Students generating and using feedback in online learning environments

Centre for Educational Research (LJMU)

Professor David Carless from the University of Hong Kong will be the next speaker in the <A HREF="https://www.ljmu.ac.uk/research/centres-and-institutes/centre-for-educational-research" TARGET="_blank" DATA-MSYS-CLICKTRACK="0" REL="nofollow noopener noreferrer">CERES (Centre for Educational Research)</A> online seminar series at Liverpool John Moores University on the topic of: "Students generating and using feedback in online learning environments". 
This event is aimed at academics, researchers, teachers, students and practitioners who are interested in developing an awareness of feedback and online education. 
The room link and password will be sent by email to registered participants 1 to 2 hours prior to the start of the event. All registered participants will be held in a waiting room prior to being admitted by the host.
 
Title: Students generating and using feedback in online learning environments
Abstract
Teacher transmission models of feedback are largely ineffective: they fail to engage students; they are often too late in the process; they are labour-intensive and unsustainable for teachers. Instead, students need to be coached and motivated in generating, processing and using feedback. In online learning environments, a repertoire of student-led strategies might include: peer audio and video feedback; collaborative writing through wikis or GoogleDocs; and curated eportfolios. Teachers may also want to establish their social presence to reduce isolation in distance learning through screencasting or video feedback. Effective feedback processes involve shared responsibilities, with teachers designing feedback opportunities and students using feedback to enhance their work. These kinds of teacher-student partnerships are a complex undertaking that require flexibility, negotiation and trust to overcome social distancing and discourses of students as consumers. Less can often be more. Feedback processes need to be actionable for students, and workload-friendly for teachers.
Biography 
David Carless is Professor of Educational Assessment at the Faculty of Education, University of Hong Kong, and a Principal Fellow of Advance HE. His signature publication is the book Excellence in University Assessment: Learning from Award-winning Practice (2015, Routledge). He was the winner of a University Outstanding Teaching Award in 2016. His current research focuses on teacher and student feedback literacy to enhance the impact of feedback processes. His most recent book, Designing effective feedback processes in higher education: A learning-focused approach, co-authored with Naomi Winstone was published by Routledge in July 2019. Further details of his work are on his website: <A HREF="https://davidcarless.edu.hku.hk/" TARGET="_blank" DATA-MSYS-CLICKTRACK="0" REL="nofollow noopener noreferrer">https://davidcarless.edu.hku.hk/</A>
 
For more information on CERES seminars please follow us at @ljmu_ceres on Twitter or join our mailing list. This event is organised by the <A HREF="https://www.ljmu.ac.uk/research/centres-and-institutes/centre-for-educational-research" TARGET="_blank" DATA-MSYS-CLICKTRACK="0" REL="nofollow noopener noreferrer">Centre for Educational Research (CERES)</A> in the School of Education at Liverpool John Moores University in the UK.

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Students generating and using feedback in online learning environments

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