.ac.uk/

Useful resources to get started
podcasting
 Morag’s slides on using audacity for podcasting
http://www4.dcu.ie/ovpli/liu/learn-
tech/Podcasting%20for%20Learning.pdf
Salmon, G. &
Edirisingha, P.
(Eds.) 2009.
Podcasting for
learning in
universities. New
York: Open
University Press
Available as a podcast

http://itunes.apple.com/gb
/app/how-to-create-
podcasts-@t_eloise Dr. Eloise Tan, Learning Innovation
for/id360080466?mt=8

Case studies of podcasts
 Sounds Good project Quicker, better
assessment using audio feedback
https://sites.google.com/site/soundsgooduk/Home

 Dunne, J.: Putting the Student in Charge: Adding
Value to the Food Chemistry Laboratory Through
Student Generated Experiments,Integration of
Transferable Skills and Peer and Audio
Feedback. EDULEARN11: 3rd International
Conference on Education and New Learning
Technologies, Barcelona, Spain, 4-6 July, 2011.
http://bit.ly/KZkaRs

Screencasting
Definition Recording your computer screen, usually with an
audio voiceover

Considerations Rehearsing is key here. Keep it in a reasonable time
frame. Be clear. Do not confuse students with
unnecessary visuals or steps. Some software does
require technical aptitude (saving file formats)

Good for…

Might not be good
for…
Tools needed A screencasting program, external mic. Screenr (free).
Camtasia (fees, but for DCU we have licenses available)

Examples Feedback provided by myself
Khan Academy http://www.khanacademy.org/

Useful resources for
screencasting
 Enda Donlon on using Screenr (free)
http://www.teachnet.ie/blog/Lists/Posts/Post.aspx?i
d=413

 Free screencasting tools for education
http://www.emergingedtech.com/2010/01/comparin
g-12-free-screencasting-tools/
 University of Vermont’s resource page on
Screencasting
http://www.uvm.edu/ctl/?Page=resources-
teaching/screencasting/index.php

Examples of screencasting
 Maths screencasts by Open University
http://www.maths-screencasts.org.uk/

 Blog by Maths prof using screencasts
http://explainingmaths.wordpress.com/feedback/

 Khan Academy
http://www.khanacademy.org/


Computerised marking (question banks)

Definition The use of constructed questions and answers
(that may provide feedback) delivered online.

Time commitment Heavy. Can be reduced with collaboration.

Good for…

Might not be good
for…
Tools / Can be done in VLEs. Moodle – Question Bank.
software/hardware Blackboard – Question Pools.
needed

Examples See videos on next page


Useful resources
 How to create quizzes on Moodle
http://www.youtube.com/watch?v=TLvkdFr_ot4&fea
ture=related
 Getting students to create question banks on VLE
http://www.iteachwithmoodle.com/2011/03/09/questi
on-creation-get-your-students-to-create-moodle-
quizzestests-for-you/
 How to create a question pool on Blackboard
http://www.youtube.com/watch?v=biiuYEeff7g


Clicker Response System (provide feedback to lecturer)

Definition Interactive system that uses hardware to
facilitate responses from an audience.
Information from hardware can be collected as
data.
Time commitment Moderate. Also have to carry the equipment to and
fro, set up can be consuming.
Good for…

Might not be good
for…
Tools needed Clicker Response System. Contact your IT
department to see if they are available.

Examples Video from City University London case study
http://estsass.co.uk/2011/04/21/a-case-study-
classroom-response-systems/

 Vanderbilt University, excellent compilation of
resources on clickers
http://cft.vanderbilt.edu/docs/classroom-response-
system-clickers-bibliography/

 University of Wisconsin, Best practices for faculty
using clickers
http://www4.uwm.edu/ltc/srs/faculty/best_practices.
cfm


Online peer review

Definition Students providing feedback to each other via online
mechanisms
Time Can be heavy. Set up and familiarisation for both students
commitment and lecturer. Then in some cases needs to be moderated
throughout.
Good for…
Might not be
good for…
Tools needed Could be as simple as responding to discussion forums.
WebPA (open source). Most VLEs have an activity that
supports this, Moodle2.2 – Workshop, Blackboard – Peer
Review Tool (?)
Examples See next page


Useful resources
 Loughborough University’s comprehensive
resource pack including case studies, set up, and
downloads for WebPA
http://webpaproject.lboro.ac.uk/

 Workshop in Moodle 2 , video tutorial
http://www.youtube.com/watch?v=hb8IykX9ICM


Twitter

Definition Instant messaging system that allows user to send a
message to followers and general public in 140
characters
Time Need to invest time to become proficient before using
commitment with students. Also time commitment from students is
necessary in order for it to work.
Good for…
Might not be
good for…
Tools needed A twitter account (free). Can be updated via computer,
but a mobile device allows for more instant feedback
Examples http://jamesmichie.com/blog/2010/02/assessment-for-
learning-with-twitter/


Useful resources for Twitter as
feedback
 Collation of resources on Assessment for
Learning on Twitter
http://www.slideshare.net/MmeNero/learning-about-
assessment-for-learning-from-twitter

 Example with screenshots of teacher using
Twitter for feedback
http://jamesmichie.com/blog/2010/02/assessment-
for-learning-with-twitter/

Resources on technology and large
classes
 Alan Crosky Slideshow “Case study on using
technology…”, very useful resources at END of
show
http://unsw.academia.edu/SimonMcIntyre/Papers/6
35017/Using_online_environments_for_teaching_la
rge_classes_-_Case_study
 JISC blog posts and slides on student’s
perception to audio feedback
http://mashe.hawksey.info/2009/05/student-audio-
feedback-what-why-and-how/
http://www.slideshare.net/mhawksey/using-audio-
feedback-what-why-how

Continued…
 Informal Mobile Podcasting And Learning
Adaptation
http://www.impala.ac.uk/


Questions?


Using Technology to Enhance Feedback

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