Feedback and assessment are topics that encourage lively and rich debate amongst practitioners. During a recent session to the Post Graduate Certificate in Hight Education (PGCertHE) students at UWE, I was asked to talk about some of the technologies we can use to enhance our approaches and interactions with students. My session followed on from more in-depth discussions about the theory of feedback and assessment, and would allow me to delve straight into some specific tools and approaches that can be incorporated into practice.
My session looked at how we can use audio, video and written feedback in ways that can provide a richer experience to the recipient and help academics make efficiency gains. From the start of the session, I used Padlet to engage my audience. It’s an online tool that allows participants to contribute quickly and easily, and in this instance, I used it to quick survey my participants current feedback methods, and to encourage discussion. Introducing technology into the classroom is always fraught with danger and often elicits polar opposite opinions 🙂 This was precisely the experience we had during the session. In fact, I’d purposely not prepared my participants or given them any warning they would need to use this tool, to encourage and spark thoughts and discussion. And, as with many of the PGCertHE sessions I have done in the past, this was the case.
As the end of the session (the slides from the session are here), I returned to the Padlet and asked my participants to say how they might change their feedback approaches based on the session. You can watch my group feedback in this short video where I respond to some of the points made.