 Okay, hello everybody. I can't believe that it's actually almost two and a half years since I stood up in this exact same spot pitching this. The time is absolutely slow and I'm sure we all remember that day. Anyway, here we are two years in and almost done. So we're going to tell you today about where we are now and what we've achieved. So as I said, our project is supporting transition enhancing feedback in first year using digital technologies or as I'm sure you know by now why won't feedback. So just to say up front, this is a collaborative project between Minuth University, Athlon Institute of Technology, DCU and Dundalk Institute of Technology. And together we've been working on technology enhanced feedback approaches for first year over the last two years. So what did we set out to do? So as I said, we wanted to enhance feedback practice in first year and we wanted to do that by identifying feedback approaches that worked for first year that supported student learning and student transition to higher education and that after identifying those approaches that we would develop case studies of those in practice. So how are we going to do that? So this is what we had hoped to achieve and I'm very glad to say that we have achieved this. We said we'd find out what was happening on the ground, find out what was happening in relation to feedback in our institutions, that we'd look at the literature, see what was happening there, that we would identify approaches for feedback in first year, that we would develop a suite of 16 case studies between us and that we would host a feedback in first year symposium to disseminate our learning and our outputs. So this is what we set out to do and I'm just going to signpost you through our key outputs. I don't have time today to go in in detail but they are all available online. So first and foremost we have our first publication which is feedback in first year, a landscape snapshot. We worked with the students union to conduct focus groups across first year to see what the experience was for first year students, what feedback they were getting and then we did an online survey with staff and the results are available here. Next job we looked at the literature and we looked at the literature in relation to transitions to first year to first year in feedback. We looked at contemporary perspectives on feedback and we also looked at feedback in relation, our technology in relation to feedback and what approaches were being trialled out there. Our publication is available on our on our website also. Just to say that we've received great feedback and engagement with this publication for example David Carlos has commended us on our work describing it as an excellent comprehensive review and there are a number of postgraduate diploma higher education programs across the country now incorporating this into their programs. A key part of our work was to identify a framework for thinking about free feedback in first year and what we did was identify a series of features of effective feedback for first year. I'm not going to go through these here today we've gone through them on other occasions but just to say that in conjunction with this we developed a series of approaches are not developed but identified them. Approaches that particularly work for students in first year and that support student learning and student transition. Throughout this process we have been encouraged to look at student engagement with feedback and the student role of feedback and I'd like to underscore that all these approaches are undepend by student led pedagogies in particularly um dialogic feedback um moving away from the teacher led approaches um with feedback um where students become active participants in the feedback process working with peers but ultimately um moving towards sustainable feedback um supporting and scaffolding students development as self-regulated learners learners and developing their capacity in um evaluate of judgment and these have been key to all these approaches and all our case studies throughout. So we identified the features the approaches now we had to put into practice so what we tried to do was take the literature take what we had found out and put this into practice and working with um a fantastic group of feedback champions across the four institutes. We're really proud to say we've developed four our 24 Y1 feedback case studies these are available all on our website um I suppose I would like to say that on the face of it these might just look like 24 videos or 24 little reports but these represent 24 teams of people engaging um in a holistic way um about assessment and feedback. We didn't just look at the um feedback approaches with these champions we looked at the module we looked at the teaching the learning and the assessment feedback processes in general. So um I just I can't go into all of these today I'd love to bore you to be honest and tell you all about each and every one of them but just to give you a sample um just to say each case study includes a three to four minute video um where the feedback champions describe their uh challenge the aim what they did and how it went um each one is accompanied by a report and uh taking on the feedback um from the panel we did reduce the size of the reports while still maintaining I suppose uh the the integrity of the case studies and uh the I suppose the research based approach we took with all this work um so these are just some examples formative and summative feedback using Moodle marking guide um flipping feedback uh with a multi-stage assignment just to say each of these approaches are each of these case studies usually didn't concentrate on just one approach they blended them together to suit the module. Um another one assessment and feedback in chemistry laboratories uh voice thread enabling pure feedback in first year computer engineering I hope you're getting just even from the titles of those the sense of the range of case studies involved the range of bad disciplines I think we'd over 16 disciplines 32 academic partners um just to uh illustrate the the breadth of the case studies um so at this point it's time for me to be quiet and let's hear from one of the case studies I think okay so it was really hard to choose one so we're going to hear okay we'll get down here okay very good okay I decided to move my feedback from the end of the module okay so we're going to give you a chance to tell us so we'll just move this back and it's apt this is an audio visual challenge when this is an audio visual case study in in ways okay so let's hear from David my name's David Cranny I'm from the School of Business and Humanities at the Dunlop Institute of Technology the feedback challenge that I hope to address was trying to get first year students to engage with the feedback that I was providing to them the feedback approach that I elected to use was using a multi-stage assessment using screencast feedback I decided to move my feedback from the end of the module to the middle hence the multi-stage it was a two-fold approach the aim was threefold firstly was to explore student engagement with screencast feedback secondly to investigate students perceptions of receiving feedback via screencast and thirdly was to create a set of guidelines for practitioners wishing to adopt or to try it went very very well and the big thing that we found out from it was that students were engaging with the feedback provided by screencasts multiple ways firstly students were viewing their screencast feedback on average three or four times secondly and more importantly was they were applying the feedback that was provided to them to their summative submissions so to their secondary submissions and so this clearly indicated that the students were engaging by viewing it and engaging by applying it it was very much like a one-to-one meeting with a laptop I suppose so they liked the nice conversational tone that came across quite clearly in the in the screencast they liked the fact that they knew where to access their screencast because it was on the on the VLE module they liked the fact that with a couple of clicks they could view it but also they liked the fact that they could pause rewind and view multiple times and in in that case they could apply and make the changes as they were going along be yourself students aren't expecting you to be a professional broadcaster students like the nice conversational tone that comes across in your screencasts to feel like it's a one-to-one meeting between you and them the feedback that we provide our students aids them also in the transition from second level into third level it enables them to see where they are at so that they engage where they are in relation to their performance on the programs likewise for lecturers it provides you with an indication of how your students are performing so it can enable you to effectively tweak or adjust your your teaching to facilitate further improvement for your students and also for further improvement in your own best practice delivery also so instead of trying to give you a an in-depth overview of many of the case studies I just wanted to show you one and I hope that gives you a sense of what our case studies are like and I suppose what's important about these case studies is they're like the I suppose the studies is they're an Irish contribution to the literature and they are in the Irish context and a relevance to everyone but particularly of interest to other people working in the same context so our next step was to engage I suppose the wider national community in the conversation on feedback and on the 27th of January we held the enhancing feedback in first year symposium and this is just a few pictures to give you a sense of the event we had 130 attendees and we were delighted with the buzz and the engagement of everyone who attended so you can at the event we shared copies of our case studies reports we shared copies of our literature and with all the attendees as well so you can see the see some of it there okay so a little bit more about the symposium just to say that we had four great speakers David Carlos opened it for us Naomi Winston and David Nickel and Tansy Jessup were all amazing keynote and we've had great feedback from all the attendees on their contribution at the center of the day was our why one feedback champions each of the case study people are each of the feedback champions presented their their case study in a rapid fire five minutes our feedback fives we call them and I can the engagement around those sessions and the discussions was really rich and I think everyone got a lot out of them and here's just a few of our feedback champions receiving their little box of chocolates as a thank you for all their hard work on this and at the end of the day we had a panel our institutional panel reflections with student representatives and our registrar our spam our institutions and it was a really good discussion two minutes okay i'm going to be really quick might see if i can get an extra two minutes out of you if you don't mind as i usually do we were so delighted we were trending number one on twitter that morning which is great and overall we had excellent feedback on the symposium and as you can see there was a lot of twitter activity on the day i'll show this very briefly as i said we have great feedback the keynotes panel discussions best symposium i've attended and we're underneath here we have the key takeaways program level the need to focus there the need to involve students more in the assessment of feedback process less content and more time on feedback these are the key takeaways for our participants okay i'm definitely going to need those two minutes and impact and dissemination we are sharing all our outputs via our website and via twitter publications i've mentioned some of these already but we have two publications 24 case study reports 23 videos we've published in the hj journal chart 216 and we've also presented an ask line paper here's a sense of the kind of how we have disseminated hopefully you will see from this that our dissemination has been wide over the two years we are first one out we won best poster and our most recent one we were invited to present at the university of bat assessment feedback conference so this is a little more we've done a lot of work on the ground workshops working with people and as you can see an estimated 30 local feedback-related workshops we have made contact with similar projects in australia feedback for learning and we've been working nationally on other projects as well so in terms of our feedback champions as you can see there are several of them and approximately 90 of them will continue to use these approaches are adapting them for continued use which is a great statistic here is what our symposium sent to you as i said i'm just going to give you 30 seconds what this shows here is people from the symposium actually taking away key ideas and implementing them in practice almost immediately someone's going to use screen casting somebody is already put into practice peer review in their teaching this is in the space of two weeks okay so we're really delighted with this the team i guess oh this has been an incredible learning journey for us all i think um we've developed a number of competencies in relation to feedback literature review project management collaboration and i think these are all evidence through our successful partnership but also on delivering and exceeding um our project outcomes and uh sometimes we look like this but usually we look like this okay so not always done up um i suppose the key thing and how we have evolved is that we did start out focusing on technology we admit this but what it has turned out is that we have been focused on approaches and focused on students and this has been i suppose a good thing for sure for sure but definitely a clear evolution which i hope you'll have seen in our work i suppose as well a lot of the outputs would have grown a little which we didn't anticipate but far the better uh planning for sustainability the key thing for us now is our case studies are all in completion and it's about communicating them we will do a twitter drive we will do a website drive we're just uh in the final stages of working on our website and we're putting in a tagging system so that the uh the case studies will be categorized um we've got a number of webinars planned we are holding another seminar in april um we're going to present at edtech and we have a paper submitted to the ah g conference in manchester during the summer so hopefully we get accepted i'm sure um there are a number but this project doesn't stop here each of us are very passionate about this area and we will continue our work and we have a number of initiatives planned um incorporated into programs a number of local showcases and um however we will we will definitely welcome a further call to look in detail of programmatic approaches to feedback and student engagement to feedback so hint hint terry ethera and at last i'm sure i've gone over but hopefully you'll be kind as i'm the last one and you were running a little bit ahead of time i just want to say thank you um particularly to the forum for the funding for the panel for your feedback but also to our institutions for other support and by no means least uh our second least the feedback champions who engage with us give us their time and we're so enthusiastic so thank you to each and every feedback champion and feedback champion team and last the team uh just to say a big thank you to them they were absolutely amazing so thank you everybody for listening