Bridging the feedback divide utilising inclusive technologies

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

The aim of this project is to enhance the student learning experience through the production of vidcasts that focus on the conventions of academic writing in Glasgow Caledonian University’s School of Building and Natural Environment (BNE). Vidcasts ( using a combination of sound and slides) aim to meet students’ individual academic writing requirements. Four vidcasts have been produced; the first level focuses on an introduction to academic writing explaining and illustrating how to write a paragraph at micro level how to apply the conventions of referencing. The second level considers how to plan, construct and write a report including a detailed breakdown of appropriate material for each section of the report. Level three concentrates on features of group reports whilst level four is aimed at executing a complex report applying a case study format. Each vidcast has links to additional support material that are available on the web
The objectives were to produce models of good practice on the issues of academic writing conventions at four distinct levels. The vidcasts have been placed on the internal learning environment (ILE), Blackboard and feedback was requested from student representatives studying across the programmes in BNE. We are also exploring the effectiveness of three different approaches that have been applied to obtain feedback; these included the use of online feedback on the Effective Learning Service’s website through Google analytics, Poll Everywhere, an interactive electronic voting tool and tracking students’ use via the university ILE. An integral aspect of this project is the involvement of students and BNE staff in the evaluation of the different approaches. We recognise that the feedback, like the vidcasts should be context based and acknowledge that one size does not fit all. Thus, we acknowledge that the feedback mechanisms will need to be inclusive and tailored to different ability levels as well as for different cohorts of students.

An interesting outcome from this project has been despite students noting the importance of receiving timely feedback from staff; students appear unwilling to complete surveys giving feedback formally, although willing to express their views anecdotally. One reason could be that students are constantly being asked to complete evaluation from individual end of module forms, to National Student Survey leading to survey fatigue This suggests that using immediate feedback formats such as Poll Everywhere has a role in encouraging students to respond although it is acknowledged that there is insufficient time for students to reflect.
Original languageEnglish
Title of host publicationProceedings of the 10th European Conference on E-Learning
EditorsSue Greener, Asher Rospigliosi
PublisherAcademic Publishing International Ltd
Pages821-825
Number of pages5
ISBN (Print) 9781908272225
Publication statusPublished - 10 Nov 2011

Keywords

  • e-learning
  • academic writing
  • vidcasts
  • Glasgow Caledonian University
  • VLE
  • feedback

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  • Cite this

    Shapiro, A. (2011). Bridging the feedback divide utilising inclusive technologies. In S. Greener, & A. Rospigliosi (Eds.), Proceedings of the 10th European Conference on E-Learning (pp. 821-825). Academic Publishing International Ltd.