This short paper, presented by a tutor and student, will be of interest to anyone involved in a blended approach to teaching and learning. It describes how the introduction of scaffolded 360° feedback, achieved through a wide variety of feedback mechanisms within the online learning environment, supported, engaged and motivated students on a part-time Masters degree to autonomously extend their own learning.

1. The Module
Sue Bamford and
Sue Beckingham 360°
Sheffield Hallam University Social Feedback
Model
ALT-C 2012

2. The Module
Activity 1 MSc Technology Enhanced Learning
Innovation and Change
PERSONAL First module: The Application of TEL
BLOG
Key objective:
Activity 4
Activity 2
To provide
INDIVIDUAL students with a
GROUP WIKI
PORTFOLIO wide variety of
feedback
mechanisms to
support, engage
Activity 3
and motivate
INDIVIDUAL
CASE STUDY

3. The Tutor
What were the two best things the Tutor did to promote learning?
Setting of ongoing
achievable deadlines Receiving feedback on
and encouraged peer my work at regular
feedback throughout intervals boosted my
the module confidence
Encouraged
interaction with other
students (during and Structured the
Useful, timely outside of class) module to
and supportive helped me feel part of encourage
feedback the community collaboration
Aim: Scaffolded approach to provide opportunities for collaborative and autonomous learning
and to develop a community of practice

4. The Feedback
Tutor to Student
Student to Tutor
Peer to Peer
Self Reflection
Types of
Feedback Group to Group
External Examiner
Tutor to Cohort
Students to New Tutor (Feed
Forward into next module)

5. The 360° Model

6. The Students
Chosen Social Forums and Learning Spaces
Adobe
Connect

7. Developing a Co-Learning Open Community using a 360° Social Feedback Model
Sue Bamford and Sue Beckingham, Sheffield Hallam University
This short paper, presented by a tutor and student, will be of interest to anyone involved in a blended approach to teaching and learning. It describes how the
introduction of scaffolded 360° feedback, achieved through a wide variety of feedback mechanisms within the online learning
environment, supported, engaged and motivated students on a part-time Masters degree to autonomously extend their own learning.
Students on the Technology Enhanced Learning Innovation and Change (TELIC) course mainly work at a distance. Learning interactions, which are both
synchronous and asynchronous, include text and virtual face-to-face modes of communication. Collaboration and openness is a strong ethos of the course. Co-
learners are actively encouraged and empowered to collectively develop social presence (Wheeler 2005), collegiality and opportunities to enable 360° social
feedback within their own community of practice. This is achieved through individual and group formative tasks that are openly shared with tutors and peers
(live sessions being recorded in Adobe Connect). This iterative layered approach is developed through feedback which is:
• Individual self-reflective - blogs
• Peer to peer co-learner reflective - comments on blogs, virtual f2f
• Group to group - comments on wikis
• Tutor to group - comments on wikis and forums, virtual f2f
• Student to tutor - blogs, forums, survey, virtual f2f
• Tutor to student - comments on blogs, formative and summative written
• Tutor to cohort generic feedback and feed forward - virtual f2f
The process of 'learning to collaborate' (Rheingold 2011) and undertake intra-group communication to plan, deliver and feedback on assessment tasks is
encouraged to be both collaborative and social. As a result students have reported that they feel more connected and motivated. Empowered to use Adobe
Connect outside of class, they have embraced the collaborative and social opportunities assigned within the module and gone on to actively contribute to the
development of their own social forums and learning spaces by appropriating Skype, Google+ hangouts and other social media tools of their own choosing .
Students felt that the social aspect of the 360° feedback extended their learning, developed autonomy and provided a shared record of how this learning had
been constructed. They have since articulated how this can feed forward into the next module. Tutors recognised that this scaffolded approach has resulted in
better quality final assessments.
References
Rheingold, H. (2012) Towards Peeragogy. DMLcentral. Available at: http://dmlcentral.net/blog/howard-rheingold/toward-peeragogy [accessed March 10th
2012]
Wenger, E., White, N. and Smith, J.D. (2009) Digital Habitats Stewarding Technology for Communities. Portland: CPsquare
Wheeler, S. (2005) Creating Social Presence in Digital Learning Environments: A Presence of Mind? TAFE Conference. Queensland. [Online] Available at:
http://videolinq.tafe.net/learning2005/papers/wheeler.pdf [accessed March 10th 2012]

8. The Module
MSc Technology Enhanced Learning Innovation and Change
Sheffield Hallam University
http://www.shu.ac.uk/prospectus/course/221/
Sue Sue
Bamford Beckingham
@suebamford @suebecks