1. CENTRE FOR MEDICAL EDUCATIONinterACT interactive assessment and collaboration via technologyRola Ajjawi, Susie Schofield, Karen Barton, Sean McAleer,Grant MurrayCentre for Medical Education, University of Dundee Lorraine Walsh, David Walker Library and Learning Centre, University of Dundee

2. Context Postgraduate Certificate, Diploma and Masters inMedical Education Longstanding internationally renowned course, distanceand paper-based 2010-2012 curriculum review Online delivery Larger modules (15 cps) Update content Criterion referenced F/P/D 3. The Postgraduate Certificate The Diploma will equip The Masters will equipwill equip practitioners to bepractitioners to be leaders in practitioners to be educational teachers driven by a strong medical education and will researchers utilising rigorouspedagogical and evidence-basedconsist of an additional 4and diverse methodologies toapproach.modules 2 coreanswer innovative and original It will consist of 4 modules 2(Curriculum Planning inquestions. It will consist ofcore (Teaching and Learning inMedical Education andeither: a 10,000-15,000 wordMedical Education and The Management anddissertation or a research based Principles of Assessment inLeadership in Medicaljournal article (45 credits) plusMedical Education) + 2 optionsEducation) + 2 options an additional optional modulehttp://www.dundee.ac.uk/meded/courses/ 4. Student profile 3000 students, 550 average new enrolments per year Primarily doctors but some health professionals includingnursing and dentistry 75% UK-based, remainder global Non-cohort based, no deadlines (flexible start and finishdates) 5. Challenges of current feedback model monologic culture of feedback lack of learner engagement with feedback lack of understanding of feedback transmitted feedback creates dependency on teacher no evidence of feedforward not utilising self and peer feedback lack of a shared context for assessment for teacher andlearner high teacher effort low efficiency reduced staff satisfaction as developmental potential offeedback not seen 6. AimThe overall aim of this project is to improve feedback dialoguein an ODL postgraduate medical education programme1. a longitudinal self-reflective feedforward systemdeveloped within Blackboard2. a toolkit of e-activities designed to improve self, peer andtutor dialogic feedback through the use of availabletechnologies such as blogs, Friendfeed, Skype/webinars, orsynchronous chat 7. Baseline activities Document analysis: external examiner reports (2006-2011); end of course evaluations (2006-2011); additionalevaluation surveys conducted in 2010 and 2011 as part ofour curriculum review; and the HEA postgraduate studentexperience survey Meeting with staff including outmarkers Currently doing a feedback audit of 2011 8. Baseline activities revealed1. Inconsistency in the quality and quantity of feedback provided2. Assessment design (e.g. over-assessment, over- reliance on essays, lack of formative assessment)3. Timeliness of the feedback4. Lack of assessment and feedback dialogue 9. Outcome measures Attrition rates: based on graduation per year Rates of progress through the module: manual obtained fromBB Student survey of perceptions/experiences of feedback:annual February Relevant data from regular module evaluation Relevant data from external examiner reports Qualitative focus groups: students, academic staff and admin Feedback audit: sample size needed? Tool to measure reflective gain ?? Community engagement 10. http://www.screencast.com/t/fsELBHbWuy8C 11. Generic principlesAssessment for learning should:1. Support personalised learning2. Ensure feedback leads to learning (i.e. feedforward)3. Focus on student self-development4. Stimulate dialogue5. Induct students in the educational culture and assessment and feedback practices6. Be acceptable to all stakeholders 12. Effective feedback dialogue: involves a transactional approach to communication is jointly owned is based on self-evaluation comprises negotiation of meaning is a two-way developmental process is a learning experience 13. Proposed changes phase I(09/11-08/12) Student submits assignment with self-evaluation Student receives feedback on assignment word document Student uploads assignment document into wiki Reflects on feedback/answers questions Tutor comments on student reflection 14. Step 1 cover pageContent (understanding of theory /Self-evaluation:principles and application to ownTeaching and Learning in Medical Education -context) Assignment 1 - Cover Page- Understanding of learning theory Name: Matriculation No:- Evidence of critical reflection onlearning theory and key learning andTutor feedback:teaching principles Date: Email Address:- Evidence of application of learningtheory to own practice Please write a short evaluation of how well your assignment addresses the criteria listed:Style, format and language (e.g.Self-evaluation:structure, coherence, flow, formatting,use of language)Tutor feedback:Sources and references (e.g. range of Self-evaluation:references cited, relevance, consistency,accuracy and completeness ofreferencing)Tutor feedback:Which aspect(s) of your assignmentStudent comment:would you specifically like feedback on?Tutor feedback:How did previous feedback inform this Student comment:assignment?Name of Tutor:Date: 15. Reflection on feedback Wikiquestions1. How well does the tutor feedback match with your self- evaluation?2. What did you learn from the feedback process?3. What actions, if any, will you take in response to the feedback process?4. What if anything is unclear about the tutor feedback? 16. I thought it was pleasing to hear at yesterdays seminar that Neil McPherson had found significant benefits of students having the ability to access previous feedback on-screen - bodes well for this project.http://www.slideshare.net/neilgmcpherson/inspired-university-of-dundee-23-may-2012 17. How does student know who to share with? 18. Challenge How is listpopulated? What happensif 2+ peoplesame name? What happensif tutor hasdifferent name(John McAleerknown asSean) 19. How does tutor know when a wiki is updated? 20. Alert by email 21. Challenge Numbers (35per month) Searchable? Sortable? 22. AdvantagesChallenges across programme student and staff open to individual studentengagementand staff alerts to staff and students staff can see all feedback technology clunkinessprovided during programme administrative issues with promotes dialogue about returned assignmentsfeedback opportunity tocalibrate/benchmark instant feedback to marker! 23. Proposed changes stage II(09/12-08/13) Develop a toolkit of e-activities designed to improve self,peer and tutor dialogic feedback through the use ofavailable technologies such as blogs, Friendfeed,Skype/webinars, or synchronous chat 24. Project websitehttp://blog.dundee.ac.uk/interact 25. Thank youinterACT is a JISC-funded projectinterACT@dundee.ac.uk