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The Module Sue Bamford and Sue Beckingham Sheffield Hallam University ALT-C 2012 360° Social Feedback Model.

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Presentation on theme: "The Module Sue Bamford and Sue Beckingham Sheffield Hallam University ALT-C 2012 360° Social Feedback Model."— Presentation transcript:

1 The Module Sue Bamford and Sue Beckingham Sheffield Hallam University ALT-C ° Social Feedback Model

2 The Module Activity 1 PERSONAL BLOG Activity 2 GROUP WIKI Activity 3 INDIVIDUAL CASE STUDY Activity 4 INDIVIDUAL PORTFOLIO Key objective: To provide students with a wide variety of feedback mechanisms to support, engage and motivate MSc Technology Enhanced Learning Innovation and Change First module: The Application of TEL

3 The Tutor Receiving feedback on my work at regular intervals boosted my confidence Setting of ongoing achievable deadlines and encouraged peer feedback throughout the module Structured the module to encourage collaboration Encouraged interaction with other students (during and outside of class) helped me feel part of the community Aim: Scaffolded approach to provide opportunities for collaborative and autonomous learning and to develop a community of practice Useful, timely and supportive feedback What were the two best things the Tutor did to promote learning?

4 The Feedback Types of Feedback

5 The 360° Model

6 The Students Chosen Social Forums and Learning Spaces Adobe Connect

7 Developing a Co-Learning Open Community using a 360° Social Feedback Model Sue Bamford and Sue Beckingham, Sheffield Hallam University This short paper, presented by a tutor and student, will be of interest to anyone involved in a blended approach to teaching and learning. It describes how the introduction of scaffolded 360° feedback, achieved through a wide variety of feedback mechanisms within the online learning environment, supported, engaged and motivated students on a part-time Masters degree to autonomously extend their own learning. Students on the Technology Enhanced Learning Innovation and Change (TELIC) course mainly work at a distance. Learning interactions, which are both synchronous and asynchronous, include text and virtual face-to-face modes of communication. Collaboration and openness is a strong ethos of the course. Co- learners are actively encouraged and empowered to collectively develop social presence (Wheeler 2005), collegiality and opportunities to enable 360° social feedback within their own community of practice. This is achieved through individual and group formative tasks that are openly shared with tutors and peers (live sessions being recorded in Adobe Connect). This iterative layered approach is developed through feedback which is: Individual self-reflective - blogs Peer to peer co-learner reflective - comments on blogs, virtual f2f Group to group - comments on wikis Tutor to group - comments on wikis and forums, virtual f2f Student to tutor - blogs, forums, survey, virtual f2f Tutor to student - comments on blogs, formative and summative written Tutor to cohort generic feedback and feed forward - virtual f2f The process of 'learning to collaborate' (Rheingold 2011) and undertake intra-group communication to plan, deliver and feedback on assessment tasks is encouraged to be both collaborative and social. As a result students have reported that they feel more connected and motivated. Empowered to use Adobe Connect outside of class, they have embraced the collaborative and social opportunities assigned within the module and gone on to actively contribute to the development of their own social forums and learning spaces by appropriating Skype, Google+ hangouts and other social media tools of their own choosing. Students felt that the social aspect of the 360° feedback extended their learning, developed autonomy and provided a shared record of how this learning had been constructed. They have since articulated how this can feed forward into the next module. Tutors recognised that this scaffolded approach has resulted in better quality final assessments. References Rheingold, H. (2012) Towards Peeragogy. DMLcentral. Available at: [accessed March 10th 2012] Wenger, E., White, N. and Smith, J.D. (2009) Digital Habitats Stewarding Technology for Communities. Portland: CPsquare Wheeler, S. (2005) Creating Social Presence in Digital Learning Environments: A Presence of Mind? TAFE Conference. Queensland. [Online] Available at: [accessed March 10th 2012]

8 The Module Sue Sue MSc Technology Enhanced Learning Innovation and Change Sheffield Hallam University


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