05 - Feedback [Massive Teaching]
-
0:01 - 0:05As we saw, Hattie claims feedback affects
achievements the most. -
0:06 - 0:09In his view, the feedback can take many
forms. -
0:09 - 0:11Tests, mastery learning, or peer feedback
for instance. -
0:13 - 0:16According to me, MOOCs offer the
possibility -
0:16 - 0:18to give much more feedback to the
students. -
0:18 - 0:20Much more flexibly and efficiently.
-
0:21 - 0:24Let's look back at how teaching typically
works. -
0:24 - 0:25A teacher tells new knowledge to the
students. -
0:25 - 0:30The students try to apply this knowledge
in a problem, an exercise or maybe a test. -
0:31 - 0:34Most of the time, this application is
evaluated by the -
0:34 - 0:37professor, but, it does not stop there in
good teaching. -
0:37 - 0:42The students need to be told how the
professor assesses the student's work. -
0:42 - 0:43This is the only way to complete a
-
0:43 - 0:46loop from the student's perspective that
includes the teacher. -
0:46 - 0:50The only problem with this, and it's
significant, -
0:50 - 0:52is that this does not scale at all.
-
0:52 - 0:54Assessing the work takes a lot of time
from -
0:54 - 0:56the teacher, and it slows down the
feedback loop. -
0:58 - 1:01On top, if it's done in the classroom,
within the classroom, -
1:01 - 1:05the teacher has to guarantee that everyone
gets a chance to participate. -
1:05 - 1:07So they get good feedback, and this slows
down -
1:07 - 1:10the class for everyone, even if the class
is small. -
1:11 - 1:14MOOCs are much more flexible somehow.
-
1:14 - 1:17You can have, you can add feedback
mechanism in many ways. -
1:17 - 1:22For instance, with a quiz the student gets
instantaneous feedback, twenty four seven. -
1:22 - 1:24With peer grading, the student can get an
-
1:24 - 1:29almost instantaneous feedback, 24/7, but
it's much more personalized. -
1:30 - 1:32Another option for a student to get
feedback -
1:32 - 1:34is to ask a question in the MOOC forum.
-
1:34 - 1:38Then the student is likely to get a quick
answer, and maybe -
1:38 - 1:40that answer or that discussion will bubble
back up to the instructor. -
1:42 - 1:43These are just the options that are
-
1:43 - 1:46already possible in MOOCs, sometimes in
rudimentary form. -
1:48 - 1:50This being said, some of those feedback
mechanisms -
1:50 - 1:52on the big plat, platforms need to
improve. -
1:53 - 1:56For instance, intense interaction between
students or even -
1:56 - 1:59with the instructor on the forum is not
enough. -
2:00 - 2:02Again it does not scale, the instructor
has to be -
2:02 - 2:05everywhere or the student has to monitor
all those discussions. -
2:07 - 2:10This needs somehow to be structured, so
other students can benefit as well. -
2:11 - 2:15And even structure to the point that the
students contribution can -
2:15 - 2:18make it above the fold into the real
content of the course.
- Title:
- 05 - Feedback [Massive Teaching]
- Description:
-
From Week 1 Lecture Videos of "Teaching goes massive: new skills required"
by Paul-Olivier Dehaye
See
https://etherpad.mozilla.org/pr8ZtLXODg
and
http://www.elearnspace.org/blog/2014/07/09/congrats-to-paul-olivier-dehaye-massiveteaching/ - Video Language:
- English
- Team:
- Captions Requested
Claude Almansi edited English subtitles for 05 - Feedback [Massive Teaching] | ||
Claude Almansi edited English subtitles for 05 - Feedback [Massive Teaching] | ||
Claude Almansi edited English subtitles for 05 - Feedback [Massive Teaching] |