Volume Two - Academic Conferences

Angela Shapiro and Aidan Johnston
Can the use of new learning technologies enhance such dialogue and thereby support the
academic literacies model through an online process. (Figure 1).
7. Conventions of academic writing and feedback
Primarily the foundation for placing the second year aspect of the Scholar and Associate Project was
based on Nicol and Macfarlane-Dick's (2006) principles which focused on the importance of giving
students appropriate and timely feedback that encourages and helps the students learn and progress.
Feedback is essential to student learning. Providing feedback in different media reinforces the
message and gives students a more personal learning experience. The first principle recommends
helping students to clarify the criteria for good performance (outcomes, performance criteria and
expected standards). Our response was to produce exemplars demonstrating acceptable academic
writing conventions using the vidcasts for students studying in the School of Built and Natural
Environment at academic levels 1-4 (Figure 2).
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Figure 2: Extract from introduction to academic writing vidcast.
The first level vidcast focuses on an introduction to academic writing conventions by explaining and
illustrating how to write a paragraph at micro level including the conventions of referencing. Animated
sequences highlighted the various errors throughout the paragraph. This approach blends the
narration and the visual representation shown on screen to emphasise the point to the viewer. The
second level vidcast explains how to plan, construct and write a report including a detailed breakdown
of appropriate material for each section of the report. The level three vidcast concentrates on features
of group reports and examines some of the issues that may occur when individuals are working
together on one task. The level four vidcast is aimed at post-graduate students and demonstrates
how to execute a complex report, applying a case study format. Each vidcast has related links to
additional reputable support materials that are available on the internet. (figure 2). The next principle
influenced by Nicol & Macfarlane-Dick (2006) indicated the importance of facilitating the development
of self assessment (reflection) in learning. We decided to send emails requesting feedback from
selected students and staff in the School of BNE and carry out feedback using Poll Everywhere with
the first year cohort following the use of the first level vidcast. Poll Everywhere is an interactive
audience response system that uses mobile phones, twitter, and the web. The responses are
displayed in real-time. The polls can be multiple choice based questions or open-ended questions that
can be created to create conversations with the participants. The advantage of Poll Everywhere is
that immediate feedback may be obtained. We thought that since a high percentage of the students in
BNE first level were young males, that they would have a mobile phone and be comfortable with using
technology.
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