Tag: Feedback

Enhacing the student experience with audio feedback

At our Moodle Refreshers, we’ve been telling staff about the new audio and video feedback feature for grading assignments. One of the lecturers pointed out that there is a body of evidence to show the effectiveness of audio feedback. And so there is… One study sums up the potential benefits quite nicely and revealed “extremely

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Educational Technology & Learning Spaces Survey 2015

What successes have you had in using educational technology this year?  What has held you back from engaging with educational technologies?  What educational technologies and learning spaces have you used and would you like to use? City University London staff are invited to participate in LEaD‘s annual Educational Technology and Learning Spaces survey https://goo.gl/3vCpgT.  This is your opportunity

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Accessing Turnitin Feedback

Audience: City University London students and staff According to our reports on Moodle assessment activity; there were 18 Turnitin assignments due at the beginning of March. This post highlights how students can access the three different types of feedback that lecturers can provide using GradeMark – Turnitin’s feedback system. Click on the Turnitin assignment from

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Revisiting Graham Gibbs – Improving Student Learning Through Assessment and Feedback

Gibbs

Learning@City 2013 In 2013 the Learning Development Centre invited Graham Gibbs to be the keynote speaker at our annual learning and teaching conference Learning@City. The theme of the conference was Assessment and Feedback and Graham Gibbs is an expert in that area, having carried out substantial research, much as part of the Higher Education Academy (HEA), Transforming

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Providing feedback using GradeMark in Turnitin

Audience: City University London staff Our latest reports on Moodle activity show that we had 22 Turnitin assignment submissions due last week with a further 11 submissions due this week. This post highlights how you can provide feedback and grades using Turnitin’s feedback facility – GradeMark. GradeMark has three different mechanisms for providing feedback on

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Quiz Improvements in Moodle 2.6

Audience: City University staff. This blog post explores the new features of the Quiz activity in Moodle. Quiz autosave There is a new auto-save facility on the Quiz which will be especially useful for students working on longer essay questions or when students experience a connection problem when taking a Quiz that would previously have

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Assignment Improvements in Moodle 2.6

Audience: City University staff This blog post will look at some of the improvements in the Assignment and Turnitin activities in Moodle 2.6. Moodle Assignment Improvements Assignment resubmission If you require students to resubmit an assignment following a fail at first attempt you will be find the improvements in assignment resubmission useful. When grading the

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Blogs for Learning and Teaching: More then just a passing phase

Blog wordle

Over the last few years, you may have found yourself subscribing to various blogs. These tend to provide bite sized information on areas that interest you. For instance our educational vignettes(created by the Learning Development Centre) enables the dissemination of case studies, reviews, and guidance on learning and teaching in general. However you may have

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HeLF meeting: Personalisation of Assessment and Feedback

In the last ten years, higher education has changed beyond all recognition and Heads of E-Learning will be critical to the significant changes to come.  These were some of the opening words by Professor Rikki Morgan-Tamosunas, DVC, University of Westminster, in opening the Heads of E-Learning Forum (HeLF) Meeting held on 31st October.  The theme

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Self- and Peer Assessment using Turnitin in SEMS: Cengiz Turkoglu

Cengiz Turkoglu, a Senior Lecturer in the School of Engineering and Mathematical Sciences, principally teaches final-year undergraduate students and one of the MSc Aviation Management modules, with class sizes usually not exceeding 20 students. Each of his modules uses a similar assessment pattern comprising one coursework plus an examination. For the coursework component, he utilizes

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