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This presentation models the feedback teachers give to students who are using an interactive computer tutorial (Nefreduca) to help them understand key biological concepts related to the kidney. Nefreduca consists of a series of open source science inquiry based web learning materials targeted at children with chronic kidney disease. It utilises a scenario based approach drawing on the work of Lijnse (1995) and Buty, Tiberghien & Le Marechal (2004). The hospital teachers who assisted the children with their use of Nefreduca reported learning gains with the system but there is no automatic feedback for autonomous learning with Nefreduca when children are unsupported by a teacher. An ethnographic approach was adopted to then understand how teachers provided feedback to the students in order to devise a model of supportive feedback to the chronically ill students, which can be implemented in the next version of Nefreduca.
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DMW, CALRG, May 2010
Models of feedback: Findings from hospital school teachers using ICT
with children suffering from a chronic illness
Denise Whitelock, Roser Pinto* and
Marcel.la Saez*The Open University
*Autonoma University, Barcelona
d.m.whitelock@open.ac.uk
Project problem
Children with chronic illness hospitalised for long periods
Miss out on schooling
Difficult to catch up with Maths and Science
At home often without tutors
DMW, CALRG, May 2010
Solving the problem
Targeted children with kidney disease
Science lessons have more effect targeted to child’s illness (Korta, 2003, Arnau et al, 2005)
Science material delivered by Moodle
Nefreduca
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Nefreduca 1
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Nefreduca 2
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Nefreduca 3
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Nefreduca 4
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Finding a feedback model
Recorded teacher and student talk when using Nefreduca
Analysed with Bales categories
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Bales Categories
DMW, CALRG, May 2010
Categories Specific Examples
Positive Reactions
A1
A2
A3
1. Shows solidarity
2. Shows tension release
3. Shows agreement
Jokes, gives help, rewards others
Laughs, shows satisfaction
Understands, concurs, complies, passively accepts
Attempted Answers
B1
B2
B3
4. Gives suggestion
5. Gives opinion
6. Gives information
Directs, proposes, controls
Evaluates, analyses, expresses feelings or wishes
Orients, repeats, clarifies, confirms
Questions
C1
C2
C3
7. Asks for information
8. Asks for opinion
9. Asks for suggestion
Requests orientation, repetition, confirmation, clarification
Requests evaluation, analysis, expression of feeling or wishes
Requests directions, proposals
Negative Reactions
D1
D2
D3
10. Shows disagreement
11. Shows tension
12. Shows antagonism
Passively rejects, resorts to formality, withholds help
Asks for help, withdraws
Deflates others, defends or asserts self
Feedback incident 1 occurred when children were reading the text or templates for the activities
Bales Category Teachers’ action Teachers talk during action Teacher identifier
B1- GIVES SUGGESTION
Suggest the student re-examines the task instructions or reviews the video animation
“When we don’t know something we should go back and revise what has been explained in the Nefreduca texts”
T1
B3- GIVES INFORMATION
Clarifies some science concepts
“The student asks: What does it mean “the unassimilated food”, and the teacher answers “The food that is not assimilated, not dissolved, not useful”
T1, T2, T3
Clarifies some aspects of the images
”The student asks about the size of the ‘strainer’ holes. This part of the program is referring to diagrams of the filtration system in the kidney. The student rephrases the same question by asking if the images are microscopic. The teacher agrees and explains that the holes are only visible with the microscope”
T1, T2, T3
DMW, CALRG, May 2010
Feedback incident 2 occurred during a child’s activity with the Nefreduca program
Bales Category Teachers’ action Teachers talk during action
Teacher identifier
A2- SHOWS TENSION RELEASE
Smile and make statements to prevent and avoid the building of negative emotions (frustration, worry)
“(Smile) Well, don’t worry, try to explain it in your own words”, “Listen, if you don’t know the answer, you could write “I don’t know”. We could also answer this way, eh?
T1, T2, T3
B1- GIVES SUGGESTION + C1-ASK FOR INFORMATION
Propose a hint in a direct or indirect way
The teacher helps the student to remember the text that has been read and the images seen. Then the student gives the right answer and the teacher concurs. The student says: Small tubes and the teacher: What have those small tubes…? The student says: ah! Holes!, the teacher replies: aha!
T1, T2, T3
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Feedback incident 3 occurred after the children answered a question
Children’s answer to Nefreduca questions or tasks
Bales Category Teachers’ actionTeachers talk during action
Teacher identifier
If the answer is incomplete
3.2
B1-GIVES SUGGESTION
Propose to revise the video or animation of the activity or to revise the text of the previous templates
“Let’s see the activity video again!”
T1
Gives a hint“And this also, eh! (the teacher is pointing to the computer screen)“
T2, T3
A3-SHOWSAGREEMENT
+
C1-ASK INFORMATION
Complies“Ok! Put this answer here. Well, the water and what else? Which kind of nutrients do you have here?”
T2Clarification
C2-ASK FOR OPINION
The teachers intonation is expressing that the student answer is not complete, the teacher also give hints
“Really? They move it from one side to another? And what else? They move it alone or they put in something”, It renews them, do you think so? It’s difficult to renew something that you don’t want any more, that’s not useful for anything. What do you think?”; “Already? So quickly?”
T2
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Feedback incident 4 occurred when the student finished a question, an activity or the whole Nefreduca materials
Bales categories
Teachers’ action
Teachers talk during action
Teacher identifier
A1-SHOWS SOLIDARITY
Rewards
“Fantastic”, “Very good!”, “We’re the Champions! The Champions!! We’ve finished, that’s the end of the Nefreduca darling! Good work!”
T1, T2, T3
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Operational model of formative feedback generation for the next version of the Nefreduca program: Part 1Stages of Analysis by
computer of students’ responses
in the Nefreduca program
Advice with respect to Content
Socio-Emotional Support
STAGE 1: UNDERSTANDING THE NEFREDUCA ACTIVITIES Computer system to check the timing spent on this section of the work
The introduction will help you to understand what you are going to learn with Nefreduca.
Recognise effort and encourage students to have a goYou have done well to make a start …..
STAGE 1a: Spending too long on the introduction and understanding the Nefreduca activities
Is there anything you do not understand? Perhaps go back and see what was explained before?
Praise the students for working through so far and remind them that it will be good to study what is in the program and why
STAGE 1b: If no time delay, go to 2
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Operational model of formative feedback generation for the next version of the Nefreduca program: Part 2Stages of Analysis by computer of
students’ responses in the Nefreduca program
Advice with respect to Content Socio-Emotional Support
STAGE 2a: WORKING THROUGH THE NEFREDUCA ACTIVITIES Response to error 1
Give an indirect hintInstead of concentrating on X, think about Y in order to answer the question.
Praise what is correct and point out what is missing
STAGE 2b: Response to error 1
Give a direct hint about P Have another look at the video and concentrate on what Y is doing
Praise what is correct and point out what is missing
STAGE 2c:Response to error 1
Give answer Praise persistence and effort
STAGE 2d:If answer is correct go to 4
STAGE 3a:RESPOND TO INCOMPLETE ANSWERAsk for clarification
What do you mean by X?Explain it more fully
Confirm and concur about what is correct encourage to take the analysis further
STAGE 3b:Ask for information
What role is Y playing here? Praise persistence and effort and how this has led to improvement
STAGE 4:Correct final answers to activities
Offer a summary of what has been learnt by the activity
Praise student for effort as well as cognitive ability
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Operational Model: Thoughts
Rules following Anderson, Krathworld and Bloom’s (2000) revised taxonomy of educational objectives
Offers both cognitive and socio-emotive support
Bales analysis lens for viewing emerging pattern of feedback
Increased understanding of the special needs of children who are trying to learn basic science concepts when suffering from a chronic illness
Implementation should encourage more rapid progress and build students’ confidence
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Acknowledgements
The project was funded by both:
Consell Social de la Universitat Autonoma de Barcelona (UAB, Ref: 200700047154) and
Spanish Ministerio de Educacion y Ciencia (MICCIN, Ref: CCT005-06-00169)
Findings accepted for publication in the International Journal of Continuing Engineering and Lifelong Learning
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