Boatloads of Tips & Tricks for Providing Quick Meaningful Feedback: Digital Learning Edition

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Location: Virtual
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Participate and share : Interactive session

Dr. Kimberly LaPrairie
Kathleen Mansfield
Providing learners with personalized, specific feedback is essential to support engaging, effective learning. In digital environments, feedback can be more challenging to provide because of time constraints or lack of tools. We'll explore some simple tools and strategies instructors can use to create quick but meaningful feedback in digital environments.

Audience:	Coaches, Teachers, Teacher education/higher ed faculty
Skill level:	Beginner
Attendee devices:	Devices useful
Attendee device specification:	Smartphone: Android, iOS, Windows Laptop: Chromebook, Mac, PC Tablet: Android, iOS, Windows
Participant accounts, software and other materials:	It would be helpful for attendees to have an active Google account.
Topic:	Distance, online & blended learning
ISTE Standards:	For Coaches: Learning Designer Help educators use digital tools to create effective assessments that provide timely feedback and support personalized learning. Model the use of instructional design principles with educators to create effective digital learning environments. For Educators: Analyst Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction.
Additional detail:	ISTE author presentation

Related exhibitors:

MyLearnerJourney

Proposal summary

Purpose & objective

Providing meaningful feedback on assessments can be laborious, especially when combined with the current volatile social climate and varied learning environments. However, there are numerous digital tools and instructional design strategies that instructors can implement to ease this burden of providing timely, effective feedback. The purpose of this session is to prepare educators and coaches to integrate digital tools to quickly provide direct feedback. Participants will also develop strategies for tailoring feedback based on a variety of formative and summative assessments, including written and innovative artifacts, through this interactive lecture.

Participants will explore digital tools for providing direct feedback
Participants will develop strategies for tailoring feedback based on a variety of formative and summative assessments

Outline

For a 60-minute session, approximately 50% will be presenter lead delivery of information and 50% will be interactive audience discussion, including conversations facilitated by the presenters but participant-driven.

Introduction (2 minutes)
Will Invite participants to join the interactive presentation

Strategies for Tailoring Feedback (19 minutes)
Specific to types of assessment:
Pre
Formative
Summative
Specific to types of artifacts (including but not limited to):
Writing Sample (research paper, essay, reflection, journal)
Blog or Vlog
Slideshow
Video
Webpage
Photo
Digital Poster
Interactive audience discussion

Digital tools for Providing Direct Feedback (19 minutes)
Including but not limited to:
Noteshelf
Screencast-O-Matic
Google Apps for Education
Extensions such as Talk and Comment
Interactive audience discussion

Observations from the Field (10 minutes)
Personal triumphs and tribulations encountered
Suggestions for avoiding obstacles

Administrative Issues (5 minutes)
Security

Questions and Discussion (at least 30 minutes - most of which is part of the times outlined above)
Exploration of potential benefits and pitfalls (Participants will be asked to share ideas and concerns)
Participants will be encouraged to ask questions and offer ideas throughout the presentation

Supporting research

Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698–712. https://doi.org/10.1080/02602938.2012.691462
Cooper, S. (2016, August 27). Why meaningful feedback is so important for online learning. eLearning Industry: eLearning Best Practices. https://elearningindustry.com/meaningful-feedback-online-learning
Filius, R. M., de Kleijn, R. A. M, Uijl, S. G., Prins, F. J., van Rijen, H. V. M., & Grobbee, D. E. (2019, April 21). Audio peer feedback to promote deep learning in online education. Journal of Computer Assisted Learning, 35(5), 607–619. https://doi.org/10.1111/jcal.12363
Gould, J., & Day, P. (2013). Hearing you loud and clear: Student perspectives of audio feedback in higher education. Assessment & Evaluation in Higher Education, 38(5), 554–566. https://doi.org/10.1080/02602938.2012.660131
Hennessy, C., & Forrester, G. (2014). Developing a framework for effective audio feedback: A case study. Assessment & Evaluation in Higher Education, 39(7), 777–789. https://doi.org/10.1080/02602938.2013.870530
Leibold, N., & Schwarz, L.M. (2015). The art of giving online feedback. The Journal of Effective Teaching, 15(1), 34–46.
Marshall, D. T., Love, S. M., & Scott, L. (2020). "It's not like he was being a robot:" Student perceptions of video-based writing feedback in online graduate coursework. International Journal for the Scholarship of Teaching and Learning, 14(1). https://doi.org/10.20429/ijsotl.2020.140110
Martin, F., Budhrani, K., Kumar, S., & Ritzhaupt, A. (2019). Award-winning faculty online teaching practices: Roles and competencies. Online Learning, 23(1), 184-205. http://doi.org/10.24059/olj.v23i1.1329
Ntuli, E. (2018, January 11). Seven characteristics (and six tools) that support meaningful feedback. ASCD Express, 13(9). http://www.ascd.org/ascd-express/vol13/1309-ntuli.aspx
Rybakova, K. (2020). Humanizing online assessment: Screencasting as a multimedia feedback tool for first generation college students. In Handbook of research on integrating digital technology with literacy pedagogies (pp. 500-518). IGI Global. http://doi.org/10.4018/978-1-7998-0246-4.ch022
Stenger, M. (2014, August 6). 5 research-based tips for providing students with meaningful feedback. Edutopia. https://www.edutopia.org/blog/tips-providing-students-meaningful-feedback-marianne-stenger

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Presenters

Dr. Kimberly LaPrairie, Sam Houston State University

Dr. Kimberly LaPrairie holds a Ph.D. in Educational Research and Leadership and a M.Ed. in Curriculum and Instruction, both specializing in Instructional Technology. She has over 20 years of private, public, and higher education experience and is currently an Associate Professor of Instructional Systems Design and Technology in the Department of Library Science and Technology at Sam Houston State University in Huntsville, Texas. Dr. LaPrairie’s research focuses on technology integration to improve educational and training systems in organizational settings, instructor effectiveness, and content accessibility. She has published extensively and presented at numerous international, national, and state conferences.

Kathleen Mansfield, Comal ISD