Volume Two - Academic Conferences

Bridging the Feedback Divide Utilising Inclusive
Technologies
Angela Shapiro and Aidan Johnston
Glasgow Caledonian University, Glasgow, UK
A.Shapiro@gcu.ac.uk
A.Johnston@gcu.ac.uk
Abstract: The aim of this action based research project is to enhance the student learning experience through
the production of vidcasts that focus on the conventions of academic writing in Glasgow Caledonian University’s
School of Building and Natural Environment (BNE). Vidcasts (using a blend of narrated audio and on screen
images and slides) aim to meet students’ individual academic writing requirements. Four vidcasts have been
produced at this stage; the first level focuses on an introduction to academic writing explaining and illustrating
how to write a paragraph at micro level and how to apply the conventions of referencing. The second level
considers how to plan, construct and write a report including a detailed breakdown of appropriate material for
each section of the report. Level three concentrates on features of group reports whilst level four is aimed at
executing a complex report applying a case study format. Each vidcast has links to additional support materials
that are available on the web. The objectives were to produce models of good practice on the issues of academic
writing conventions at four distinct levels. The vidcasts have been placed on the virtual learning environment
(VLE), Blackboard, and feedback was requested from student representatives studying across the programmes
in BNE. We are also exploring the effectiveness of three different approaches that have been applied to obtain
feedback; these included the use of online feedback on the Effective Learning Service’s website through Google
analytics and Poll Everywhere, an interactive electronic voting tool and tracking students’ use via the university
VLE. An integral aspect of this project is the involvement of students and BNE staff in the evaluation of the
different approaches. We recognise that the feedback, like the vidcasts, should be context based and
acknowledge that one size does not fit all. Thus, we acknowledge that the feedback mechanisms will need to be
inclusive and tailored to different ability levels as well as for different cohorts of students. An interesting outcome
from this project has been that despite students noting the importance of receiving timely feedback from staff;
they appear unwilling to complete surveys giving feedback formally, although willing to express their views
anecdotally. One reason could be that students are constantly being asked to complete evaluation from individual
end of module forms to National Student Survey leading to survey fatigue. This suggests that using immediate
feedback formats such as Poll Everywhere has a role in encouraging students to respond although it is
acknowledged that there could be insufficient time for students to reflect.
Keywords: academic writing conventions, feedback, vidcasts, student learning
1. Introduction
The aim of Glasgow Caledonian University’s Caledonian Scholars and Associates initiative’s based
research project is to enhance the student learning experience through the production of innovative
feedback practices by the medium of 'vidcasts' in Glasgow Caledonian University’s (GCU) School of
Building and Natural Environment (BNE). This project commenced in October 2010 and is aligned to
GCU's Learning, Teaching and Assessment Strategy (2008-2015). The project was funded by GCU’s
Caledonian Scholar and Caledonian Associate Initiative, the purpose of which is ‘… to contribute to a
distributive leadership model of innovation in learning and teaching across the University’ (Caledonian
Academy, 2010). By supporting staff in this initiative the intention is ‘…to contribute to the
enhancement of learning and teaching practice and the quality of the student experience’ (Caledonian
Academy, 2010). The focus was directed towards meeting Objective 1 of GCU's Learning, Teaching
and Assessment Strategy (2008-2015), a summary of which is outlined as follows: ‘ …To equip
students with the knowledge, skills and attributes to operate as flexible, independent lifelong learners.
This will be through the application of incorporating innovative approaches to teaching and learning.’
(Glasgow Caledonian University Quality Office, 2008)
As Cohen et al., (2007) reiterate, action based research is an approach that enables the practitioners
to pose questions, carry out actions and justify activities. Once evidence has been gathered, in
collaboration with other educators in the work place, there follows the process of reflection enabling
social transformation and a critique of practice. All takes place against the theoretical background of
action based research (Kemmis & McTaggart, 1992, cited in Cohen et al., 2007).
The original objectives of the project were to produce and evaluate models of good practice on the
issues of academic writing conventions. Within higher education, students are required to engage with
Advanced Academic Literacy (AAL) and as such, write at an accepted complex level as required by
higher education. Indeed, Tardy (2005, p326) observed that ‘… students need to learn ways of
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