1. Designing a module using continuous feedback: a ten-year reflection.
By Dr Karen Brickman,
Susan Rajendram and
Dr Liz Warren

2. Abstract
Learning is the heart of a ‘good’ student experience. However, this journey must be a joint experience between the teaching team and the students. Simply disseminating information has no long-term impact on the students’ ability to improve their knowledge, improve self-efficacy and increase a lasting desire for lifelong learning. Modules should be designed around learning opportunities that inspire, create confidence and provide the skills to improve knowledge; feedback is the key to this.

3. Aims of today’s presentation
To share the experience of designing a module that provides continuous feedback in the content delivery, learning environment and assessment.

4. Case study
A final year module – Strategic Financial Management (capstone module).
In Greenwich we have circa 170 students.
Delivered also at 6 TNE partners, with two more in the next year.
Teaching material: one case study for the whole year, bespoke.
Method of learning: Team based learning.
Assessment: 1 report spilt over 2 submissions (individual assessment) and 1 formative presentation.

5. How has the module changed over ten years?
2008 – We had a report, presentation and exam.
In term 1 students would present a section of the report and would gain feedback from the other students, students would learn from each other. Term 2 preparation for the exam.
2010 – We introduced optional appointments leading up to the report submission (large attainment gap between continuing students and Direct Entry Chinese students).
Only the top students used the appointments and no direct entry students!

6. How has the module changed over ten years?
2011 – The students enjoyed the report so much this module was interfering with other modules and the revision process.
We changed the structure of the module, increased the lecture time and reduced the number of weeks we taught.
2012 – Changed the appointments to compulsory for all students.
A success approx. 90% of the students used the appointments.

7. How has the module changed over ten years?
2013 – Removed the exam, surface learning rather than deep learning. We did not have time to take advantage of the feedback design.
The case study now provided the platform for the entire year with time to really engage in Team Based Learning and the feedback loop.
2015 – Split the report into two sections.
Increases the feedback points and reduced the risk of students getting it all wrong in one submission.

8. How has the module changed over ten years?
2017 – Introduced competition into presentations, teams have to review each other.
Top team get 1 extra hour with their lecturer to ask questions on their work – student led.
2018 – Introduced engagement competition.
Each week the team that provides the best advice or question wins.

9. So the feedback loop as the module stands now.
Team led presentations
Feedback from students / facilitated by the lecturer.
Lecture dedicated to the report
1-2-1 appointments
Written feedback on the 1st Report
Group feedback on the Moodle forum and in the lecture.
1 Case study / cycle twice

10. Explaining how this works
Source:

11. What do the students think? Penang
Source:

12. What do the graduates think? Greenwich
Source: bae394e529/051cd144bbc9

13. Do we think this is a perfect module
We are very pleased with our feedback from the students.
However the students continuously challenge us with new ideas and we encourage them to do so – students as change agents.