1. Use of Blackboard™ Grade Centre for Immediate Feedback Helen Higson

2. Reflective learning journals The reflective learning journal is worth 40% of the module assessment. The submission date for the journal is week 7. Students were encouraged to submit up to five draft journal entries between weeks 2 and 5 in order to get feedback on their progress. Could only submit one journal entry per week. No opportunity to submit missed entries at a later date..

3. Submitting a journal entry

4. Immediate Feedback It is very important to provide feedback quickly in order that students can consider the feedback to improve subsequent entries Kulik and Kulik (1988) found that immediate feedback is more effective than delayed

5. Feedback screen

6. Advantages The students are given quick and direct formative feedback which helps them to improve their work. You can really see the power of feedback as they hone their skills before you. The students feel closer to the lecturer. They are used to this form of online/electronic communication. They feel they know you in class and are more interactive and they use the on-line discussion board more. The summative assignment is much quicker to mark as you have the formative feedback to work from. ISA, via Gillian Bishop, support the Grade Centre (both tutor and students) extremely well.

7. Disadvantages It is time consuming. You have to manage the student behaviour by giving a closing date for submissions (you can set Blackboard™ up to do this automatically). Students need a deadline. You also need to be firm about not accepting work in any other form or late. A few students find the technology difficult. Students will email you a lot more because they feel they have built up a closer relationship with you.

8. Conclusions For 5 weeks a year it takes up a lot of time, but it is worth it. The students grow in front of you and show what individually directed learning can do The mid-module feedback shows a positive attitude from the students and my peer reviewer sensed the consequent closeness between lecturer and student in class.