Portfolio-based feedback conversations
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Pecha Kucha with Neil Currant, ECE11, University of Salford
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Portfolio-based feedback conversations
- 1. Portfolio-based feedback conversations Chrissi Nerantzi & Neil Currant Academic Development Unit, University of Salford
- 3. the Postgraduate Certificate in Academic Practice
- 4. Aim
- 5. e-portfolio
- 6. Enabling?
- 7. How?
- 8. Why
- 9. engagement
- 10. “This experience has really made me think about methods for providing formative feedback and the impact it can have.”
- 11. asynchronously
- 14. Benefits for the module team
- 16. Challenges for the module team
- 18. Next stepsrefining approachstrategies for more engagement
- 19. enhancing
Hinweis der Redaktion
- Introduce ourselvesIntroduce the topic – use of e-portfolios for formative dialogue and feedback
- Context is academic development. We work with academic staff in areas of teaching and learning and wanted to model good practice in feedback and improve students learning through formative feedback.
- We are using the feedback dialogue on the core module of our PGCert in Academic Practice for new staff. For the core module staff need to produce a reflective portfolio of work which includes 5 components: a learning statement, peer / mentor / tutor observation reflections, a presentation, a critical event and a final reflection.
- The aim is that they build up this portfolio over the semester and get feedback as they go along. For some staff, especially from scientific backgrounds, they will have limited experience of using reflection in formal assignments so one of the foci is to encourage them to develop their reflective work through a feedback dialogue using text, audio or video.
- An electronic portfolio was the tool used for the dialogue and the students’ submissions. This allowed multimedia evidence & reflections to be uploaded and shared with the tutors who could then provide feedback via the e-portfolio.
- intro session on pebblepad, familiarisation with the tool, difficulties/challenges
- portfolios used for learning and assessmentongoing, work-in-progressfeedback when requestedwritten and audio, combination
- The aim was to develop students reflective work, improve their performance in an area outside their discipline.To spread out the giving of feedback for tutors so more formative and less summative feedback on the final assessment.Also to give feedback at the point it is useful for the student to improve.
- Those that took up the offer really engaged. There tried things out and you could see their development in their work as a response to feedback. They also engaged with the tasks over the module rather than leaving until the end. The portfolio was set up so that 80-90% of the work could be completed before the teaching finished so their workload at the end was lessened (ie little and often was the approach).
- So what did we find:Talk about quote above and one below.“I often wonder if informal conversations (in person or via email) with students can always get the point across in the right manner or they recognise formative feedback.”
- Different students and different tutors preferred different media formats for the dialogue. Neil preferred giving audio feedback, Chrissi found it easier to provide written feedback but she still used audio ->challenged herself
- inclusiveflexibleaccessibleon-the-goquickereasierfeedbackongoingcontinuousmedia-richonlinelearnenhancedialogueconversationtutorfeedbackloop
- convenientonlinemediasharingmarkingeverywhereeverybodytutorsquickerefficientparticipantcontactcommunicationcollaborationpersonalisedongoingstretchingchallengingparticipantNeil: Feedback stored in a convenient place and all tutors can see it.Makes marking the final work quicker & spreads the load across the semester rather than at end.
- technology itselfstudy timehabits
- personalised approach demonstrate that tutor carestime?coach – not providing the answers but guiding, challenging
- alternative portfolio systemmobile too!!!self-markingstill and moving imagesaudio feedback conversations
- approach adopted for different modules/programmes within and beyond academic development at undergraduate and postgraduate level. benefits for tutors and students, increases motivation, more engaged, more learning