HIGHLIGHT #1 | 51
50 | JADE
KATHERINE HAXTON
SHAW, G.P. and MOLNAR, D., (2011) Non-native English Language
Speakers Benefit Most from the Use of Lecture Capture in Medical
School. Biochemistry and Molecular Biology Education, 39 (6)
p.416-420
Acknowledgements
HIGHLIGHT | #1
Title
Feedback to the future event report
Author(s)
Russell Crawford
Yvonne Skipper
First, second and third year Chemistry and Medicinal Chemistry
students in 2014-15 academic year.
Contact
The Keele Lecture Capture Project Group for many useful
discussions.
School/Directorate
[email protected][email protected]
School of Medicine / HRSS
Faculty / Area
On the 8th of September 2015, Dr. Yvonne Skipper and Dr.
Russ Crawford (Keele University) organised and ran an event
at Keele Hall entitled: Feedback to the Future. The conference
brought together psychologists, teachers, academics and post
graduate students from a diverse range of disciplines to share
best practice around effective feedback delivery. The event
was recognised by the Higher Education Academy and a key
focus was in using psychological evidence to inform feedback
delivery and the use of research tools to examine the impact
this has on students. The day featured presentations, keynotes
and group discussions, drawing a total of 60 attendees from a
diverse range of backgrounds, including school teachers from
primary to sixth form; Higher Education lecturers from several
institutions across the country; post-graduate students from a
range of institutions and several delegates from Stoke County
Council.
The event received a wealth of positive feedback with
representative highlights being:
Faculty of Health / LPDC
“I enjoyed the range of topics and speakers
- and the way that talks were mostly 20 minute
slots. This made them really easy to take in.
There was clearly something for everyone
which was great. Well organised on the day,
with good breaks and catering.”
“Great to hear about different perspectives
on feedback - from primary schools through
to HE!”
“Thank you for a lively, varied and supportive
day”
Critically, many delegates also stated that the event had changed
or would change their practice moving forward, examples of
which are:
“I will ensure I am not just justifying the mark
with my feedback to students!”
“Yes, to an extent. I looked up the Beaumont
(2011) paper about the dialogic feedback cycle
and this has made me think more about the
details of my assessment and feedback practice.”
“Yes. We took sever