DITL Scenario 4 — Transcript

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1. 0:00Let's move on to the fourth scenario.
2. 0:04In this scenario, you get to put yourself in the shoes of a teacher.
3. 0:08You have had a course in which you have collected feedback from students at the end of the course.
4. 0:14You go through the feedback you receive from students and find that a recurring theme emerges.
5. 0:20Students point out that in their own experience they have not received sufficient feedback on their own performance during the course.
6. 0:27Reflect on the ideas that this scenario section evokes and once again write down your own experiences and thoughts on the task sheet.
7. 0:34If you have no experience of the situation in question, you can also give general feedback on the type or form of feedback you have received as a student.
8. 0:42If you are a teacher who has received feedback from students, you can also describe it in this section.
9. 0:47Once again, pause the video and take your time to answer the question.
10. 0:51Then move forward again in the video.
11. 0:55In higher education, we have a lot of different courses and a lot of different ways of giving feedback to students.
12. 1:04Sometimes there's more time and opportunities and resources and sometimes there's less.
13. 1:11It is important to discuss these issues with students and to bring up feedback practices at the beginning of the course,
14. 1:19as this will also influence students' expectations of the feedback they will receive in the course.
15. 1:26Assessment and feedback are often closely linked, yet they are separate concepts.
16. 1:34Evaluation is the comparison between the objectives set and the results achieved.
17. 1:40It therefore focuses on objectives and their achievement.
18. 1:44So the aim is to make it visible.
19. 1:48Feedback is feedback on work, activity, output or other feedback that has a developmental function.
20. 1:57It is aimed at influencing future action.
21. 2:01On feedback in general, different forms of feedback work in different situations.
22. 2:09The feedback recipient is an active participant in the feedback process, i.e. a non-passive listener.
23. 2:17At its best, feedback supports the development of positive expertise and the smooth running of studies.
24. 2:25Feedback promotes learning and encourages you to learn more.
25. 2:29It is important to remember that both giving and receiving feedback are skills.
26. 2:35All skills are always practicable, so you can always improve on them.
27. 2:42If you think about what forms of feedback there are, in practice, reflecting on your own learning, skills or actions is also feedback to yourself.
28. 2:54There is some use of peer feedback in higher education.
29. 2:58I myself, at least recently, have perhaps started to use it even more in my own teaching.
30. 3:05It's also, in a way, a work-life skill, which is used quite a lot in specialist jobs.
31. 3:12Also feedback from the learning process facilitator, so what students most often think of as feedback, is that the teacher gives that feedback.
32. 3:22It is also useful to discuss with students these other possible forms of feedback.
33. 3:29The learning facilitator also gets feedback on the students' learning by monitoring how well the learning is going.
34. 3:39But we also have a lot of different ways of giving that feedback.
35. 3:44We have opportunities for this kind of automated feedback, of course, individual feedback.
36. 3:51You can give a couple of feedbacks or feedback for small groups or even a collective feedback for the whole group.
37. 3:59Depending on the context and the content of the teaching and all practical matters in general, the teacher makes decisions about how to give feedback in each course.
38. 4:18Students often want that feedback and it is not always possible to give individual feedback to everyone.
39. 4:26But it can sometimes be good to think about whether there are other possibilities, for example in mass courses, to be able to give feedback in at least some way, taking into account the resources.
40. 4:38And if not, it is good to discuss it with the students beforehand, so that there are no unnecessary disappointments.
41. 4:48The importance of feedback is particularly highlighted when there is no face-to-face interaction or encounters,
42. 4:57because, for example, in asynchronous online courses, feedback is often the primary means of interaction.
43. 5:04And then it also communicates in a certain way the presence or in general the fact that the teacher is active there or sends messages or is in contact with the students.
44. 5:16But in a certain way, if you organise teaching where there are no face-to-face encounters, you can think about how students, for example, could,
45. 5:29whether peer feedback could be used to help students gain more experience of social presence and interaction with others in general.
46. 5:44Another essential aspect of feedback is student engagement and commitment to the feedback.
47. 5:53So, in general, it is good to bring out and inform students about the feedback practices for the course and, quite consciously, about the instructions and tell them and advise them when to give feedback or in what form.
48. 6:08Also how it is to be used. And he can also try to structure the tasks in such a way that the student has the opportunity to use the feedback he receives and in some way change the activity based on it
49. 6:21or, for example, to continue to work on that course using that feedback so that it doesn't become so disconnected.
50. 6:31As I said earlier, both giving and receiving feedback are skills and they develop as a result of practice.
51. 6:39For example, students don't always make the most of the feedback they receive and it is indeed something that needs to be consciously practised.
52. 6:47It is good to discuss these feedback practices with students and to think about and use different ways of giving feedback according to the possibilities available to them.
53. 6:59But you also have to remember to take care of your own wellbeing as a teacher and as a tutor, and of course the wellbeing of the students and the community.
54. 7:10It is also good to discuss these feedback practices with your own colleagues, because by developing these new practices collectively, you can learn to make even better use of them so that they support learning.
55. 7:30Let's go back a little bit to the scenario that was presented at the beginning.
56. 7:34If you were the teacher of this course, how could you possibly improve the feedback practices for this particular course?
57. 7:46Once again, please write your own reflections and thoughts on the assignment sheet and if you wish, you can use, among other things, these bibliographic tips which can be found in the Moodle area.
58. 7:55Then move forward with the task again.