16 SES 10 A, Self-regulated Learning in TechnologyEnhanced Learning Environments II

Student Activated Feedback: Deepening student knowledge while increasing self-regulation on a masters course in education

Tony Fisher and Colin HarrisonSchool of Education/LSRIUniversity of Nottingham

Overview of session:

1 What is Student Activated Feedback (SAF)?

2 Colin Harrison’s online review

3 Pilot SAF on Multimodal Semiotics

4 Student evaluations of SAFs

1 What is Student Activated Feedback (SAF)?

2 Colin Harrison’s review of research into feedback on online HE courseshttp

://safnottingham.tumblr.com/post/7300523242/student-activated-feedback-in-he-sources-and-links

2 Colin Harrison’s review of research into feedback on online HE courseshttp

://safnottingham.tumblr.com/post/7300523242/student-activated-feedback-in-he-sources-and-links

3 Pilot SAF on Multimodal Semiotics

Four student responses to the task evaluated by an expert

Student task

Expert video and four student responses then shared with former students

Former students reflect on value of being able to see others’ work, and to hear comment on it from an expert

3 Pilot SAF on Multimodal SemioticsFormer students reflect on value of being able to see others’ work, and to hear comment on it from an expert

Alana: ‘I think this is fantastic! …’

Alana: ‘Having this document with 4 well chosen answers from fellow students means that if you didn't understand the idea in the first place, after reading 4 answers you have a very sound understanding of the "challenging" topic. ’

Duncan: ‘When I compared my own work with that of another student, I got more worried- seeing how different the four pieces of work were would have helped me.’

Duncan: ‘The film would have reminded me to pull back and give an overview of the topic.’ …

Duncan: ‘The film and comparative essays would have bolstered my confidence as all 4 are fairly different, but it was clear each had its positives. Also it would have helped me on judging the length of the work.’

4 Student evaluations of SAFsThe SAFs which were developed by team members varied from simple, text-based reflective activities, to the relatively sophisticated, involving video clips of interviews with outside experts discussing the work of former students.

The feedback items were very helpful because I was able to put down my own thoughts and the feedback section was like a reflection to verify if I was on the right path.

…they confirm or not if I am on the right track. If my understanding of the task is correct

I really believe for the feed back to be constructive it has to be looked upon only when the activity is completed, other wise the learning may not be as fruitful as expected.

4 Student evaluations of SAFs

I liked the fact that the feedback came from different tutors and I preferred the feedback with videos as I felt it was more interactive.

I appreciate the variety of the feed backs, which are easy to follow, with a preferred one: I like to read about the work of students and then to listen to the comments of a professor. I can read the texts at my own speed and then listen to the comments. It helps me focus on the main points or indicate facts I may have omitted.

I have found the experience of the course so far extremely enjoyable and interactive and I think the feedback section is a brilliant concept.

16 SES 10 A, Self-regulated Learning in TechnologyEnhanced Learning Environments II

Student Activated Feedback: Deepening student knowledge while increasing self-regulation on a masters course in education

Tony Fisher and Colin HarrisonSchool of Education/LSRIUniversity of Nottingham