Feedback Strategies Digital Project Self-Assessment

PIDP 3260 – Professional Practice
Vancouver Community College
Kathryn Truant
June 3, 2018

Title: Me and My Survey Monkey [Video]

Strategy: Online Instructor Feedback Forms

Link to Video:

https://youtu.be/1A19Zve5mYU

1. Why did I select this strategy?

I chose an online instructor feedback form as the featured strategy in my video. The instructor feedback instrument that I created in PIDP 3260 Assignment 2, is intended to be distributed and completed in-class; it made me think about using the same instrument in an online platform. A summative student survey used to assess the instructor at the end of a unit addresses instructional goals, and will ensure a formative improvement in instruction throughout the course. Instructor feedback instruments also emphasize the role that learners themselves play in improving instruction. (Angelo & Cross, 1993).

I selected an online strategy to give participants time to reflect on instruction, for anonymity (honest feedback), and convenience (learners can access the surveys on their own devices). This strategy is a combination of Fenwick and Parson’s CAT 42 Electronic Mail Feedback, and CAT 43 Teacher-Designed Feedback Forms (1993, pp. 234-238). I also selected Survey Monkey® (2018) as the online platform for this strategy because the software is extremely supportive for creating, administering and analyzing a student survey. It is also free!

2. What did I learn from this assignment?

In creating an online survey, I learned that the same best practices apply whether your feedback instrument is analog or digital. These include a clear purpose, clear language, and items that reflect instruction. It is also important to assess learners comfort with online platforms so that participation is maximized. Further, in creating an online digital project, it is important that all external copyrighted content be authorized and attributed. For example, YouTube© did not initially support my use of copyright protected content for educational purposes under the ‘fair dealing’ exemption in the Copyright Act (SFU, 2018); I had to use Vimeo™+© to broadcast my video.

3. Classmates’ Exemplars:

I chose to highlight three of my classmates’ digital projects in this report because the videos are appealing, the strategies vary, and I wanted to include all three for my own personal and professional reference:

– Justyna Matracki submitted Small Group Feedback Sessions (2018). I like Justyna’s video because the video creation software (PowToon©) that she uses combines text, background music, imagery, and the presentation is concise (under four minutes).

– Justyna’s strategy features a ‘trained’ professional that meets with students following instruction and directs the students to share an assessment of the instruction and the instructor. Learners feel that their summative feedback is valued. The consultant shares the responses with the instructor and together they analyze the results. The consultant and the teacher create a formative plan of action for improvement.

Link to Justyna’s project:

https://www.powtoon.com/online-presentation/eKPF1Fz1WvR/?mode=movie#/

– David Nilson submitted Mr. Robot Meets Student Body (2018). The highlighted strategy is ‘Management by Wandering Around’. I like David’s video because he uses amazing video creation software (Nawmal©). His film is very entertaining and engaging (I like where he puts his CC logo), and it is obvious how much effort David put into his project.

– Management by wandering around is an informal and formative strategy used to garner feedback from learners by inserting oneself amongst students in the classroom, lab, clinic, or shop.

Link to David’s project:

https://1drv.ms/f/s!Aohn-ffvZcfBn_Af4_pFVjMrEJWDJQ

– Makonen Bonduc submitted Mid-Course Evaluations (2018). I like this video because Makonen also uses the video creation software (PowToon). He includes colourful text, background music and imagery. The video is also very concise (under 3 minutes).

– Mid-course evaluations are a great strategy for collecting informal formative feedback using a variety of in-class or online platforms. It is engaging for learners to become part of the formative process of a course. Most importantly, the instruments reflect areas of change in the course so that learners can appreciate any improvement.

Link to Makonen’s project:

https://www.powtoon.com/online-presentation/bDP9tMGhgPA/?mode=movie

4. Mark out of 5:

4.75 out of 5

5. Rubric Rationale:

– The guiding questions are addressed in my project verbally, and visually as text.

– I introduce my feedback strategy immediately and refer to it throughout the presentation.

– It was my intention to create an engaging, informative, and professional looking presentation. I researched how to create instructional videos, and used the directives of educator Dr. Michael Smedshammer (2017), and the website on making ‘how to’ videos, Pull My Focus (2017). I combine audio visual recording, screen recording, text, and background music.

– A Creative Commons 2.0 Attribution license is included in my title sequence.

– Several APA references are provided at the end of my presentation.

– My presentation exceeds the maximum duration of four minutes: it is just over five minutes in length. It is for this reason that I gave my project a 4.75 out of 5.

The Rubric:

Assignment 5 Digital Project

@ Please refer to my Resources page for works cited