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A role for technology in enhancing students’ engagement with feedback
This paper explores the potential of technology-enabled feedback to improve student learning. ‘Technology, Feedback, Action!: The impact of learning technology upon students’ engagement with their
Trainee teachers’ use of blogs as private reflections for professional development
A collaborative research project between Sheffield Hallam University and Nottingham Trent University in the UK investigated the use of blogs with trainee teachers as an alternative to reflective
Using technology to encourage student engagement with feedback: a literature review
This article presents a review of the literature over the past 10 years into the use of technological interventions that tutors might use to encourage students to engage with and action the feedback
A discourse analysis of trainee teacher identity in online discussion forums
Teacher education involves an identity transformation for trainees from being a student to being a teacher. This discourse analysis examined the online discussion board communications of a cohort of
Pedagogy first: Realising technology enhanced learning by focusing on teaching practice
This paper explores a “pedagogy first” approach to technology enhanced learning developed by Sheffield Hallam University (SHU) as a method to encourage use of, and experimentation with, technology
Examining increased flexibility in assessment formats
The possibilities of allowing student choice in the format used to present their work, as a starting point for changing assessment, are explored, based on recent studies and current examples of flexible assessment practice in higher education.
Setting out the Role of Feedback in the Assessment Process through Both the Student and Tutor Perspective.
Despite assessment and feedback being important elements of the student experience, it is not clear how students connect these two elements together to improve their learning. What are students doing
Engaging students with feedback through adaptive release
Feedback to students has been highlighted in the literature as an area where improvements are needed. Students need high quality, prompt feedback, but they also need guidance and tools to help them
Making Connections: Technological Interventions to Support Students in Using, and Tutors in Creating, Assessment Feedback
This paper explores the potential of technology to enhance the assessment and feedback process for both staff and students. The ‘Making Connections’ project aimed to better understand the connections
Using e‐learning for student sustainability literacy: framework and review
Purpose – The paper aims to explore staff practices in using e‐learning to embed sustainability literacy, highlight best practice and determine areas for improvement.Design/methodology/approach – A