1.
@drbexl
@digitalfprint
@TELWinch
Programming
Collaborative Learning
Dr Bex Lewis
University of Winchester
with input from Dr Tansy Jessop, Yaz El-Hakim,
Nicole McNab & Camille Shepherd, University of
Winchester and Joelle Adams, Bath Spa University

2.
http://www.testa.ac.uk

3.
Nicole: http://youtu.be/GR9-uD_xWzA

4.
FASTECH
 http://www.jisc.ac.uk/whatwedo/programmes/ele
arning/assessmentandfeedback/fastech.aspx
 quantity of effort across the course
 quality and quantity of feedback
 usefulness of feedback and appropriate assessment

5.
BODGIT
 Bringing
 Organisational
 Development
 Into
 IT
 http://www.slideshare.net/drbexl/winchester-bodgit-
andy-wilson

6.
 Personalise feedback  Improve student effort
 Return feedback faster  Distribute student effort
 More detailed feedback  Encourage deep learning
 Highlight specific areas  Student self-reflection
 Peer feedback  Clarify goals and standards
 Tutor-student dialogue  More authentic assessment
 Student collaboration  Motivate students

7.
Stakeholder Straplines Exercise:

8.
Stakeholder strapline examples:
Academic
Senior staff IT staff
managers
So what am You should
So now it I not going have asked us
will just to do? about it
happen beforehand

9.
Stakeholder Strapline

10.
“...of this approach seems
to be that lecturers are
engaged and energised to
tackle problems and
implement locally-owned
strategies.”

11.
 Digital feedback
 Track changes and commenting
 Marking using video and audio
screencasts
 E-portfolios
 Electronic submission of assessed
work
 Various peer review and
commenting tools
 Blogs
 YouTube
 Various features on smartphone,
iPad and tablet apps
 Wikis.

12.
Any change involving new
technologies
….will not be a single great act,
but an accumulation of lots of
events, activities and discussions
over a period of time.
 Fee, K. Delivering E-Learning (2009) Delivering E-Learning: A
complete strategy for design, application and assessment
London: Kogan Page, p 40.

13.
Communities of Practice
 “…are formed by
people
[engaging in]
collective
learning in a
shared domain
of human
endeavour”
 Etienne Wenger

14.
Bex’s Personal
Learning
Environment

15.
http://diyubook.com/
 Technology upsets the
traditional hierarchies and
categories of education. It
can put the learner at the
center of the educational
process. Increasingly this
means students will decide
what they want to learn,
when, where, and with
whom; and they will learn
by doing.
 p.x

16.
http://purposed.org.uk/

17.
http://www.guardian.co.uk/higher-education-
network/higher-education-network-
blog/2011/mar/25/great-expectations

18.
Boud & Falchikov, 2008
 … assessment is not
sufficiently equipping
students to learn in
situations in which teachers
and examinations are not
present to focus their
attention. As a result, we
are failing to prepare them
for the rest of their lives.
 p3

19.
Boud & Falchikov, 2008
 It is only through
establishing a counter-
discourse to the one that
currently dominates higher
education [which
constructs learners as
passive subjects to be
tested] that some of the
fundamental problems
created by current
assessment assumptions
and practice can be
addressed.
 P14 [17]

20.
http://www.slideshare.net/drbexl/man
ipulating-media-jiscexperts

21.
Feed-Forward Tutorials

22.
Student Feedback 2012
 Enjoyable, engaging
 „Real-world skills‟ – especially teamwork
 Learnt from range of team roles, and from project to
project
 Criticality
 Building an audience
 Time-management
 IT & Research Skills

23.
Marcus: http://youtu.be/0EBpHxExfhU

24.
Carol: http://youtu.be/a5lBd5uQ4jM

25.
American Studies Focus Group
 F3 We‟d have to write a web blog every week that‟s part of
the marking as well, so that‟s something different to an essay
and a presentation.
 F Yes it was topical on whatever we‟d done that particular
week.
 F2 I think most people do like them, although I‟m not always
sure of the academic worth of them because some people would
leave them until quite the last minute and they would not like
…. Yes, I‟m guilty of that! … and you don‟t always cite reference
wise how you would in an essay, so I think if they carried on with
the blogs maybe they should make it a bit more meaty ..
 F …because you might read someone‟s blog and think „Mmm,
that sounds a lot like Wikipedia‟.
 F2 Yes, I think they should ask you to cite properly, like
Harvard reference things.

26.
 I Did it make you a more independent learner? You were
going into the lecture after having done it. Did you feel like
you had to assess sources to write your blog on your own or
did you feel like you got anything extra out of it?
 F3 I don‟t know if it helped independence, particularly
because as I‟d mentioned before it wasn‟t really particularly
academic. So it‟s not like you were going to the library or
finding learning resources. You were basically using a lot of
web based material, which might not necessarily have been
as reliable.
 …..
 F2 I still think it‟s beneficial though. I understand why they
were doing it. They were doing it more to expand our own
like interests and understanding of it, rather than just finding
a textbook sort of definition heavy.

27.
History Focus Group:
 I Did you feel you were reading the feedback more because it was sent to
you or didn‟t it make a difference?
 F3 Yes, because normally if you pick it up from the faculty office you‟re kind
of like standing up still, so you sort of look at it briefly, you mostly just look at
the grades. If you can‟t really read the handwriting you think „I‟ve got an OK
grade, so that‟s fine‟. Whereas when you‟re sat at home on your laptop looking
at your e mails you have more time to read through it and so you will quite
happily scan through the essay. Normally, if I get it from faculty office, I don‟t
bother looking at the essay, I just look at the front sheet, because you‟re
walking. Whereas if you‟re sat at home you‟re more likely to go through it,
which I suppose is probably better.
 M2 When you‟re at home you‟ll have your PC as well, so you‟ll have your
current piece of work that you‟re working on and then something they‟ve
marked before on the other side of the screen so you can see exactly where
you‟ve been marked up or down.
 F2 And if they‟ve e mailed it to you, unless you actually delete the e mail
you can‟t actually lose it, like you might a piece of paper. Unless you purposely
go and delete it.

28.
FASTECH Student Input

29.
FASTECH „Safe‟ Student Space

30.
https://twitter.com/fastech_uk

31.
It makes sense…

32.
Tech-Savvy…

33.
Get out the post-it notes…

34.
Exercise
 Write on separate post-it
notes
 each different way you use
to give your learners
feedback
 Other ways learners get
feedback, e.g. from web
sources, books & handouts.
 p101

35.
High learning pay-off for students
Highly efficient for us Not highly efficient for us
Low learning pay-off for students

36.
http://www.winchester.ac.uk/studyhere/Excellencei
nLearningandTeaching/research/Pages/FASTECH.aspx