Developing student feedback literacy using educational technology and the reflective feedback conversation

While its importance for promoting learning is well-documented, feedback can only promote learning to the extent that it is acted on by learners. However, the fact that students may have difficulty understanding feedback or knowing how to act on it and are not necessarily receptive to the feedback provided underscore the importance of including the learner perspective in feedback practices. This paper describes an intervention which used the ‘reflective feedback conversation’ and educational technologies to provide written feedback to students in University level Spanish language classes. The aim of the study was to improve learner uptake of feedback, develop student agency and self-regulation, increase alignment between teacher and student goals and expectations, and encourage learners to take a more active role in feedback processes as well as reduce teacher workload. Participants were 50 students enrolled in their third semester (pre-intermediate) of a university-level Spanish program. Data included student questionnaires, interviews with the teacher and students (n=9) ­and documentation of feedback and responses to feedback across a 12-week semester. Questionnaire data were analysed using descriptive and inferential statistics while interview and documentation data were analysed using thematic content analysis. The findings demonstrate the potential of this approach for making feedback processes more efficient as well as for improving learning

“I have my Fellowship, now what?” Supporting Post-award Teaching and Learning Practice, Reflexivity and Planning

Introduction. Professional recognition programs, such as teaching and learning fellowships, give participants opportunities to reflect on their professional practice and further development. However, there are few theoretical principles and forms of support to help awardees engage in dedicated post-award critical reflection and futurefocused planning (Shaw, 2018). This showcase presents the outcomes of a research project addressing this issue. Aims. The project consists of two studies that share the research question: ‘What forms of support can be provided for post-award teaching and learning practice, reflexivity and planning?’. The first study sought to develop a tool that could be leveraged by Fellows of professional recognition programs to support and enhance post-award practice, reflexivity and planning. The second study (in progress) investigates other forms of support for higher education staff (academics, academic developers and institutional leaders) who have been awarded a Fellowship. This showcase presents the outcomes of the first study. Methods. Design-based research (DBR) (Anderson & Shattuck, 2012) was utilised in the first study. Following the principles of DBR, four HERDSA Fellows and two Associate Fellows successfully designed a tool that would assist reflection, practice and future planning in the post-award phase. Results. The multi-component tool, and qualitative evidence of its effectiveness, will be presented. Discussion. The ‘finiteness’ of professional recognition programs has been acknowledged as being problematic for some time (see, for example, Israel, 2012). Experience also tells us that there is a need for stronger approaches to guide practice development in the post-award phase of recognition programs. This showcase presentation addresses what could happen next in that phase, and provides opportunities for further conversation. (281 words) References Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16-25. https://doi.org/10.3102/0013189X11428813 Israel, M. (2012). The key to the door? Teaching awards in Australian higher education. Australian Learning and Teaching Council. http://researchrepository.murdoch.edu.au/id/eprint/54826 Shaw, R. (2018). Professionalising teaching in HE: the impact of an institutional fellowship scheme in the UK. Higher Education Research & Development, 37(1), 145-157. https://doi.org/10.1080/07294360.2017.133675

Argentinean National Plant Protection Network Website

The Argentinean National Plant Protection Network (RedNPV) was created in 2006 as a proposal of the National Plant Protection Program (PNPV), National Institute of Agricultural Technology (INTA). The National Plant Protection Network (RedNPV) main objective is to articulate national scientific-technological capabilities in Plant Protection.Inst. de Microbiología y Zoología Agrícola IMyZAFil: Gasoni, Amelia Laura. Instituto Nacional de Tecnología Agropecuaria (INTA). Instituto de Microbiología y Zoología Agrícola; ArgentinaFil: Haelterman, Raquel Mercedes. Instituto Nacional de Tecnología Agropecuaria (INTA). Instituto de Patología Vegetal; ArgentinaFil: Truol, Graciela Ana Maria. Instituto Nacional de Tecnología Agropecuaria (INTA). Instituto de Patología Vegetal; ArgentinaFil: Frana, Jorge. Instituto Nacional de Tecnología Agropecuaria (INTA). Estación Experimental Agropecuaria Rafaela; ArgentinaFil: Vigna, Mario Raul. Instituto Nacional de Tecnología Agropecuaria (INTA). Estación Experimental Agropecuaria Bordenave; ArgentinaFil: Ducasse, Daniel Adrian. Instituto Nacional de Tecnología Agropecuaria (INTA). Instituto de Patología Vegetal; Argentin

Oral Reflection Tasks: Advanced Spanish L2 Learner Insights on Emergency Remote Teaching Assessment Practices in a Higher Education Context

This paper reports on a small-scale study that is the first to explore Advanced Spanish L2 learners’ personal awareness of their language and culture learning through e-assessment tasks in an Emergency Remote Teaching (ERT) context, mediated by five task-specific, individual spoken reflections. The value of reflection in education, particularly for L2 writing and distance learning, has been explored in different modalities, e.g., individual spoken reflection and group spoken reflection. Building on previous research, this study explores a group of advanced Spanish L2 learners (n = 25) reflecting on five multi-modal e-assessments through individually assessed oral audio-recorded post-assessment reflection tasks (n = 125). A thematic content analysis applied to transcriptions yields findings from a pedagogical perspective on language learning, completing assessments and personal affective responses. The learners’ candid and explicit orientations towards various types of multimodal language-learning e-assessment tasks offer instructors information on learners’ awareness of classroom-based assessment tasks being enablers for individual learning goals

Applying the context-adaptive model: evaluating a DEET funded English Language Program

© 1995 Ana Maria DucasseFinancially able governments around the world are embarking on major projects to retrain the growing numbers of unemployed. Education systems now dominated by 'market economy' -thinking government bodies holding the reigns on policy making and funding. It would appear from the writing of Bell and Goldstein (1995:21) that the situation in Australia is parallel to that of Canada. It is summarised in the words: "Many workers who have permanently lost their jobs in t:llls current economic recession have been advised to upgrade their educational credentials and obtain new work skills. In these changing economic times, upgrading, training and 'lifelong learning' are seen by many to be the key to finding and keeping a good job." This statement could easily be made about Australia, where the Federal Government is funding many types of training programs for the unemployed. The one being evaluated here is an English as Second Language (ESL) program funded by the Department of Employment Education and Training (DEET) for retrenched workers from the Textile Clothing and Footwear (TCF) industry. The program to be discussed is located at Victoria College, a registered private provider of education and training in Melbourne. Initially, the college offered English Language Intensive Courses for Overseas Students (ELICOS) accredited by an industry body, the National ELICOS Accreditation Scheme (NEAS). It has now broadened its scope to offer business and DEET funded courses. The evaluator has been closely connected to the program in the capacity of teacher, coordinator and (DEET) liaison officer. The first chapter presents the historical background of language program evaluations. Reports on outcomes from closely related areas, are presented next, as relevant background literature. The model chosen for the framework of this evaluation is the Context-Adaptive Model (CAM) (Lynch 1990). The second chapter leads to an evaluation design by adapting steps of the model to the evaluation context. It takes into consideration "such issues as the social and political basis and motivation for the language learning and teaching" (Lynch In press 94 13) which are important background to the evaluation. The data collection design is presented in the third chapter with the thematic framework for the evaluation. The design has quantitative and qualitative data collected for separate audience goals. The fourth chapter shows how qualitative and quantitative data is collected from various sources. The qualitative data consists of post-course questionnaires; case studies and interviews. Quantitative data consists of Australian Second Language Proficiency Rating (ASLPR) results in the form of precourse and post-course proficiency ratings for all the students and as well as a two-year charting of the four macro-skills for the case studies. In the fifth chapter, the results are discussed and arguments for the validation of the data and methods are put forward in the sixth chapter. The evaluation conclusions can then be drawn from the different perspectives presented in the last chapter