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Dr. Raymond RandallSue HarringtonPodcasting in Assessment: New
Technology in Higher Education Research (PANTHER)
#uolbdrahttp://en.wikipedia.org/wiki/Black_panther
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ContextWhy?What?How?ExperienceFeedback from staff and
studentsWhere next?Audio feedback
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3 years ago:Blackboard was an optional discussion forumAll paper
course materials and handbooksAll paper-based markingPoor audit
trail of markers commentsDeadline times unfair for overseas
studentsLong marking turn-around times.
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Online Course MaterialsCentral portal for support
resourcesE-moderated module discussion forumsE-moderated
dissertation development forumsOnline dissertation
supervisionDuckling Project:PodcastsSecond Life e-book readers
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Podcast use in Carpe Diem e-tivitiesIncrease Staff/student
InteractionIncrease student interaction/collaborationSupport for
the module assignmentsPractice related application of
learning:Linked to learning outcomes and skills
developmentIncreased variety in teaching & learning methods
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Online Assessment and FeedbackAudit trailCostEnvironmentEquity
in submission datesReadabilityTurnaround time
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Increase perception of staff/student interaction.Decrease
isolation of DLAdditional media formats increased varietyMartini
learning: anywhere, anytime, any deviceEncourage engagement with
feedbackExplanatory power of spoken vs. written wordPersonalised
feedback (dissertations)Develop once, deliver often
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Online group e-tivities for each
assignmentVolunteersContributions assessed as part of
assignmentsMultiple deliverables & deadlines during moduleEach
students contributions assessed
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Students:Positive: interaction; relevant preparation for the
actual assignments; practical relevance.Negative: Deadline
structure reduced flexibility of DLStaff:Positive: interaction and
engagement with studentsNegative: assessment difficult and time
consumingOutcome: Complementary non-assessed activities
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All module & unit assignments; dissertationsDouble
submission:Initially Gradebook then TurnitinEmail copy for
marking.Track changes and comments on assignmentFeedback
documentEmail return to studentPlagiarism evidence posted, but
moving to electronic Turnitin report.
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Students:Positive: Readability; turnaround time; increased
feedbackNegative: ITStaff:Positive: Easier; faster; iterative
comments; reduced cost; reduced admin; full audit trailNegative:
Discipline required not to correct everything; students &
instructions Gradebook: Less easy to use; less clear to read; need
to be online.
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Production method from BDRA workshop:Structured model for
planning each podcastSeries for dissertations and Research
MethodsModule specific podcastAssessment: Feedback and feed
forwardFeed forward Podcasts:Specific guidance for approaching each
assignmentGeneric guidance for academic writingDissertation
portfolioGeneric cohort feedback for each assignmentIndividual
feedback for draft dissertation
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How to approach a specific assignment
General guidance on assignments
Guidance on how dissertations are assessed
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General cohort assignment feedback
Specific individual dissertation feedback
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Students:Positive: Bridging the gap, mobility, flexibility,
better use of time, clarityNegative: None so farStaff:Positive:
Enjoyable; time saving; easier to explain; less misunderstanding
correct emphasis; useful for other team members to support
studentsNegative: Individual differences; file size
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E-tivities: Second Life exercise (Duckling); interactive
Induction and pre-Dissertation Modules (CDDC)Audio Feedback:To be
rolled-out to module assignmentsResearch in progress Impact on
grades and retention Student usageDifferences with written feedback
(Education)
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Sue [email protected]
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