Designing for technology-enabled dialogic feedback

Michael Henderson; Michael Phillips; Tracii Ryan

doi:10.4324/9781315109251-13

Designing for technology-enabled dialogic feedback

Michael Henderson, Michael Phillips, Tracii Ryan

Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Research › peer-review

2 Citations (Scopus)

Abstract

In an age of increasingly massified and computer-mediated higher education, there are fewer opportunities for personal and individualised rich communication between students and educators. The development of evaluative judgement is supported by feedback processes but, for many students, particularly in large undergraduate courses, this occurs only in relation to assessment. Even then, comments are often ineffective and rarely support reflective and dialogic processes. Within this context, we propose a design for dialogical feedback processes surrounding assessment, enabled by multimodal (such as video, audio and screencasting) and social media (such as forums), with the goal of strengthening students’ evaluative judgement.

Original language	English
Title of host publication	Developing Evaluative Judgement in Higher Education
Subtitle of host publication	Assessment for Knowing and Producing Quality Work
Editors	David Boud, Rola Ajjawi, Phillip Dawson, Joanna Tai
Place of Publication	Abingdon UK
Publisher	Routledge
Chapter	12
Pages	117-126
Number of pages	10
Edition	1st
ISBN (Electronic)	9781315109251
ISBN (Print)	9781138089341, 9781138089358
DOIs	https://doi.org/10.4324/9781315109251-13
Publication status	Published - 2018

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10.4324/9781315109251-13

Cite this

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Designing for technology-enabled dialogic feedback. / Henderson, Michael ; Phillips, Michael; Ryan, Tracii.
Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work. ed. / David Boud; Rola Ajjawi; Phillip Dawson; Joanna Tai. 1st. ed. Abingdon UK: Routledge, 2018. p. 117-126.

Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Research › peer-review

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Designing for technology-enabled dialogic feedback

Abstract

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Has video killed the red grading pen? Teachers are experimenting with video feedback as a replacement for traditional written mark-ups.

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Designing for technology-enabled dialogic feedback

Abstract

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Press/Media

Has video killed the red grading pen? Teachers are experimenting with video feedback as a replacement for traditional written mark-ups.

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