Roundtable 3: Learning Together through Feedback

Elizabeth Black (University of Glasgow, UK)

Considering the engagement of both students and teachers as crucial for sustainable feedback, and drawing on the notion of feedback as dialogue (Nicol, 2010), we will lead a discussion based around our work with students and staff in a School of Education within a large research-intensive university. In this context, progression towards professional accreditation limits modularization, creating potential to build feedback literacy throughout programs. We will discuss themes underpinning a planned research project that will use focus groups with students and interviews with teachers to explore the understandings and priorities of different groups of feedback “senders” and “receivers” (Winstone and Nash, 2017).

00:34:02 Janina Tosic: Congratulations Elizabeth! Sounds like a very exciting role to have a real Impact on teaching!
00:40:18 Anne Tierney: How important is time? in the sense of turnaround from getting the assignments to getting feedback back to students?
00:41:20 Sigal Tifferet: I would feel that regulations limit my Academic Freedom
00:48:26 Tzachi milgrom: I am sorry to say that after many tears of working in academic institutions, in my dictionary “academic freedom” is another word for conservativeness
00:49:52 Janina Tosic: @Tzachi, even after only 11 years: I hear you!!! Oftentimes used by colleagues who are not open to change or even consider to listen to ideas
00:50:23 Birgit Pitscheider, Innsbruck University: @Tzachi: Are the “tears of working” intended? Because for me, it sometimes feels like tears and not just years 🙂
00:52:01 Anne Tierney: @Tzachi I worry about conservativism and resistance to change also.
00:52:47 Tzachi milgrom: Freud could say something about this…
00:53:27 Alexandra Lehmann: “Endure the Clowns” is my Motto in this…
00:54:11 Anne Tierney:
01:02:15 Anne Tierney: @Tzachi in the UK context, I believe quality processes produce conservatism. Not deliberately, but an unintended consequence.
01:02:55 Anne Tierney: @Kara it
01:03:20 Anne Tierney: @Kara it’s a valuable skill to be able to draw the discussion out of the student
01:06:24 Anne Tierney: @Elizabeth – markers also sometimes focus on functional aspects of an assignment
01:08:32 Janina Tosic: Would it be possible to change the three specific points to three questions they can ask the marker to answer? As you just pointed out, asking a question might lead to a more specific feedback request
01:14:34 Ashley Le Vin: one thing i thought of implementing was an anonymous feedback box for students to tell us what aspects of our feedback they don’t understand to aid us in giving better feedback – although with current social distancing etc i am not sure if i will be able to do this on campus this year…
01:15:42 Anne Tierney: @ashley that sounds like a great idea, and something to think about adapting in the current situation
01:16:02 Janina Tosic: That’s a great idea to have a physical feedback box! Thank you Ashley!
01:16:08 Alexandra Lehmann: I found out that getting students to ask Questions helps a lot. But they actually have to learn to be allowed to ask Questions (and not having to give answers to everything). seems they lost this ability during School time
01:16:14 Ashley Le Vin: yeah i just need to find some anonymous online place they can dump feedback Anne
01:17:02 Anne Tierney: @ashley try
01:17:26 Alexandra Lehmann: @ ashley: on our internal educational Plattform moodle you can put in an anonymous questionnaire for feedback
01:17:40 Anne Tierney: @alexandra yes students don’t like to ask questions to draw attention to themselves
01:18:00 Ashley Le Vin: cheers Anne – i actually just opened it in a tab to take a look at it. and thanks Alexandra – we use Moodle too but i didn’t think that i could just do it a as questionnaire – thanks
01:18:33 Sigal Tifferet: A wordcloud is another option
01:18:34 Alexandra Lehmann: @ anne: it’s not only About asking me Questions, but also to ask Questions for themselves; About what they want to achieve for themselves
01:19:10 Anne Tierney: @alexandra ah, yes. That is something that needs to be supported and developed. and difficult
01:23:26 Birgit Pitscheider, Innsbruck University: @Elizabeth: Maybe an idea is: To start the next feedback talk with: What have you integrated from the previous feedback talk? What changed in your work because of the previous feedback?
01:23:47 Anne Tierney: @Birgit great suggestion
01:29:34 Anne Tierney: My non-academic friends are shocked at how argumentative I am – but it’s normal!
01:29:54 Birgit Pitscheider, Innsbruck University: @Alexandra: This is why I think we need to teach and learn how to give and receive feedback
01:30:24 Janina Tosic: Feedback literacy is just super important to foster!
01:31:34 Janina Tosic: I give my students extra points if they find mistakes I make and correct me. They enjoy this alot 🙂

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