Presentation on 27 January at the Centre for Recording Achievement seminar on Technology to support 21 Century Tutoring: new and emerging developments. Paul Bailey, Lisa Grey and Ruth Drysdale
2. Tutor in your pocket
»What would a tutor in your pocket look like?
https://www.jisc.ac.uk/rd/get-involved/inform-the-future-of-
technology-in-education-and-research
27/01/2016
4. Student learning analytics app
27/01/2016
Comparison with cohorts of engagement
and attainment data.
Self-declared data. Allows you to log time
spent on specified activities e.g. reading
for an assignment. Sharing of data
controlled by the student.
Gamification. Allows students to set
personal targets to improve your
engagement e.g. revise 10 hours this week
First release: March 2016 IOS andAndroid
5. Intervention ManagementTool
› Managers alerts from learning analytics service
› Case management
› Intervention management
› Data fed back model
Based on open source tools from Unicon/Marist (Student Success Plan)
Tools to allow management of interactions with students once
risk has been identified
27/01/2016
6. HEAR 6.1
»The HEAR is an electronic document that provides a
record of student achievement during their period of
study.
27/01/2016
»Section 6.1 contains additional
activities verified by the University
such as Course Rep, Student
Ambassador.
»Employers and students would
benefit from more consistent
achievements in 6.1.
7. Feedback is….a conversation
» Feedforward and ipsative
approaches
» Technology enhancements
› Tools to analyse the timing of
assessments
› Tools to analyse and audit feedback
› Creating conditions for staff/student
dialogue
› Holistic view of feedback – for staff
and students
Longitudinal view of student
development
27/01/2016
CC BY-NC-ND 2.0 Waveneyavenue
8. Feedback hubs
»Exploration into ‘feedback
hub’ approaches
› Features and systems identified
› Barriers - technology and practice
› Potential interventions explored
»Next steps
› Can feedback data be collated and
made available in tutor tools and a
student app?
› Easier aggregation of feedback –
IMS LTI AssignmentTaskforce
Feedback is…..
27/01/2016
http://ema.jiscinvolve.org/wp/category/feedback/
http://www.flickr.com/photos/khalidalbaih/5653817859
9. Discussion
1. What information / data do students and tutors need?
2. What tools are you currently using?
3. What are the gaps?
4. What would a ‘tutor in your pocket’ look like?
27/01/2016
10. Find out more
27/01/2016
» Learning Analytics
https://jisc.ac.uk/rd/projects/effective-
learning-analytics
» See the blog
http://analytics.jiscinvolve.org/wp/ and join
the discussion analytics@jiscmail.ac.uk
» Feedback and feedforward guidance:
https://www.jisc.ac.uk/guides/transforming
-assessment-and-feedback/feedback
» Jointheassessmentconversationon theblog:
ema.jiscinvolve.org/and ontwitter#jiscassess
» Jointhemailinglist:
jiscmail.ac.uk/tech-enhanced-assessment
» Guides,casestudies,videosandotherresources
onassessmentand feedback:bit.ly/jisc-assess
11. jisc.ac.uk
Except where otherwise noted, this work
is licensed under CC-BY-NC-ND
Find out more…
Contact
Lisa Gray
Lisa.gray@jisc.ac.uk
27/01/2016
Paul Bailey
Paul.bailey@jisc.ac.uk
Ruth Drysdale
Ruth.drysdale@jisc.ac.uk
Editor's Notes
Through our programme focused on enhancing assessment and feedback practices, we saw institutions moving towards a more longitudinal view of learner development, where providing ‘feedforward’ (focusing on what learners can do to improve) and ipsative approaches (whereby feedback acknowledges progress against the learner's previous performance regardless of achievement.) ie distance travelled, s well as feedback on current performance.
Both feedback and feedforward are key to learner progress, and a combination of the two ensures assessment has an effective developmental impact on learning. Both useful from the perspective of academic staff looking at progress at a modular or programme level, and also for those supporting students from a personal tutoring perspective.
Although this is primarily a learning design issue, technology has a vital role to play here in terms of storing feedback across a programme and making it easily accessible to both staff and students in order to develop a long-term picture - but it was found that most of the VLEs in common use record both marks and feedback at a module level so that it is not easy to gain this kind of overview at programme level. This is something we have explored further.
Institutions explored a variety of ways that technology could resolve some of these issues, including:
Creating conditions for staff/student dialogue rather than fb just being ‘delivered’ to student. I mentioned last time the University of Dundee who have redesigned all their assessments to support ongoing conversations around feedback for each.
But I wanted to focus here on the exploration we’ve been undertaking into ‘feedback hubs’ – systems that enable a student and staff view of student feedback from across systems and modules to support tutoring conversations.
We’ve explored the state of play with regards to developments that enable the gathering of feedback from across modules and systems to assess if there was a need for any Jisc intervention, which has now reported.
The exploration included an articulation of the features required, e.g.
aggregate feedback from all modules/years and systems aggregate grades as well as feedback provide different views for staff and students facilitate dialogue about the feedback
And identification of systems that are now enabling that – see blog post for a full list of functionality and tools. But the rate of development since we’ve been exploring it has been fast.
In terms of practice, this is developing as the tools enable the practice. The issue is a classic Catch 22: vendors would like to know what users really use, but the users don’t know what they need until they’ve tried it. But with the first institutions going live this year and the next, we should be able to learn from practical experience soon.
Next steps
The main technical barrier identified by vendors and institutions alike was the difficulty of gathering assignments and feedback from a range of systems. This is something we are looking to tackle, through a number of routes.
Using the models of marking identified through our assessment research to develop detailed data models that will help to inform the work of the IMS Assignment Taskforce which is working to develop a common specification that should ease the movement of assignments or information about assignments from one system to another.
We have also just gone out to a range of VLE, student record systems and assessment system providers to identify the functionality needed for the electronic management of assessment identified through our work. This specification includes the feedback hub features identified so that we can get a clearer picture of who is offering what in relation to their overall EMA capability.
Report launched in July last year.
We also have a range of additional resources on wider topics with assessment and feedback, including four themed guides, case studies and videos on employability and assessment; feedback and feedforward; and change strategies.
For more examples, see the Jisc Design Studio for all projects and themes.
