This webinar reports on a project principally concerned with evaluating the role of formative audio feedback in improving student learning, but also in exploring student perceptions of feedback delivered via such technologies, and better understanding how this audio feedback is used after its delivery to students. This webinar will demonstrate how Liverpool John Moores University is using Wimba Voice email for effective feedback on formative assessment

Macgregor, George

Spiers, Alex

University of Strathclyde Institutional Repository

Strathprints Institutional RepositorySpiers, Alex and Macgregor, George (2010) "It's as if the student is in front of you" - Using Wimba Voice email for feedback on formative assessment. In: Wimba Study Break Webinar, 2010-06-16 - 2010-06-16. , This version is available at http://strathprints.strath.ac.uk/59959/Strathprints is  designed  to  allow  users  to  access  the  research  output  of  the  University  of Strathclyde. Unless otherwise explicitly stated on the manuscript, Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Please check the manuscript for details of any other licences that may have been applied. You may  not  engage  in  further  distribution  of  the  material  for  any  profitmaking  activities  or  any commercial gain. You may freely distribute both the url (http://strathprints.strath.ac.uk/) and the content of this paper for research or private study, educational, or not-for-profit purposes without prior permission or charge. Any  correspondence  concerning  this  service  should  be  sent  to  Strathprints  administrator: strathprints@strath.ac.ukClick to edit Master title style"It's as if the student is in front of you" -Using Wimba Voice Email for feedback on formative assessmentGeorge MacgregorInformation Management & SystemsAlex SpiersLearning Development UnitClick to edit Master title styleIntroduction Speaker introductions...± ExAEF Project, HEA Subject Centre for Information & Computer Science± Dissemination materials Context and audio email technology for assessment feedback delivery± Opportunities± Wimba 9RLFHDQGµ9RLFH(PDLOV¶ Research motivation Embedding technology Evaluation: learning impact and resultsClick to edit Master title styleFormative assessment Role of formative assessment significant in promoting student learning (e.g.  [1], [2])± Produce feedback to improve / accelerate learning± 3URPRWHµGHHS¶DSSURDFKHV Few formative assessment opportunities provided at universities µ)RUPDWLYHOHDUQLQJ¶UHTXLUHVµFRQGLWLRQV¶RIIRUPDWLYHIHHGEDFNto be met [2]± 'HWDLOHGXQGHUVWDQGDEOHµZKHQLWVWLOOPDWWHUV¶HWFClick to edit Master title styleAudio tech. opportunity?Click to edit Master title stylehttp://www.flickr.com/photos/moragcasey/3792556659/Click to edit Master title styleResearch motiv tion Factors combine to motivate research± Recent research:  Merry & Orsmond [3], Rotheram [4], Ice et al. [5], Sipple [6] Relevant questions:± Audio feedback enhance formative learning experience?± &RQIRUPWRPRGHOVRIµJRRG¶IRUPDWLYHfeedback? e.g. [1, 2]± ,PSURYHPHQWVLQVWXGHQWV¶OHDUQLQJ"± )XUWKHULQVLJKWV«Click to edit Master title styleWimba Voice Email Wimba Voice [3] plug-in± µ%XLOGLQJEORFN¶RIBlackboard [4]± Enables the delivery of voice emails Streamed in browser, download to mobile device, no MP3 attachments Feedback archive Students can reply with voice emails± Student-tutor dialogue possible [2]Click to edit Master title styleMethodological overviewClick to edit Master title styleMethodological overview Redevelopment of degree module to embed Wimba in assessment strategy± Module content on Web technologies± Two assessment points, with formative assessment point at week 6 (XHTML report plan)± Voice email feedback turned around in a week Quasi-experimental design± Control group (written); treatment (voice email) Participants (n = 66) drawn from:± BA (Hons) Business Management & Information± BA (Hons) Business & Public RelationsClick to edit Master title styleMethodological overview (2) Specially designed web-based survey± Informed by formative feedback models [1, 2] Interviews provided qualitative data for triangulation± Coding taxonomy $QDO\VLVRIVWXGHQWV¶DVVHVVPHQWperformance post-formative feedback deliveryClick to edit Master title styleSurvey instrumenthttp://www.flickr.com/photos/courtneybolton/4627648347/Click to edit Master title styleSurvey instrument Generally positive results Statistically significant differences between groups (MWU test)± µ,FRQVLGHUHGWKHIHHGEDFNWREHVXIILFLHQWO\SHUVRQDODQGUHOHYDQWWRPH¶(U = 400, Z = -2.104, p = 0.035)± µ,IRXQGWKHIHHGEDFNWREHHDV\WRFRPSUHKHQG¶(U = 414, Z = -2.184, p = 0.029)± µ,IRXQGWKHIHHGEDFNWREHWRREULHI¶(U = 388, Z = -2.126, p = 0.033)± µ7KHIHHGEDFNZDVFU\SWLFRUGLIILFXOWWRLQWHUSUHW¶(U = 314, Z = -3.292, p = 0.001)Click to edit Master title stylehttp://www.flickr.com/photos/recurrence/6446476/ AcademicperformanceClick to edit Master title styleAcademic performance Sipple [6] and Ice et al. [5] hypothesise potential improvements in learning using audio feedback± Reinforce feedback re-use; more likely to correct learning behaviour No difference between groups in academic performance in summative assessment± (t(64) = -1.153, p = 1.998) Similar learning gains across groupsClick to edit Master title styleStaff time commitmenthttp://www.flickr.com/photos/helloturkeytoe/4581002553/Click to edit Master title styleStaff time commitm n Structural constraints can preclude the use of formative feedback Extant research inconclusive Time requirements of voice emails smaller± 34% quicker; less variability per submission± Wimba µYRLFHHPDLO¶WLPHHIILFLHQFLHVVoice Dec. (6dp) Min/Sec Written Dec. (6dp) Min/SecM 0.068316 4.06 M 0.10289 6.53SD 0.011011 0.4 SD 0.01581 1.53R 0.049444 2.58 R 0.077778 10.3Total time 2.254444 2.15.16 Total time 3.395357 3.47.50Click to edit Master title styleQualitative datahttp://www.flickr.com/photos/cornellfungi/477867783/Click to edit Master title styleQualitative ata (1) Interview data gathered from student participants± Collect richer data on impact on student learning± Feedback use behaviour, perceptions, etc.± Conducted by non-teaching member of team± Sound recorded, transcribed, uploaded to QSR Nvivo for content analysisClick to edit Master title styleQualitative ata (2) Hierarchical coding taxonomy:± Principal themes± Areas for further research± Triangulate other instruments± Survey instrument elicited positive data in favour of voice email (supported by qualitative analysis)± Increased alignment with conditions of µTXDOLW\¶IHHGEDFN>@ Other interesting observations ± see disseminationClick to edit Master title styleData themeshttp://www.flickr.com/photos/ableman/4673424141/Click to edit Master title styleData themes (cl ri y)³At first I thought it was quite IXQQ\WRKHDU>WKHWXWRU¶V@voice on my laptop, but it was actually really good. I enjoyed receiving the feedback a lot more than I thought I would. During my time here, feedback has not been given very well and this was the first module that I had feedback I actually understood. I could play it over again to listen and just take really good notes of what I was expected to do and what I FRXOGFKDQJH´[Student 18]Click to edit Master title styleData themes (detail)³>The audio feedback was] more than detailed, yeah.  Without giving me the answers, he did give me a lot of guidelines and stuff I should look into DQGVWXII,VKRXOGWDNHRXW:KHUHDV,ZRXOGQ¶WUHDOO\JHWWKDWOLNHRQZULWWHQIHHGEDFNµcos it would be hard to, like, say something without JLYLQJ\RXWKHDQVZHU:KHUHDV,W¶VZHLUG\RXcan find more words when you are speaking the IHHGEDFN´>6WXGHQW@Click to edit Master title styleData themes (learning behaviour)³'HILQLWHO\,WZDVVKRUWFRQFLVHDQGvery much to the point ± giving me options to choose from as well [...] It was good feedback telling me what I did ZURQJ,WKLQNDORWRIWHDFKHUVMXVWGRQ¶Wreally tell you what you did wrong; they MXVWWHOO\RXµWKDWZDVQ¶WULJKW¶7KHQWKH\GRQ¶WUHDOO\JLYH\RXDSURSHUDQVZHUabout what to change. Whereas here,  I really did get a good idea about how to GRLWGLIIHUHQWO\LQRUGHUWRXSP\PDUN´[Student 18]Click to edit Master title styleOther themeshttp://www.flickr.com/photos/sroown/2247858939/Click to edit Master title styleOther themes Emulated face-to-face meeting with tutor Personalised and informal Voice intonation was motivating Some found they re-used the feedback more than written Feedback use behaviour± Preference for streaming ,VVXHV«Click to edit Master title styleConclusionshttp://www.flickr.com/photos/mugley/2214327028/Click to edit Master title styleConclusions Voice emails appear to enhance student learning± Enabled greater use of formative assessment strategies± Role of voice email as an enabling technology for assessment µEHVWSUDFWLFH¶± Enhanced the learning experience of students± Further research on improving student learning± Better met conditions of quality formative feedback Research ongoing± Conference proceedings and journal article in press± Focusing on each cohort of participantsClick to edit Master title styleReferences1. Gibbs, G. & Simpson, C. (2004). Conditions under which assessment supports learning. Learning and Teaching in Higher Education. 1, 3-31.2. Nicol, D. J. & Macfarlane-Dick, D. (2006). Formative Assessment and Self-Regulated Learning: A Model and Seven Principles of Good Feedback Practice. Studies in Higher Education. 31 (2), 199-218.3. Merry, S. & and Orsmond36WXGHQWV¶DWWLWXGHVWRDQGXVDJHRIDFDGHPLFfeedback provided via audio files, Bioscience Education, 11 (3), http://www.bioscience.heacademy.ac.uk/journal/vol11/beej-11-3.pdf4. Rotheram, B. (2009). Sounds Good: Quicker, better assessment using audio feedback (Final Report ± JISC Project), Joint Information Systems Committee, London. http://www.jisc.ac.uk/whatwedo/programmes/usersandinnovation/soundsgood.aspx5. Ice, P., Reagan, C., Perry, P. & Wells, J. (2007). Using synchronous audio feedback WRHQKDQFHWHDFKLQJSUHVHQFHDQGVWXGHQWV¶VHQVHRIFRPPXQLW\Journal of Asynchronous Learning Networks, 11 (2), pp 3-25.6. Sipple6,GHDVLQSUDFWLFHGHYHORSPHQWZULWHUV(였 DWWLWXGHVWRZDUGVDXGLRDQGwritten feedback, Journal of Developmental Education, 30 (3), pp 22-31.7. Wimba Voice. (2009). available: http://www.wimba.com/products/wimba_voice/8. Blackboard. (2010). available: http://www.blackboard.com/Click to edit Master title stylehttp://www.staff.ljmu.ac.uk/bsngmacg/exaef/http://bit.ly/79oZ9pContactg.r.macgregor@ljmu.ac.ukSkype: geo.macgregora.spiers@ljmu.ac.ukSkype: alexander.spiersResearch Links

"It's as if the student is in front of you" - Using Wimba Voice email for feedback on formative assessment

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