Peer feedback in an online dissertation writing workshop

The article examines ‘in-text feedback’ and ‘overall feedback’ (KUMAR; STRACKE, 2007) on dissertation chapter drafts as well as students’ opinion about giving and receiving feedback, both before and after taking part in the peer revision activities proposed in an online dissertation writing workshop. It used a mixed method approach. The comments were categorized using qualitative analysis; then, the categories are quantified and differences between proportions were analyzed using a Z test to determine if the difference between categories were statistically significant. In addition, students’ opinions on feedback were qualitatively analyzed. As regards the in-text comments, with statistical significance, most of them consisted of basic feedback, referred to the textual model (mainly linguistic aspects) and had a directive pragmatic function. In the overall peer feedback, the textual model also prevailed but comments also included issues linked to the communicative situation and the research and a higher level of substantiated comments was noticed. This can be related to what students affirmed about the feedback received before and after the workshop: the perspectives of their peers allowed them to objectify the text or even delve into a critical evaluation of their own dissertation work. Additionally, peers’ comments allow them to redo the writing actions that took place in the making of their first draft (e.g. drafting the paragraphs, structuring the discourse, thinking about whole sections) but this time, actions were informed by different perspective, which led to an improvement of the text at different levels.Fil: Álvarez, Guadalupe. Universidad Nacional de General Sarmiento. Instituto del Desarrollo Humano; ArgentinaFil: Colombo, Laura Marina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Filosofía y Letras. Instituto de Lingüística; ArgentinaFil: Difabio, Hilda Emilia. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza; Argentina. Centro de Investigaciones de Cuyo; Argentin

Developing e-assessment using the quiz activity within Moodle: empowering student learning

Using formative assessment within Moodle has been shown to encourage self-directed learning (Bromham & Oprandi, 2006). Our experience of using formative assessment quizzes as stand alone entities, as well as within Moodle lessons, has been used to introduce Moodle assessment quizzes over the past year in Level 1 and Level 2 Life Sciences courses. This experience has been distilled to inform the content of this workshop. Some advantages of incorporating assessments in the form of Moodle quizzes are that they allow for quick, reproducible and flexible assessment with a relatively small initial set-up cost, and substantial long-term staff and administration savings. One significant advantage is that staff and room pressures can be reduced as students can attempt the assessment at a time and location of their choice within a specified time period. This flexibility can help to reduce student stress associated with completion of a continuous assessment for their course. It is also a relatively simple process to account for students entitled to extra time during assessments. Providing clear instructions beforehand and at the start of the quiz ensures that students understand their responsibilities for completion of this assessment and ultimately the course. There are some disadvantages and limitations to the system as it currently exists, for example there is the perceived ability for students to “cheat” by completing the assessment as a group, accessing books and the internet. Strategies to account for these can be put in place and will be discussed in detail during the workshop. This workshop aims to take the participants through the initial set up of a quiz, highlighting the various question types and how these can be used to create a challenging assessment that can be quickly graded and prove informative for staff and course development. Reference Bromham L. & Oprandi P. (2006) Evolution online: developing active and blended learning by using a virtual learning environment in an introductory biology course. Journal of Biological Education 41 (1): 21-25

Supporting graduate teaching assistants in two STEM areas

No abstract available

A Systematic Approach to Graduate Writing Groups: Facilitator, First Meeting, and Feedback Structure

Scholarship on writing groups has long documented the benefits that grow from writers meeting regularly to share feedback, gain accountability, and encourage one another. However, some groups flounder and some flourish, and little research exists on the reasons for such failures or successes. This leaves few resources for writing group facilitators attempting to create bonds among group members, keep members on task, create accountability, counter absenteeism, and the like. The present article explains how the author, a graduate writing group facilitator struggling with these issues, drew from survey data taken from group participants and interviews with facilitators to create a systematic approach to writing group facilitation in order to improve group functioning. This new approach revealed three main factors upon which graduate groups’ success hinges: 1) the role of the group’s facilitator 2) the group’s first meeting, and 3) the group’s workshopping/feedback structure. All three factors are explored and recommendations are given for improving in each area.University Writing Cente

Publishing undergraduate research: linking teaching and research through a dedicated peer reviewed open access journal

In 2015, the University of Huddersfield Press launched Fields: the journal of Huddersfield student research. The journal was developed with two key purposes: ensuring that high quality student research was made available to a broader audience and inspiring students to work to the highest standards by considering the potential of their work for impact in the wider world. The existing literature is reviewed regarding the growth of student research journals, as well as some of the benefits these journals can offer to students. The institutional rationale for Fields is outlined and the process of setting up a multidisciplinary open access student research journal is discussed. The outcomes of an evaluation are presented with particular focus to lessons learned and future developments to improve support for authors. The experience of the project team will be useful to universities and university presses considering strategies for supporting students to develop research for publication/dissemination