The initial stage of the project sought to identify the types of feedback Ann wanted to provide and how existing technologies the team and students had access to could be utilised. Ann made clear from the outset that she wanted to create resources which support the students’ learning before, during and after sessions. With this in mind, a range of different feedback resources were created which both captured student-tutor conversations and demonstrative practical tutorials given by tutors. Using the University of Derby’s lecture capture system, a variety of resources were generated which the students where then able to access through the course Virtual Learning Environment. At every stage of the module, feedback was collected from students and staff to inform future design iterations of the feedback approaches created by the team.
Below are a description of the resources which were created to provide students with feedback at every stage of their engagement with the module. Examples can be found in the ‘Examples’ section.
1. Demonstrative practical tutorials for self-study purposes, both in and out of class
Self-study videos were created by Ann, the tutor, to support student learning before, during and after timetabled sessions. In these videos she provided models of practice for skills such as pattern cutting. The videos were filmed using a document camera (visualiser) and delivered, through YouTube, to the Virtual Learning Environment.
2.Capturing design studio based student-tutor feedback conversations and student presentations for post-session reflection
Using Panopto, the Institutional lecture capture system, via an app on an iPad, tutors were able to video record feedback conversations and presentations which took place during sessions. These were then pushed to individual student feedback folders within Blackboard, the Institutional virtual learning environment (VLE), so the students could access them at times and in locations of their choosing.
3.Creating a reflective journal to consider how feedback could be used to support future learning experiences
The students were also asked to maintain reflective blogs within Blackboard as a way of demonstrating to Ann their skills and knowledge development. The blogs also provided a safe space in which to speak to Ann and her colleagues about issues with the their work.