Creating flexible communicative feedback models: An integrated approach using video & mobile technologies www.derby.ac.uk www.derby.ac.uk

Charlie Davis Learning Technology Adviser c. davis@derby. ac Charlie Davis Learning Technology Adviser c.davis@derby.ac.uk Rob Higson Media Adviser r.higson@derby.ac.uk @DerbyMediaTeam www.derby.ac.uk

Our Challenge www.derby.ac.uk First and Second year Fashion students Create visual forms of feedback – pre-session, tutor-student conversations and presentations Accessible at times and in places which suited the students Integrated into our core systems – Bb and Panopto – but accessible using mobile and static devices Reflective space – blogs to carry on discussions and to use their own devices to capture and upload images of their designs. Charlie Ann wanted to achieve … Notes Support in and out of the classroom Reusable resources – archived video resources Centralised access – mobile devices Equitable VISUAL STUDENTS REQUIRED MORE MULTIMODAL FORMATS Reflective space Rob – The Challenge Work with systems we have Consider how Blackboard could be used Moving beyond viewing Blackboard as a repository Identify good practice and sharing it www.derby.ac.uk

What we did Independent Study Videos Presentation Videos Tutor-Student Conversation Tutor Feedback Blogs First and Second year Fashion students Create visual forms of feedback – pre-session, tutor-student conversations and presentations Accessible at times and in places which suited the students Integrated into our core systems – Bb and Panopto – but accessible using mobile and static devices Reflective space – blogs to carry on discussions and to use their own devices to capture and upload images of their designs. Charlie Ann wanted to achieve … Notes Support in and out of the classroom Reusable resources – archived video resources Centralised access – mobile devices Equitable VISUAL STUDENTS REQUIRED MORE MULTIMODAL FORMATS Reflective space Rob – The Challenge Work with systems we have Consider how Blackboard could be used Moving beyond viewing Blackboard as a repository Identify good practice and sharing it www.derby.ac.uk

Simplify The Process Record Process Share File Handling Encoding Uploading www.derby.ac.uk

Independent Study Videos OR Videos for independent study Initially envisaged to support students out of class but we found they used them during class Sustainable – this year’s cohort using them www.derby.ac.uk

Capturing tutor-student conversations Student-teacher conversations in the classroom Revisit aspects of their designs with access to the discussions Encouraging dialogue and prompting students to see feedback as something formative rather than the retrospective thoughts of the lecturer which comes attached to the final grade www.derby.ac.uk

Dialogue Students Tutor(s) www.derby.ac.uk Feedback folders Charlie Blackboard Learn Journals within Blackboard Feedback folders within Blackboard, which were created by our IT department Point of access for resources Rob Video Panopto – Lecture capture system Visualiser/document camera as a means of creating the videos supporting more independent study iPad – ad hoc visualiser and video capture device YouTube as a repository To provide staff with a workflow which allows them to integratively use Blackboard, lecture capture technologies and mobile devices to provide students with feedback-feedforward opportunities/resources. In short, we had to bring it all together in a manner which was neither onerous or required a lot of technical know-how. It had to be straightforward and potentially replicable across modules without much up-skilling. Video bits Journals to the END! In the diagram the green arrows represent the feedback/feedforward process, the blue arrows represent the process of making resources to support independent study available to students and red arrows represent the reflective process. Journals within BlackBoard Point of access for resoruces Tutor(s) www.derby.ac.uk

What we found Accessible across various spaces Augmented modular content Tutor’s voice was concise and clear Available for reuse Prompted reflection and self-evaluation More visual than written feedback Raised awareness of topics prior to class Some of the statements we really needed to burrow into, but didn’t get a chance to as they were attached to the module feedback forms First Year sample n=17 (from population of 43) Second Year sample n=21 (from population of 26) www.derby.ac.uk

What we found Lack of work with feedback Added pressure when presenting Hated watching back the presentations Less accessible than written feedback Not downloadable Unaware of ability to access using mobile technologies Learning spaces What do they look like? How are we designing and mapping curriculum to encourage lecturers and tutors to see spaces differently? Mobility Who’s mobile: the student, the device or both? What have they got? How do we accommodate for those that don’t have or don’t want to use? Can we assume too much? Systems and Technology What do we need to ensure lecturers can try these approaches and students can access them? – Wifi, IT buy-in, stop looking for critical mass before something has even been tried. Student involvement We need to involve them more in participatory research at local levels: research aimed at designing potential good practice We need to be careful not to take everything a small group of technological zealots say as representative of wider populations – NTU example Find out what they don’t want as well as what we often think they do want and lead them to tell us they want. Language Need to be mindful of overly esoteric terms masquerading as the vernacular of the masses – charming evangelists promising the world but not realising the world they promise is not always recognisable by those they preach to or necessarily desirable. Watch out for perceptions – creating them and dispelling them Stop quibbling over semantics and phraseology – toning it down and being mindful of surroundings – more pragmatic approach when talking to people on the ground – taking the e out of eLearning (Larning) www.derby.ac.uk

https://flexiblefeedback.wp.derby.ac.uk/ Next steps https://flexiblefeedback.wp.derby.ac.uk/ Media-enhanced feedback pilot Staff development initiatives Media Enhanced Feedback Pilot Staff Development Initiatives www.derby.ac.uk

Charlie Davis Learning Technology Adviser c. davis@derby. ac Charlie Davis Learning Technology Adviser c.davis@derby.ac.uk Rob Higson Media Adviser r.higson@derby.ac.uk @DerbyMediaTeam www.derby.ac.uk