Developing the Feedback Process: Promoting Teacher and Student Dialogue via the Use of Screen Capture and Audio

Authors

  • Louise Carr Hadlow College
  • Howard Lee Hadlow College

DOI:

https://doi.org/10.21100/compass.v3i6.156

Abstract

Hadlow College is part of the Mixed Economy Group (MEG): approximately 40 Colleges, which are seeking to provide effective support to higher education (HE) students within further education (FE) institutions. As part of this commitment we have been studying how to improve the quality of our HE formative feedback for written assignments and posters. We are conscious of existing research within higher education institutions (HEIs) to overhaul formative assessment and feedback practices: e.g. the Re-engineering Assessment Practices (REAP) project at the Universities of Glasgow and Glasgow Caledonian (see Nicol and Macfarlane-Dick, 2006). In that research seven principles of good feedback practice had been identified: (i) clarify what good performance is; (ii) facilitate self-assessment; (iii) deliver high quality feedback information; (iv) encourage teacher and peer dialogue; (v) encourage positive motivation and self-esteem; (vi) provide opportunities to close the gap, and; (vii) use feedback to improve teaching. We wanted to find a tool that would allow the use of screen capture and audio to increase feedback options for HE students at Hadlow College.

Author Biographies

Louise Carr, Hadlow College

Louise Carr is the advanced practitioner for HE and an ESOL and study skills specialist at Hadlow College in Kent, an affiliate college to the University of Greenwich.  She works closely with staff and studentsto develop opportunities in the application of e-learning and technology with a particular interest in collaborative learning.

Howard Lee, Hadlow College

Howard Lee is trained in plant ecology (MSc, PhD), and experienced in agroecology (senior lectureship at Wye College, University of London 1990–2002); he was Director of Sustainable Agriculture & Rural Development at Forum for the Future 2002–3. He is currently lecturer and sustainability champion at Hadlow College and in addition the Regional Sustainability Adviser (south east) for the Learning & Skills Improvement Service. Howard is on the Editorial Board and also the Reviews Editor for the International Journal of Agricultural Sustainability. He has published several book chapters in recent years

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Published

12/01/2012

Issue

Vol. 3 No. 6 (2012): Compass: The Journal of Learning and Teaching

Section

Case Studies

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