Joint Information Systems Committee 15/04/2014 | | Slide 1 Findings carousel Choose two from: Developing digital literacies Supporting learners through periods of transition How learners experience assessment and feedback The role of peers in the learner experience

Learners Experiences of e-Learning Workshops: November 2008 – March 2009 Assessment & feedback

Learners Experiences of e-Learning Workshops: November 2008 – March 2009 slide 3 Assessment and feedback

Learners Experiences of e-Learning Workshops: November 2008 – March 2009 slide 4 You get assessed on how much you talk on [the forum], so we try to keep to a minimum the other contact, unless we meet in person and the facilitator is there to see that we have done it. … quite a lot of the time you go on there, and someones just replied to someone who has said Ive done lots of work - Well done, just to say that they have had a look at the forum and they have seen the work that is being done! Playing the game

Learners Experiences of e-Learning Workshops: November 2008 – March 2009 slide 5 Supporting the process of groupwork Towards the end we were much more of a team and were editing [the wiki]... people were really getting stuck in. PB-LXP

Learners Experiences of e-Learning Workshops: November 2008 – March 2009 slide 6 For me it reflects what happens really…living in the real world in so much as you often dont have the luxury of meeting face to face, youve got to network with people…in different parts of the world… (PB-LXP) Communication over group assignments is done sometimes face to face or over the internet depending on the task itself. If we can do something without meeting, then we jump at the opportunity because it saves us time from finding a place and time to meet. However, if we feel it requires us to meet then we do. (Thema)

Learners Experiences of e-Learning Workshops: November 2008 – March 2009 slide 7 How learners experience assessment and feedback Use of technology to gain additional feedback Using technology to organise and structure assessed work Piecing together assignments from various sources Using technology to support the process of groupwork Using creative media skills to enhance assessed work

Learners Experiences of e-Learning Workshops: November 2008 – March 2009 slide 8 Strategies for using technology to enhance feedback and assessment: for discussion Use technology to provide additional feedback opportunities e.g. audio, automated assessment Share successful strategies for planning and preparing assignments (e.g. Lexdis strategy cards) Support learners to use technology in practical ways, to be an enabler rather than a distraction Provide learners have spaces to discuss assessment related issues, or encourage them to set up their own spaces.