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Enhancing assessment with podcasts in Occupational Psychology

Podcasting in Assessment: New Technology in Higher Education Research (PANTHER) #uolbdra. http://en.wikipedia.org/wiki/Black_panther. Dr. Raymond Randall Sue Harrington. Enhancing assessment with podcasts in Occupational Psychology. Developing E-assessment & Podcasts. Context Why? What?

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Enhancing assessment with podcasts in Occupational Psychology

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  1. Podcasting in Assessment: New Technology in Higher Education Research (PANTHER)#uolbdra http://en.wikipedia.org/wiki/Black_panther Dr. Raymond Randall Sue Harrington Enhancing assessment with podcasts in Occupational Psychology

  2. Developing E-assessment & Podcasts • Context • Why? • What? • How? • Experience • Feedback from staff and students • Where next? • Audio feedback

  3. Context: Background

  4. Context: Bigger Picture • 3 years ago: • Blackboard was an optional discussion forum • All paper course materials and handbooks • All paper-based marking • Poor audit trail of markers’ comments • Deadline times unfair for overseas students • Long marking turn-around times.

  5. Context: One of many changes • Online Course Materials • Central portal for support resources • E-moderated module discussion forums • E-moderated dissertation development forums • Online dissertation supervision • Duckling Project: • Podcasts • Second Life • e-book readers

  6. Assessed E-tivities: Why? • Podcast use in Carpe Diem e-tivities • Increase Staff/student Interaction • Increase student interaction/collaboration • Support for the module assignments • Practice related application of learning: • Linked to learning outcomes and skills development • Increased variety in teaching & learning methods

  7. E-marking: Why? • Online Assessment and Feedback • Audit trail • Cost • Environment • Equity in submission dates • Readability • Turnaround time

  8. Podcasts: Why? • Increase perception of staff/student interaction. • Decrease isolation of DL • Additional media formats – increased variety • “Martini” learning: anywhere, anytime, any device • Encourage engagement with feedback • Explanatory power of spoken vs. written word • Personalised feedback (dissertations) • Develop once, deliver often

  9. E-tivities: What & How? • Online group e-tivities for each assignment • Volunteers • Contributions assessed as part of assignments • Multiple deliverables & deadlines during module • Each students contributions assessed

  10. E-tivities: Experience • Students: • Positive: interaction; relevant preparation for the actual assignments; practical relevance. • Negative: Deadline structure reduced flexibility of DL • Staff: • Positive: interaction and engagement with students • Negative: assessment difficult and time consuming • Outcome: Complementary non-assessed activities

  11. E-marking: What & How? • All module & unit assignments; dissertations • Double submission: • Initially Gradebook then Turnitin • Email copy for marking. • Track changes and comments on assignment • Feedback document • Email return to student • Plagiarism evidence posted, but moving to electronic Turnitin report.

  12. E-marking: Experience • Students: • Positive: Readability; turnaround time; increased feedback • Negative: IT • Staff: • Positive: Easier; faster; iterative comments; reduced cost; reduced admin; full audit trail • Negative: Discipline required not to correct everything; students & instructions  • Gradebook: Less easy to use; less clear to read; need to be online.

  13. Podcasts: What & How? • Production method from BDRA workshop: • Structured model for planning each podcast • Series for dissertations and Research Methods • Module specific podcast • Assessment: Feedback and feed forward • Feed forward Podcasts: • Specific guidance for approaching each assignment • Generic guidance for academic writing • Dissertation portfolio • Generic cohort feedback for each assignment • Individual feedback for draft dissertation

  14. Feed Forward: General and Specific • How to approach a specific assignment • General guidance on assignments • Guidance on how dissertations are assessed

  15. Feedback: General and Specific • General cohort assignment feedback • Specific individual dissertation feedback

  16. Podcasts: Experience • Students: • Positive: ‘Bridging the gap’, mobility, flexibility, better use of time, clarity • Negative: None so far • Staff: • Positive: Enjoyable; time saving; easier to explain; less misunderstanding – correct emphasis; useful for other team members to support students • Negative: Individual differences; file size

  17. Where Next? • E-tivities: Second Life exercise (Duckling); interactive Induction and pre-Dissertation Modules (CDDC) • Audio Feedback: • To be rolled-out to module assignments • Research in progress • Impact on grades and retention • Student usage • Differences with written feedback (Education)

  18. Sue Harrington sh219@le.ac.uk Questions?

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