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Developing professional practice through collaboration and dialogic formative feedback

Developing professional practice through collaboration and dialogic formative feedback

Reilly, Dawn and Leopold, Katherine (2019) Developing professional practice through collaboration and dialogic formative feedback. In: The changing roles of educators in higher and further education: the shape of teaching today, APT 2019, 01 July 2019, University College London, London.

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Abstract

This case study describes how we have included a substantial amount of dialogic formative feedback on a Year 2 module for accounting students with an Information Systems (IS) specialism. We included supervised online research sessions and designed a comprehensive schedule of formative feedback delivery in order to facilitate engagement in the feedback process and provide the opportunity for all students to improve their work and attain a higher grade. This included allocated appointments for face-to-face conversations in addition to written comments. Throughout their programme, the students learn technical skills which will be of interest to employers but we wanted to increase IS students’ transferable skills. An employability consultant was therefore brought into the teaching team and was involved in planning the module, teaching and giving formative feedback on slide design, presentation skills and teamwork. Our conclusion is that within an IT learning environment we can use effective dialogic feedback and collaboration to increase students’ engagement in their learning and also confidence in their professional practice.

Item Type: Conference or Conference Paper (Speech)
Uncontrolled Keywords: accounting, employability, formative feedback, support, transferable skills, widening participation
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Faculty / Department / Research Group: Faculty of Business
Faculty of Business > Department of Accounting & Finance
Related URLs:
Last Modified: 09 Jul 2019 09:01
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
URI: http://gala.gre.ac.uk/id/eprint/24719

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