Eassessment Bob Rotheram
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Showing posts with label audio feedback. Show all posts
Showing posts with label audio feedback. Show all posts
Monday, 4 July 2011
Wednesday, 15 June 2011
Presenter profile - Track N: Carole Davis, Agi Ryder
Agi Ryder: Audio Feedback and IPadagogy
I work as a senior researcher in the Educational Development Unit, Centre for Learning and Teaching Enhancement. I’m interested in how people learn and how best to teach them with the help of ‘e’ stuff. My research interests revolve around introducing innovative and creative ways of educating people both in formal and informal settings.
Projects I’m involved with at the moment: Programme Progress Reviews, institutional e-assessment project, rethinking the VLE project, audio feedback, Middlesex Journal of Educational Technology as editor, ipads in HE. I’m also working on my doctoral thesis on the role of virtual worlds, like Second Life, in education. I’m exploring what students really think about these virtual worlds and how these environments contributing to their learning.
At this conference I will be leading two sessions:
1. Audio Feedback: Carole and I have started working together 3-4 years ago on the PGCert Higher Education programme and began experimenting with audio feedback soon afterwards. The aim of our session is to offer participants a taste of post teaching observation feedback and lead a useful and thought provoking discussion around the highs and lows of audio feedback.
2. Ipadagogy: This session will summarise the lessons learnt from the ipad project: http://eassessment.middlesex.wikispaces.net/Ipad+mini-project
Participants will have the opportunity to listen to and have a short discussion about the personal experience of lecturers who have received ipads in order to investigate how these popular portable tablets might be used for e-assessment and learning and teaching.
What I have learnt from students re: e-assessment - Reduce the stress of online coursework submission by letting your students practice the act itself before the big deadline. Set up a practice dropbox or a small formative assessment where students can get familiar with and gain confidence using the system. This will let them concentrate more on what goes into the essay rather than how the essay will get to you.
Agi's co-presenters: Carole Davis and Dave Westwood
I work as a senior researcher in the Educational Development Unit, Centre for Learning and Teaching Enhancement. I’m interested in how people learn and how best to teach them with the help of ‘e’ stuff. My research interests revolve around introducing innovative and creative ways of educating people both in formal and informal settings.
Projects I’m involved with at the moment: Programme Progress Reviews, institutional e-assessment project, rethinking the VLE project, audio feedback, Middlesex Journal of Educational Technology as editor, ipads in HE. I’m also working on my doctoral thesis on the role of virtual worlds, like Second Life, in education. I’m exploring what students really think about these virtual worlds and how these environments contributing to their learning.
At this conference I will be leading two sessions:
1. Audio Feedback: Carole and I have started working together 3-4 years ago on the PGCert Higher Education programme and began experimenting with audio feedback soon afterwards. The aim of our session is to offer participants a taste of post teaching observation feedback and lead a useful and thought provoking discussion around the highs and lows of audio feedback.
2. Ipadagogy: This session will summarise the lessons learnt from the ipad project: http://eassessment.middlesex.wikispaces.net/Ipad+mini-project
Participants will have the opportunity to listen to and have a short discussion about the personal experience of lecturers who have received ipads in order to investigate how these popular portable tablets might be used for e-assessment and learning and teaching.
What I have learnt from students re: e-assessment - Reduce the stress of online coursework submission by letting your students practice the act itself before the big deadline. Set up a practice dropbox or a small formative assessment where students can get familiar with and gain confidence using the system. This will let them concentrate more on what goes into the essay rather than how the essay will get to you.
Agi's co-presenters: Carole Davis and Dave Westwood
Presenter profile - Track F: Carl James Reynolds
Carl James Reynolds: From Tasks to eRequirements
I am a principal lecturer in the School Engineering and Information Sciences, a university Teaching Fellow and Director of u/g Computing and Multimedia Technology programmes. My area of teaching is in uses of networks for business and communication (Network Support Technologies) and I have taught on many multimedia/computing modules over the last 15 years at Middlesex. I take pride in ensuring that my feedback on submitted work is fast and useful (normally within a week) and that students have several opportunities to fail assignments in the formative stages of the work. I supervise many student projects and have a passion for audio synthesis and controller technology for all media processing. I am also involved in a great deal of outreach and marketing work and find that involvement with schools and international students gives me greater insights into the diversity of our student intake, their backgrounds and experience.
Currently my assignments for year 3 students involve working for a medium sized international company in a consultancy role, ensuring that the company makes effective use of emerging technologies. Working with the students and the company has given me greater insights into areas such as requirements analysis and also into the need for change management and sensitivity to institutional culture.
My session is about eliciting information from the participants about the practice and culture of assessment by use of role play and interrogation. This will allow a rich picture to be developed which will help in the design and prototyping of assessment tools that support existing practice. The results will be published online at the beginning of September.
As an e-coordinator, I have tried over the last year a mixture of marking for each of my assignments. I have found that for short formative pieces of work and logbooks that marking electronic copies is fast and effective, with students very happy to receive generic feedback via e-mail and more specific feedback in lab session or at the end of lectures. I have found that standardising file formats is important and will be using PDF for next year.
I am a principal lecturer in the School Engineering and Information Sciences, a university Teaching Fellow and Director of u/g Computing and Multimedia Technology programmes. My area of teaching is in uses of networks for business and communication (Network Support Technologies) and I have taught on many multimedia/computing modules over the last 15 years at Middlesex. I take pride in ensuring that my feedback on submitted work is fast and useful (normally within a week) and that students have several opportunities to fail assignments in the formative stages of the work. I supervise many student projects and have a passion for audio synthesis and controller technology for all media processing. I am also involved in a great deal of outreach and marketing work and find that involvement with schools and international students gives me greater insights into the diversity of our student intake, their backgrounds and experience.
Currently my assignments for year 3 students involve working for a medium sized international company in a consultancy role, ensuring that the company makes effective use of emerging technologies. Working with the students and the company has given me greater insights into areas such as requirements analysis and also into the need for change management and sensitivity to institutional culture.
My session is about eliciting information from the participants about the practice and culture of assessment by use of role play and interrogation. This will allow a rich picture to be developed which will help in the design and prototyping of assessment tools that support existing practice. The results will be published online at the beginning of September.
As an e-coordinator, I have tried over the last year a mixture of marking for each of my assignments. I have found that for short formative pieces of work and logbooks that marking electronic copies is fast and effective, with students very happy to receive generic feedback via e-mail and more specific feedback in lab session or at the end of lectures. I have found that standardising file formats is important and will be using PDF for next year.
Monday, 13 June 2011
Presenter profile - Track N: Carole Davis, Agi Ryder
Carole Davis: Audio Feedback
Carole Davis is Principal Lecturer in Teaching & Learning at Middlesex University in London with direct responsibility for the Postgraduate Certificate in Higher Education and MA in Higher Education. She is also an Educational Facilitator for The London Deanery which is responsible for postgraduate medical and dental training in London.
Carole is passionate about the enormous potential the teaching observation experience offers academic staff and clinicians, in particular the power of dialogue and feedback in improving staff morale and student engagement.
Carole Davis is Principal Lecturer in Teaching & Learning at Middlesex University in London with direct responsibility for the Postgraduate Certificate in Higher Education and MA in Higher Education. She is also an Educational Facilitator for The London Deanery which is responsible for postgraduate medical and dental training in London.
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| Carole L Davis |
The aim of this session is to learn more about the role of audio feedback in assessment, to consider whether it might be relevant for your work and to be inspired to have a go yourself. These are challenging times in Higher Education and any strategy which saves time whilst making people feel more confident and empowered has to be a good thing.
Carole's co-presenter: Agi Ryder
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