Case studies in the use of electronic feedback Simon Sweeney Head of Programme MA International Studies York St John University C-SAP 16 January 2009 s.sweeney@yorksj.ac.uk www.simonsweeney.net

3 kinds of electronic feedback Electronic feedback (works in progress/drafts) Electronic feedback (marking) Audio feedback (marking)

Projects Enabling e-Learning (EEL) C4C CETL (York St John University) Sounds Good 2 JISC (Leeds Metropolitan University)

1 Electronic feedback – Works in progress/drafts Use of Wimba VLE Live Classroom Word with Track changes Postgraduate DL (distance/blended learning) students, various undergraduate inc. University of York BA Educational Studies EXAMPLE…

2 Electronic feedback - Marking Electronic submission (email or Drop Box inside Blackboard) Practical experience… Advantages and disadvantages EXAMPLE…

3 Electronic feedback (Audio) Sounds Good 2 Equipment (Edirol R-09HR) Set up at MP3 64Kb/sec Unidirectional microphone (optional) EXAMPLES…

Advantages Eventually…may be time saving? More detailed feedback More personal style of delivery Students more likely to get the feedback (compared with purely paper based approach) Positive student feedback Students adapt well to this approach

Getting feedback to students CONVENTIONAL RETURN OF MARKED ESSAYS/PAPER COMMENTS Weaker assignments generally require more feedback but weaker students often least likely to collect returned work or read feedback – so markers’ time wasted, student gets only the mark and no guidance Audio feedback more likely to be picked up Emailing audio feedback - probably waste of time Use drop box inside VLE/Blackboard

Disadvantages Learning curve for all / establishing habit Inconsistency between tutor practice Some aversion to on-screen reading of assignments (where process is 100% electronic) Moderation / second marking complications File size

Students’ responses ‘Easy to access’ ‘Very detailed’ ‘More personal – clear that the tutor is actually reading the work’ ‘Easy to listen a second time’ ‘It's good because you know the lecturer hasn't just copied and pasted the same comments on to everyone's work. It's more individual. Often when you read feedback, things can get misunderstood or meant in a different way. I felt this way was very clear.’

Tutors’ comments ‘Once the habit is established it’s easier and quicker’ ‘Students are more likely to receive the feedback this way’ ‘It takes a bit of time to get used to the organisation of audio files but it’s actually not difficult’ ‘It’s the only way I use now. I wouldn’t want to go back to typing out feedback’

Other benefits of audio feedback Helps students with particular needs – e.g. dyslexia. Especially useful to non-native speakers of English

Bob Rotheram (Sounds Good Project Leader, Leeds Metropolitan) ‘Some 90% of the students said they preferred audio to written feedback. They can tell whether the lecturer is serious or not and whether they care. Feedback has been richer and more detailed’

Conclusion For guidance on assignment outlines and drafts / electronic tutorials / Track Changes with two-tone approach 1) text edits and 2) ADVICE IN CAPS Audio feedback presents significant opportunities to improve service provision

Websites http://www.yorksj.ac.uk/learnteach/eel/team.html http://www.guardian.co.uk/digitalstudent/spoken-word http://sites.google.com/site/soundsgooduk/Home

Feedback on Virtual Classroom Adam: I love jenny’s voice, it was great! Jena: better understanding on the last few topics of the grading criteria. Joe: Best Thing Since Sliced Bread! Andrew_Paine: i enjoyed it, its made my xmas Sam_Parker: Really useful, Helped me with assignments last year, I’m sure it will be just as useful this time. If only other tutors used this technology! Caroline: Very intersting i enjoyed this Daniel: It was interesting. Sarah: I don't think its as helpfull as last years! But then I don't have as many questions as last year! jennifer_solera: good good Robin_Madeley: a lot better than i'd thought... concerns about home connection speeds and hardware requirements aside, i love the interactivity and the multiple communication formats, talk and text and audio at the same time is suprisingly easy to manage and very engaging... i'm glad we got to try it. it gives SOL some actual meaning other than 'go read it in a book' (as some tutors seem to think). i ca definately say i've come around to the idea over the past hour...

Case studies in the use of electronic feedback Simon Sweeney Head of Programme MA International Studies York St John University C-SAP 16 January 2009 s.sweeney@yorksj.ac.uk www.simonsweeney.net