Category Archives: feedback

I’m attending the ALT C e-learning Conference in Manchester and have been to a number of interesting talks. I’ll be positing some of the papers here for your information. Though they don’t tie in exactly with what we’re doing, there’s much we can learn from them. The first paper (below) videoed tutors giving feedback to students in a lab class. Students could then watch the videos back afterwards and hear the feedback given to other students. It also evidenced the huge amount of feedback given to students though they often denied (or failed to recognise) being given feedback. The study also included something we could try – ‘stimulated interviews’. Here, tutors are videoed giving feedback and then when interviewed about the feedback, they were shown the video of themselves to ‘stimulate’ or remind themselves of what they had said and how they said it. In most cases, results showed that people being shown videos of them giving feedback was a stark reminder of the poor quality of feedback they had given. They said they would have re-phrased what they had said. Looking at what they said as an observer put a different slant on their interpretation of the message being put across.Technology enhanced feed-forward 12.00Audio and screen visual feedback to support student learningAuthorsDr Sue Rodway-Dyer,Mr Matthew Newcombe,Mrs Liz Dunne»»University of ExeterFeedback 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-orie nted 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 students.Black, P.J. and Wiliam, D. (1998) Assessment and Classroom Learning. Assessment in Education, March, 7–74Bridge. P. and Appleyard, R. (2007) A comparison of electronic and paper-based assignment submission and feedback. British Journal of Educational Technology Volume 36, Number 4, 669–671Denton, P., Madden, J., Roberts, M. and Rowe. P. (2007) Students’ response to traditional and computer-assisted formative feedback: A comparative case study. British Journal of Education Technology, Volume 39, Issue 3, 486–500Epstein, M. L., Lazarus, A. D., Calvano, T. B., Matthews, K. A., Hendel, R. A.,Epstein B. B. and Brosvic, G. M. (2002) The Psychological Record. Volume. 52, no.2, 187– 201George, R. (2002) The challenge, as seen by employers. Keynote speech, e-Skills, Summit, Greenwich University, 29 MayGomez, S. (2008) Making assessment feedback meaningful and rapid. Sixth Annual Conference and Exhibition from Assessment Tomorrow. Innovative Use of Technology to Assess and Support Learning. London 12–13/3/2008., J.A. (1987) Identifying the salient facets of a model of student learning: a synthesis of meta analyses. International Journal of Educational Research, Volume 11, 187–212Irons, A. (2008) Enhancing Learning through Formative Assessment and Feedback. Routledge, Oxon, USA and CanadaLaurillard, D. (2002) Rethinking University Teaching. London: Routledge.McGettrick, A., Boyle, R., Ibbett, R., Lloyd, J., Lovegrove, G. and Mander, K. (2004)Grand Challenges in Computing: Education. Swindon British Computer SocietyMerry, S., Orsmond, P. and Galbraith, D. (2007) Does providing academic feedback to students via mp3 audio files enhance learning? HEA Centre for Bioscience www.bioscience., A. and Middleton, A. (2007) Audio Feedback for the ipod Generation. Proceedings of International Conference on Engineering Education 2007, Coimbra, Portugal. 3–7/9/2007 Race, P. (2008) Assessment, Learning and Teaching Reflections, for Leeds Metropolitan ‘Sounds Good’ week. E833E33B_07Apr08.htmRamsden, P. (1992) Learning to Teach in Higher Education. London: RoutledgeRibchester, C, France, D., and Wheeler, A. (2007) Podcasting: a tool for enhancing assessment feedback? The 4th Education in a Changing Environment Conference, Salford. 12–14/9/2007, B. (2008) Sounds Good: Quicker, better assessment using audio feedback. JIScfunded project, Jan-July 2008. and_innovation/soundsgood.aspxStiles. M. (undated) Strategic and Pedagogic Requirements for Virtual Learning in the Context of Widening Participation. Staffordshire University.

Useful resource on technology and feedback.

At teh HE Academy Conference, I picked up a leaflet about a project at Sheffield Hallam University called, ‘Technology, Feedback, Action: the impact of learning technology upon students’ engagement with their feedback’. You can access their work on: or their project on Contacts are: Stuart Hepplestone ( or Helen Parkin ( Their site is well worth a visit and full of references.

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