Reflection on delivering Student led seminar Part 2 (HEA Related)

In this post I am going to discuss how the students and I discussed, critiqued and reflected on various forms of feedback having viewed the Xerte Learning object I created and the associated reading.

The learning object led myself and the other participants to discuss, analyse and critique feedback and its various forms. Below is not quotations from the discussions I had with the other participants, I’ve tried to capture the flavour of what was discussed along with my own critical analysis and reflection.

As highlighted in Marriott, P. and Teoh, L.K. (2012 p 594), 71% percent of the 124 students surveyed preferred video screencast as a mechanism for delivering feedback and 86% of students agreed with statements  relating to the benefits of screen casting feedback. The results of this online survey speak for themselves and do indicate the student’s preference towards screen casting as a form of feedback. This sentiment was echoed in the discussion within the Unit 2 Seminar I was involved in facilitating. Video feedback does have benefits when delivering feedback to students in terms of the depth and detail that can be delivered in a short period of time. Video Feedback can also be contextualised visually allowing students to further relate to what is described and fed back to them.  We then critically analysed the drawbacks to video feedback and despite the personalised nature of screencast feedback and positive student feedback it still suffers from taking a lot of preparation time, along with technical difficulties emerging. As discussed in the feedback forum video feedback is suitable for small cohort of students or delivering group work feedback. For example some of our nursing modules have a student cohort of 600 hundred students, I could not see lecturers having the time to produce 600 individual pieces of video back – therefore despite the advantages of video feedback there are still limitations in terms of its implementation and technology currently available. The case study mentioned that it initially took 10 – 15 minutes to record each screencast video – this coupled with the technical challenges of file large video size (60 – 80 MB for each file) does highlight some of the drawbacks with developing video feedback Marriott, P. and Teoh, L.K. (2012 p 589).

Audio feedback has the advantage of tone and infliction in your feedback, however you will have to be more descriptive in your feedback to students, as you don’t have the visual capability to highlight areas on screen for example. Like video feedback it suffers from time consuming preparation as highlighted in Bauer, S. (2011, p66) “I wish I could report that recording audio comments significantly reduces the amount of time I spent on each student paper. It doesn’t. However, audio feedback enables my comments to become much more developed and targeted to the individual writer than they had been when I confined myself to cryptic and cramped notes written in the margins.”. The benefits of audio feedback are highlighted in the above quotation, you can make feedback personal and have a larger volume of feedback compared to text based.

In reflection I think half the battle is analysing which form of feedback is going to benefit the learner the most. This can be assessing the number of students you have to provide feedback for and if you have the time to adequately prepare for. For large cohorts of students video  and audio may be too time consuming to produce detailed feedback for, so brief written comments would be more suited on this occasion.

I found it most gratifying to have facilitated this portion of the Unit 2 online seminar. It was engaging, fun and allowed me to reflect upon my professional practice with peers and critically analyse various forms of feedback with them. We all learned something from each other during the discussion around feedback, which will enable us to enhance our professional practice going forward. (V2, V4, K3, K4)

References

Marriott, P. and Teoh, L.K. (2012) ‘Using Screencasts to Enhance Assessment Feedback: Students’ Perceptions and Preferences’, Accounting Education, 21(6), pp. 583-598.

Bauer, S. (2011) ‘When I Stopped Writing on Their Papers: Accommodating the Needs of Student Writers with Audio Comments’, English Journal, 101(2), pp. 64-67.

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