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Dialogic Feedback

June 15 @ 1:00 pm - 2:30 pm

This online workshop will showcase examples of approaches to dialogic feedback and will include contributions from staff from across the University.

Ahead of the workshop session attendees are asked to consider the following questions:

Why do we care whether our students are engaged? What difference does it make – to their learning, to us, to them? And will they only be engaged when we are?

Are you hesitant about using screencast feedback in your teaching? If so, what advice, support, or persuasion do you need to get you started?

Contributors include:

Dr Lloyd Fletcher (School of Management) – Encouraging Conversations: screencasts at the heart of dialogic feedback

The overall purpose of this workshop is to encourage you to use screencast feedback as part of your teaching. To do this, I’ll offer an evidence-based argument for its benefits, along with some practical guidance on how you can begin implementing it to enhance your students’ learning.

Research has shown that to be effective, feedback to students should be ‘dialogic’, i.e., it should be integral to an ongoing ‘learning conversation’ with their teachers. A dialogic approach engages students more deeply in their learning, making it more likely that they will be both willing and able to actually improve their work in the short and long term. Research has also found that recorded feedback – as opposed to traditional written forms – can be dialogic. With the widespread availability of digital tools, screencast feedback in particular has shown the potential to be a powerful enabler of dialogic feedback. This technique produces a video recording of the student’s work on screen while the teacher talks through their critique of it.

In this workshop, I will:
(1) provide some brief theoretical grounding for the benefits of dialogic screencast feedback;
(2) share the results of my own empirical study of its use at Bristol as a way to illustrate the benefits and engage your interest in its potential;
(3) suggest some ‘quick start’ ideas for how you can begin using screencast in your own teaching. (A more detailed ‘how to guide’ provides a more extensive resource for those interested.) If there is sufficient interest from participants, then follow-up asynchronous learning activities and coaching (via screencast!) will be available to support your experimentation and developing practice with dialogic screencast.

Dr Christophe Fricker (School of Modern Languages) – Too close for comfort, or too distant for learning?

When you propose a new unit, you have to specify how your students, “personally,” will be different “as a result of the unit.” In a recent University-wide survey, students said that in a mental health crisis they like to turn to academics. And wouldn’t you say that many of your favourite teaching experiences involve a special “connection” with students, around a specific topic of discussion?

All these issues point to the value of relationships, and the difficulty of establishing them in a professional context. Recent research clearly shows that our students will be more inclined to learn when they are able to establish a “resonant” relationship with their instructor, their peers, and their subject. Learning will be both more satisfying and more effective if everyone – and everything – involved in the learning process is allowed to “speak” and “resonate.”

Resonance Pedagogy has emerged as a rigorous, systematic, theoretically sound and practice-focused approach to building relationships in the classroom, focusing primarily on dialogue and ongoing feedback and responses. The workshop will present some of the key premises of Resonance Pedagogy, discuss examples of classroom situations, and then ask to what extent we can be expected to build resonant relationships, in view of our commitment to “critical distance” our role in assessment.