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Audio and screen visual feedback to support student learning
Get PDFFeedback has been highlighted as the most powerful influence on student achievement, but students are often less satisfied with feedback than with other aspects of the student experience. It is hence important that ways of offering feedback are found that are useful both for improving learning and for gaining student satisfaction. This ongoing study was designed to explore and to improve feedback in a variety of differing contexts, two of which are reported here: i) audio feedback on a first year undergraduate written assignment in Geography (product-oriented feedback); and ii) video feedback from ongoing laboratory sessions with first-year Biosciences students (process-oriented feedback). These contexts have been selected as offering different ways of working and for highlighting a number of issues and areas for further development. Student and staff views have been gained via surveys, focus groups, individual interviews and ‘stimulated recall’ sessions. Findings suggest that students have high expectations in relation to feedback; many anticipate the kinds of individual face-to-face interaction they experienced in school and are not easily satisfied by other ways of working. In addition, offering audio or video feedback that is supportive to learning in both affective and cognitive terms is not necessarily easy. In the context of written assignments there is still much to be learned about appropriateness of length, tone, the register of language, the balance between praise and criticism, and the best contexts and timing for audio feedback. In the context of large classes for laboratory sessions, further research is needed on how lecturers and demonstrators can give ongoing feedback that is useful when captured for replay in video form, and also about how effective video taken in class might be then used for training purposes in order to enable student demonstrators to be more effective and knowledgeable when offering feedback to student
Using Webinars for Real Time Learning (Webinar recording)
No full textPlease note that by clicking on the link above to access the recording you will be required to use the Elluminate client (a small software package that should automatically start to download) to view it. To check your set up and for support go to: http://www.elluminate.com/support You can also check you connection to the ALT Elluminate server in the sandbox meeting at: http://elluminate.alt.ac.uk Please contact [email protected] if you need further information
Enhancing learning and teaching through technology: a policy view. Powerpoint presentation
No full textIn this session Heather will address a range of policy issues at the level of the institution and sector. She will draw on HEFCE's guidance about using and embedding learning technology that was published earlier this year to supplement its strategy. She will also mention the HEFCE Task Force on on-line learning and the HEFCE funded Open Educational Resources initiative. Institutions use a range of terms to describe their use of learning technology, but whatever the terminology, stage of evolution, or goal, there is still much to decide and determine about how to maximise learning benefits in this rapidly changing field
Mapping the Grand Challenges for Research in Technology-Enhanced Learning. Powerpoint presentation
No full textLearning technology: a forward and backward look
No full textSometimes it feels as if we are standing in a pelting torrent of technologies, "cool tools", and initiatives relating to technology in teaching and learning. This talk will help you to stand back a bit and to examine what is going on behind the scenes, and the underlying forces which are at work
Becta Research: Young People, Schools and Technology-Supported Learning. Powerpoint presentation
No full textThis session focuses on key evidence from Becta's current research programme, addressing a core theme: What is the role of schools in technology-supported learning? It draws together findings from studies of school 'e-maturity', learner digital literacy, parental engagement, curriculum and pedagogy, and technology's impact on learning, discussing what we know about the value of technology-supported learning in a school setting and what the evidence says about how schools can support learning effectively using technology
