Mathew Hillier 5:05 PM Welcome ~ we have started. but if you cant hear us...Please run: Tools > Audio > Audio setup wizard.You may like to tweet @transformassess Mathew Hillier 5:06 PM fake bookshelf or real?? ;-) AP 5:06 PM very nice! Mike Phillips 5:06 PM Hi everyone! Logan La Trobe 5:06 PM All good! Mathew Hillier 5:07 PM @janet - please close off your mic :-) Wendy T 5:08 PM I'd prefer feedforward! ClareInBoots 5:08 PM To ensure that assessment contributes to learning Renee Denham (Griffith University) 5:08 PM closing the loop Natalie 5:08 PM something that is actionable janet 5:08 PM everyone who is involved in a specific activity Wendy T 5:08 PM feedback gives me some indication that someone 'listened' Pip Ferguson 5:08 PM It should be a two-way process and feedback is vital to the learning of both teacher and student kbudzyn 5:08 PM to indicate how students can improve their work Sue Gill 5:08 PM to motivate, encourage and support Deb Murdoch 5:08 PM so students know what they did well and what they didn't Logan La Trobe 5:08 PM Students love feedback Kathie Ardzejewska 1 5:08 PM Students are able to take the information & apply it Renee Denham (Griffith University) 5:08 PM students have to be involved, if they don't engage with the feedback the feedback was pointless. Sheona (QUT) 5:08 PM helping student build their judgement about standards Leonie Ligertwood #2 5:08 PM Engage stydents AP 5:08 PM students and teachers Mike Phillips 5:08 PM some great points folks - thank you Tim Hunt 5:08 PM Should contain something actionable for the next task Carlos Uxo 5:08 PM interaction needed to move forward Deb Murdoch 5:08 PM it's a two way street both students and teachers James Botten 5:08 PM Feedback is successful when students engage with it Logan La Trobe 5:08 PM Best way to ascertain if learning outcomes are really met Mathew Hillier 5:08 PM to the point - how to improve Kahiwa (Uni Adelaide) 5:09 PM I think feedback should be useful and practical, where possible Sheona (QUT) 5:09 PM help with goal setting Logan La Trobe 5:09 PM Feedback is fun! Malik 5:09 PM comfort level is increased. janet 5:09 PM sorry, answered too fast. should be to know what can be done for further improvement; and also to know the strengths Lnovoaz 5:09 PM To engage students with learning... Renee Denham (Griffith University) 5:09 PM characteristics - feedback that the students are able to see their success and where they can improve (and ideally know how!) Deb Murdoch 5:09 PM tells you what to do with the same skills the next time Kahiwa (Uni Adelaide) 5:09 PM Ooh, I like that idea - that feedback isn't an artefact, it's a process Mike Phillips 5:10 PM that's an interesting point Deb - maybe to keep doing the things you have done well and how to enhance the waeker areas of performance Mathew Hillier 5:10 PM If you have just joined but can't hear us ...Please run: Tools > Audio > Audio setup wizard. You may like to tweet @transformassess janet 5:10 PM agreed feedback is complex and one size doesn't fit all Lnovoaz 5:10 PM Can you provide the references you mentioned at the end of the session please? ClareInBoots 5:11 PM Turnitin Renee Denham (Griffith University) 5:11 PM eg encouraging students to submit to text matching (turnitin / safe assign) for a draft (beat me to it clare:) ) 5:11 PM ClareInBoots 5:11 PM ;) Mike Phillips 5:11 PM Lnovoaz - sure. We will give you a link to our project page and we are happy to follow up with anything else that you might need Pip Ferguson 5:12 PM Yes Clare and Renee. We use it for formative purposes too Mathew Hillier 5:13 PM project website http://bit.ly/assessmentfeedback you are most welcome! 5:13 PM janet 5:13 PM quality feedback depends on the recipient. I have seen students who look at summative marks as more important than the quality aspect of feedback Pip Ferguson 5:14 PM Yes Janet. There's literature that suggests many students ignore written feedback and just look at the grades :-( Mike Phillips 5:14 PM That is quite a common finding Pip Mathew Hillier 5:14 PM so dont give then the numeric grade until they have read the qualitative feedback ;-) Mike Phillips 5:14 PM frustrating isn't it! Pip Ferguson 5:14 PM Nice, Mathew! janet 5:15 PM Thanks Pip, do you have these references? I would love to read them. Pip Ferguson 5:15 PM Not off the top of my head but email me at pip.ferguson-at-dcu.ie and I'll get back to you Wendy T 5:15 PM ticks are ambiguous Mike Phillips 5:15 PM Janet - we did a synthesis of the literature (including the information you are wanting): Henderson, M. & Phillips, M. (2015). Video based feedback on student assessment: Scarily personal and powerfully clear. Australasian Journal of Educational Technology, 61(1), 51-66 Kahiwa (Uni Adelaide) 5:16 PM Pip et al - I'd be asking how often is the feedback of any extra value than the grade? Pip Ferguson 5:16 PM Thanks Mike, I'll definitely look at that too Mike Phillips 5:16 PM you can access that paper at http://ajet.org.au/index.php/AJET/article/view/1878/1242 maria indrawan-santiago 5:16 PM I like Matt's idea of not giving mark until they read the feedback. Mathew Hillier 5:16 PM thanks all keep the links and refs coming! i will add these to the session recording page Malik 5:16 PM thanks for that mike Tim Hunt 5:16 PM Actually, that discussion about clarity is more complex than that. Sometimes, students do know really, and if you just point out they have made some mistake somewhere, they can re-think, spot their own mistake, and correct it. Doing it that way is more educational. Pip Ferguson 5:17 PM Kashiwa, the kind of feedback I give my students gives them a solid steer about how to improve. That's way more valuable than a straight grade Wendy T 5:17 PM @Tim, maybe clarity doesn't have to be prescriptive....still have room to move/think Tim Hunt 5:18 PM Yes, but that is not what Mike was saying. Logan La Trobe 5:18 PM I think students will use the feedback if they can use it immediately for an upcoming assessment. Comes back to assessment scaffolding Wendy T 5:18 PM @Tim...maybe pt (7) onscreen....ongoing dialogue? Mike Phillips 5:18 PM Logan I would argue it is actually about pedagogical reasoning and action Pip Ferguson 5:18 PM Agree, Logan. Scaffolding is also a good way to stop plagiarism Tim Hunt 5:18 PM @Wendy, I was just thinking that too :-) YvonneW 1 5:19 PM interesting idea - at uni I used to have to hand in drafts with the final product - this was pre text matching days Kahiwa (Uni Adelaide) 5:19 PM @Pip - Sorry, I didn't mean to imply that yours wasn't, was more a comment that perhaps students have learned from earlier classes (from people who are unlikely to be in this webinar, because not interested) that the feedback may not be useful... janet 5:19 PM Thanks for the reference, Mike Pip Ferguson 5:19 PM Didn't at all take that from your comment Kahiwa! Chat box brevity :-) Malik 5:20 PM During the Project work or assignment work is ongoing we do have an ongoing dialogue with the group of students, and in some cases its individuals... Sally sims 5:21 PM How do you deal with large class sizes (150+) and limited staff? janet 5:21 PM agree with you the 8 principles are debatable, and I found this out with students' feedback on my feedback to them Mike Phillips 5:21 PM It's tough Sally - I was in charge of a unit with almost 700 students last semester but we got there! Malik 5:21 PM wow maria indrawan-santiago 5:21 PM Did you do all the feedback, Mike or you have to train some tutors to help you? Kahiwa (Uni Adelaide) 5:22 PM @Mike - that's incredible! Renee Denham (Griffith University) 5:22 PM @Janet, student feedback on your feedback, very intriguing! can you elaborate on what you did there? Mike Phillips 5:22 PM I had a team of tutors. But we still had to do lots of work. But ... at the end of the day, feedback is important! Pip Ferguson 5:23 PM Were you able to give "generic" feedback that targeted common errors to cut the workload down, as well as individualised Mike? Logan La Trobe 5:23 PM @janet- also interested in feedback on feedback! Mike Phillips 5:24 PM We could have given generic feedback Pip and I guess I kind of did that a little in the lectures but we did individual feedback for every student Wendy T 5:24 PM Voicethread! Malik 5:24 PM what will be the level of reciprocation...on feedback Pip Ferguson 5:24 PM Impressive! Mike Phillips 5:24 PM Tutors were able to choose from different modalities so it wasn't prescriptive janet 5:24 PM did a verbal feedback in a formative exam- students' feedback indicated that there were gaps that need to be addressed, and indicated on the ppt slides, students forgot what was said verbally, and wanted written feedback too. Their feedback on the written was that it was illegible, insufficient etc. The feedback was given by a group of examiners Mike Phillips 5:25 PM Like what Michael is talking about at the moment Logan La Trobe 5:25 PM Snapchat comments! Love it Mathew Hillier 5:25 PM but the vanish Kahiwa (Uni Adelaide) 5:25 PM Jing is quite useful to make you keep videos short, but Snapchat feedback would be the next level - love it!! Pip Ferguson 5:25 PM I tried Kaizena once, enables both audio and verbal feedback. But not that techie so haven't kept it up :-( Kahiwa (Uni Adelaide) 5:26 PM Mat - I think you can save versions of pics/vids? ClareInBoots 5:26 PM hey Michael, is that you beard-free? Pip Ferguson 5:26 PM Sorry, audio and written. No video Renee Denham (Griffith University) 5:26 PM Vine instead of snapchat? still short :P Kahiwa (Uni Adelaide) 5:26 PM Save versions of pics and vids that you post* Mike Phillips 5:26 PM Yep Calire - that's how long we've been doing this!! Wendy T 5:26 PM Like that point....include enough of the body....more than just talking head....(y) Mathew Hillier 5:26 PM can screen shot it on your phone. but if the student forgets to do so they have lost it. Renee Denham (Griffith University) 5:27 PM those who aren't aware of vine: https://vine.co/ Wendy T 5:27 PM @renee Vine without looping! ;-) Kahiwa (Uni Adelaide) 5:27 PM There are some LMSs that are including video feedback on assignments as part of their standard assignment tools... I've not tried them out though. Logan La Trobe 5:27 PM It would be best to have the feedback as "close" as possible with the assessment though. In the same tool they used to upload it.. Renee Denham (Griffith University) 5:27 PM @Wendy repetition is good for learning right? ;):P 5:28 PM Logan La Trobe 5:28 PM @kahiwa yes, I think you can do this with Canvas.. Russell 1 5:28 PM Logan, any ideas on tools that do this? Natalie 5:28 PM Voicethread might be an option janet 5:28 PM not sure about workload reduction, as there is need to learn the basic and advanced technology. There is also the challenge of costs from the software and hardware, and maybe the need of technical staff? Wendy T 5:28 PM @Kahiwa, yes Blackboard/Bb Grader app lets you do really quick video responses! Mike Phillips 5:28 PM I haven't tried with Canvas but it is easy with Windows MovieMaker or Quicktime Kahiwa (Uni Adelaide) 5:28 PM @Logan - yep, also with Bb Learn's mobile app and with the Kaltura link into Moodle Sally sims 5:28 PM I've found students love audio feedback in addition to written as its more personal Wendy T 5:28 PM @Renee, haha....if the feedback is great! sure....loop! Malik 5:28 PM I agree with janet Renee Denham (Griffith University) 5:29 PM you can also record webcam or screen capture using VLC Kahiwa (Uni Adelaide) 5:29 PM Can also use Poodle (sp?) plugin with Moodle Mike Phillips 5:29 PM there are lots of options aren't there Renee Wendy T 5:29 PM @Sally, yes the voice adds so much. Pip Ferguson 5:29 PM The five minute video reminds me of the Learning to Teach Online MOOC run from UNSW by Simon McIntyre and Negan Mirriahi. Great MOOC, running again Sept, and they gave generic feedback via video before each new theme Renee Denham (Griffith University) 5:29 PM that's cool Pip! Mike Phillips 5:29 PM @Pip - thanks. I'll check it out Renee Denham (Griffith University) 5:30 PM (also I'm glad to hear that's running again, I missed it last time) Kahiwa (Uni Adelaide) 5:30 PM @Pip - I didn't stay in that MOOC long enough to see that >.< Paul B 5:30 PM Cat walks in front of camera ... Wendy T 5:30 PM @Paul....cats are good feedback! lol Logan La Trobe 5:30 PM @Russel I think the others provided quite a few examples :) I like the all-in-one solutions - record right from the desktop into the LMS.. Pip Ferguson 5:30 PM Paul - ;-) cats are good.. Paul B 5:31 PM It wasn't my cat ;-) janet 5:31 PM Thanks for the advice of 'ums' and 'ers' - one that I am always concerned about Wendy T 5:31 PM gotta run...thanks Michael and Michael and Mathew, will catch up with the recording and share with colleagues here for our VoiceThread implementation at the moment. Mike Phillips 5:31 PM Thanks Wendy - bye for now Wendy T 5:31 PM :) @wentale on Twitter 5:32 PM Matthew Clemson UNSW 5:32 PM Has anyone here tried to upload video feedback to Moodle or similar. Any problems with file size, time to upload etc.? Mike Phillips 5:32 PM we use Moodle Matthew Lesley 2 5:32 PM I don't think our IT services would take kindly to uploading 12 hours (150 students) of video directly into Moodle. Do you utilise a media server? 5:32 PM Mike Phillips 5:32 PM Generally not any major issues Malik 5:32 PM there is a limit to size Pip Ferguson 5:33 PM My colleagues do Mike; haven't been longer than five minutes. Didn't seem to have problems in Moodle Matthew Clemson UNSW 5:33 PM Yes, that's what I was concerned with. I don't know if IT will be supportive of large amounts of data uploaded Malik 5:33 PM right Matthew Clemson UNSW 5:33 PM Thanks Mike Mike Phillips 5:33 PM we try to keep the file size small and even with big classes we haven't hit any major grumpy technicians ... yet!! maria indrawan-santiago 5:34 PM Keep it quiet then Mike, if they don't ask don't say anything :-) Pip Ferguson 5:34 PM That it a lovely inviting approach Michael Donna Bayliss 5:34 PM The salutation part goes against our Uni policy of anonymous marking. Interesting..I agree it would be important for this type of feedback. Mike Phillips 5:34 PM @Maria - that's such a big part of many aspects of my day to day work! Kahiwa (Uni Adelaide) 5:35 PM @Donna - that's an interesting conundrum... I also agree that it's key to this type of feedback - one of the major goals is to make it personal Liberty 5:35 PM Hi Donna - it's anonymous where possible and practical, and I believe until the mark is recorded in the LMS. If you're following up with personalised feedback then I think that salutation would be very valuable! janet 5:36 PM in the project being discussed, do you check the recording for 'mistakes' before they are uploaded and sent to the students? Mike Phillips 5:36 PM what sort of mistakes Janet? Renee Denham (Griffith University) 5:36 PM so essentially doing the 'executive summary' component from the last session as the verbal? Mark Carver 5:36 PM @Donna, are you sure it has to be anonymous feedback or just anonymous marking? Once you've logged the grade, can you then see who the student is? Mike Phillips 5:37 PM the executive summary is something like ... overall you have presented a strong, clearly articulated piece of work ... or something like that Liberty 5:37 PM @Mark - just anonymous marking, not anonymous feedback Renee Denham (Griffith University) 5:37 PM @Mike, in the last session I thought the focus was just as Michael said "the top 4 or 5 things you want the student to take away" Pip Ferguson 5:37 PM This stuff is really valuable. I'm wondering if we might have clearance to use clips from this for forthcoming staff development sessions on assessment (due credit given, obviously)? Liberty 5:37 PM @Mark - although feedback is most commonly provided in writing at the same time as the mark, which complicates things somewhat Mike Phillips 5:38 PM @Renee - that's another way that you can do it. This isn't a prescriptive formula. I would go crazy saying things the same way every time I recorded a video http://bit.ly/assessmentfeedback 5:38 PM Mark Carver 5:38 PM @Liberty, I agree it's a faff. If it's important to the uni to have anonymous grades then putting some resources into separating grading from feedback could be worth it. E.g. Boud's 'double duty' argument Mike Phillips 5:38 PM http://bit.ly/assessmentfeedback then go to workshop materials 5:39 PM then play the video titled multimodal assessment feedback structure 5:39 PM Russell 1 5:40 PM Did I misunderstand? Where's the video? Penny 5:40 PM looking into the camera [tick] Mathew Hillier 5:40 PM https://player.vimeo.com/video/177371386 YvonneW 1 5:40 PM i can't locate any videos Tim Hunt 5:40 PM Privacy error Matther Mike Phillips 5:40 PM http://bit.ly/assessmentfeedback Renee Denham (Griffith University) 5:40 PM http://newmediaresearch.educ.monash.edu.au/lnm/technology-mediated-assessment-feedback/ Liberty 5:40 PM @Mark - it's an interesting one. It's important to us to combat the unconscious bias in the marking process, but it's also important that we give effective feedback. I'm interested in exploring how we can put the emphasis on *feedback* so we aren't just using the basic written feedback along with the grade and calling it a day Mike Phillips 5:40 PM hen go to workshop materials then play the video titled multimodal assessment feedback structure Pip Ferguson 5:40 PM Sorry, obviously have bandwidth problem, can't access Mike Phillips 5:41 PM Pip - we will have it up there later so feel free to come back to the link YvonneW 1 5:41 PM got it thanks Russell 1 5:41 PM Thanks for the more specific directions :) janet 5:41 PM can't see the video, please explain again Pip Ferguson 5:41 PM Thanks Mike; having the recordings of these is a great service Mathew Hillier 5:41 PM (unfortunately the video cant be accessed directly.) Mike Phillips 5:41 PM @Janet http://bit.ly/assessmentfeedback then go to workshop materials then play the video titled multimodal assessment feedback structure 5:42 PM janet 5:42 PM got it! Mike Phillips 5:42 PM great :-) Renee Denham (Griffith University) 5:43 PM very interesting! Penny 5:43 PM thank you, that was excellent Joy Robbins 1 5:43 PM very clear video demoing this structure. Thanks for this! janet 5:43 PM mistakes - what I meant is the use of descriptive words that students perceived as negative, but academic thinks it's ok Penny 5:44 PM or as thinkingmike would say Really really excellent ;) ClareInBoots 5:44 PM I can understand how video feedback could be perceived as more personalised . . if your feedback is +ve then this personlisation would be welcomed but conversely it could also make criticism harder to receive . . because it is so personal Tim Hunt 5:44 PM I still have 2 mins to go Mike Phillips 5:44 PM Janet - we have not found that to be a problem. In the same way you pick your expressions when you write things, you do the same when recording audio / video / etc Mike Phillips 5:44 PM @Tim please feel free to come back to the video later on Pip Ferguson 5:45 PM I think there is a real advantage having a peer sharing this kind of work. Mutual support and critique Kahiwa (Uni Adelaide) 5:45 PM What a fantastic video! Feels like a really practical exemplar of what you're talking about. I definitely feel the personalised nature of the feedback :) Russell 1 5:45 PM Do students ever express anything about unfairness of getting a different style from one marker vs another? Mike Phillips 5:45 PM @Claire that could be the case but students seem to take the -ve well. We had a student make an appointment to apologise for failing a unit once! ClareInBoots 5:46 PM thanks mice Russell 1 5:46 PM "Students feeling supported" - great bottom line Paul B 5:46 PM Well done on the video - really instructive. Got to dash for 09:00 F2F elsewhere. Thanks all. Mike Phillips 5:46 PM @Russell - there are differences between markers but we haven't had any issues. There are still differences between individuals when you use text ClareInBoots 5:46 PM . . sorry couldn't resist miss-spelling your name ;) Mike Phillips 5:46 PM Thanks Paul - see you again Logan La Trobe 5:46 PM Fantastic video - really authentic, personal, effective. I want feedback like that! Kahiwa (Uni Adelaide) 5:47 PM That's an interesting outcome, that it's perceived as more personalised, caring and supportive than the written feedback... janet 5:47 PM I think the examiner providing the recorded feedback need to have a clear and pleasant voice, so i don't think it works well for all? Sorry for this negative comment ClareInBoots 5:47 PM As a learning technologist I can definitely imagine using your video as a demonstration of what video feedback looks like :) - Karen 1 left the Main Room. ( 9:34 PM ) - kbudzyn 5:48 PM on the point about delivering -ve feedback, it's hard to convey any sensitivity in the written word. at least with the "visual" delivery, students might be more likely to see that and thus be more responsive - Mark Carver #2 joined the Main Room. ( 9:34 PM ) - Pip Ferguson 5:48 PM Janet, good point. Also accents can affect. The Irish take a bit getting used to my Kiwi twang! Malik 5:48 PM if you are lecturing, then the video/voice feedback should be fine Kahiwa (Uni Adelaide) 5:48 PM @kbudzyn - that's a good point janet 5:48 PM In summary, examiners adopting video recorded feedback need some form of training- would I be correct? Mike Phillips 5:48 PM @Janet - we have just been working with some new data and this was an issue for one tutor. Just like anything, there are also problems as well as advantages Russell 1 5:49 PM Have staff been concerned about having their feedback redistributed out of context by students? Liberty 5:49 PM I can see as well how students could receive negative feedback more easily with the audio visual cues - seeing the staff member isn't doing it just to be critical! James Botten 5:49 PM @Mike, what do you do with work you find particularly frustrating? Mike Phillips 5:49 PM We do spend some time getting people up to speed Janet but it usually doesn't take too long Kahiwa (Uni Adelaide) 5:49 PM I really liked the use of the actual assignment and talking to that directly in the video kbudzyn 5:49 PM @Liberty I agree, I know my facial expression would say it all James Botten 5:49 PM Video would pick up Om your frustrations... Mike Phillips 5:50 PM @James - take a deep breath. Smile and then be as objective and professional as I would be if I was talking directly to the student in my office Pip Ferguson 5:50 PM Don't play poker then ;-) James Botten 5:50 PM I'm a terrible poker player ;) Mike Phillips 5:50 PM @Kahiwa you can combine that with a video of you talking as well. There are some cool applications out there that allow you to do that now James Botten 5:51 PM Which would you recommend Mike? Kahiwa (Uni Adelaide) 5:51 PM @Mike - yep, definitely :) Pip Ferguson 5:51 PM U dear the risks, Kaizena was food because it let you give both audio and written (not video though) Sorry, " under the risks" 5:51 PM Mike Phillips 5:51 PM There is agreat piece of software called Video Express by Adobe which I prefer to use Renee Denham (Griffith University) 5:52 PM echo 360 Personal capture will do face and screen capture at the same time Kahiwa (Uni Adelaide) 5:52 PM My mind is whirring on how I can bring this to some of the academics I work with, only problem is I build MOOCs - imagine video feedback for 50k students! hahahah Renee Denham (Griffith University) 5:52 PM and also captivate I believe Matthew Clemson UNSW 5:52 PM @Mike, do you find that you were marking everything twice when you began this process? That is, once on the paper and again via video. I'm a little concerned that in large groups I might be going over every assessment twice. Kahiwa (Uni Adelaide) 5:52 PM @Renee - I've wanted to try the Echo360 Personal Capture, unfortunately we didn't buy that part AFAIK :( Mike Phillips 5:53 PM @Matthew, I don't make any notes now as I have done 100's or maybe 1000's of videos but, like anything, it is slower when you start and you are finding out the best process for you janet 5:53 PM do you restrict recorded feedback to a specific duration eg 5 mins Russell 1 5:53 PM Is anyone here using Echo Personal Capture for messages to individual students? Mike Phillips 5:53 PM @Janet - we try to keep it to 5mins only to try and limit the file size and the amount of info we supply Renee Denham (Griffith University) 5:53 PM I've used echo personal capture for providing support to other academics, but not to students directly no, though keen to try it. Mike Phillips 5:54 PM @ Janet - too much info can lead to cognitive overload and reduce the effectiveness of the big message we want to get across Pip Ferguson 5:54 PM Yes, we are in an open plan office and it does create issues when recording video or audio Logan La Trobe 5:55 PM Re tools to capture - Zoom works well for this. It's easy to capture your voice/face, and then screen share someone on your desktop.. janet 5:55 PM we use ECHO 360 to record lectures for students Pip Ferguson 5:55 PM Does it work well Janet, and what are the costs? janet 5:56 PM Agree that too much will lead to cognitive overload janet 5:57 PM not sure of the costs, as this is paid by the school/campus. It is acceptable for lectures. Pip Ferguson 5:57 PM Thanks Renee Denham (Griffith University) 5:57 PM you can use VLC for free for recording (just finding a URL for an example) 5:57 PM janet 5:57 PM thanks, have to run to another meeting, will listen to the recorded talk again. Pip Ferguson 5:57 PM Permission to use clips? See question at 8:37 Renee Denham (Griffith University) 5:57 PM https://vimeo.com/171059984/a558619fae (and yes... that is me lol) 5:58 PM Kahiwa (Uni Adelaide) 5:58 PM I want to try this in my next MOOC in Jan, especially the Snapchat idea ;) Sally sims 5:58 PM Thanks, very interesting and useful janet 5:58 PM will the ppt slides be available on Moodle Liberty 5:58 PM Thanks Michael! That was great! Mike Phillips 5:58 PM @Pip - get in touch. We could do a presentation for you if you like Pip Ferguson 5:58 PM Grateful thanks all Kahiwa (Uni Adelaide) 5:58 PM Thank you so much Michael and Mike! This was fantastic :D Mike Phillips 5:58 PM michael.phillips-at-monash.edu maria indrawan-santiago 5:58 PM Thanks Michael and Mike. Natalie 5:58 PM Thanks! AP 5:58 PM another great TA session -- thank you! Lnovoaz 5:58 PM Thank you. Very useful Leonie Ligertwood #2 5:58 PM Thanks so much. Really enjoyed and useful Michael Henderson 5:58 PM Thanks everyone! Debbi #2 5:58 PM Thanks - very interesting session! Deb Murdoch 5:58 PM thanks, very useful resources. Russell 1 5:59 PM :DGreat session. Very usefu Logan La Trobe 5:59 PM Thanks so much M&M ! Very informative stuff, delivered beautifully Mike Phillips 5:59 PM Thanks everyone Malik 5:59 PM Thanks to both Michaels.. Ebony Whitehouse 5:59 PM Thanks! Sue Gill 5:59 PM thanks very much James Botten 5:59 PM Thanks Mike and Mike, feeling inspired now :) Tim Hunt 5:59 PM Thanks. Great talk. Jennifer Edmondson (ANU) 5:59 PM Thanks! Lesley 2 5:59 PM Thanks David Morgan 1 5:59 PM Thanks Mark Carver #2 5:59 PM Thanks, very informative Ellen McIntyre 5:59 PM Thanks, great information to ponder Greg van Mourik 5:59 PM thanks, thought provoking! Joy Robbins 1 5:59 PM thanks very much. Very informative! kbudzyn 5:59 PM Thanks heaps! We're going to try it out later this semester and survey the students on how they perceive it compared with regular "conventional" feedback. Lots to think about! Mike Phillips 6:00 PM kbudzyn - great. If you want to look our survey just let us know michael.phillips-at-monash.edu 6:00 PM Mathew Hillier 6:01 PM before you all leave - please fill our session feedback survey Mike Phillips 6:01 PM can they upload a video Matthew? ;-) kbudzyn 6:01 PM Terrific! Thanks Michael - I have your paper sitting on my desk too! Malik 6:01 PM sure mathew Pip Ferguson 6:02 PM Thanks s much Mike Phillips 6:02 PM Pip - We could do a presentation for you if you like. Just email us if you are interested Pip Ferguson 6:02 PM Such useful stuff! Thanks very much for the sharing Mike Phillips 6:02 PM michael.phillips-at-monash.edu Matthew Clemson UNSW 6:03 PM Thank Michael and Mike. Much appreciated! Mathew Hillier 6:03 PM before you all leave - please fill our session feedback survey Pip Ferguson 6:03 PM You're on, Mike! Mike Phillips 6:03 PM Great Pip - looking forward to it Renee Denham (Griffith University) 6:03 PM great session, thank you Pip Ferguson 6:03 PM Bye! Melanie 6:03 PM Thank - some great ideas Logan La Trobe 6:03 PM Thanks everyone! Mike Phillips 6:03 PM Thanks everyone - much appreciated Logan La Trobe 6:03 PM Have a lovely evening