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Tipping out the Boot Grit: the use of on-going feedback devices to enhance feedback dialogue

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Tipping out the Boot Grit : the use of on-going feedback devices to enhance feedback dialogue. / McArthur, Jan; Huxham, Mark; Hounsell, Jenny; Warsop, Clive.

45 p. York : Higher Education Academy. 2011.

Research output: Other contribution

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McArthur, Jan ; Huxham, Mark ; Hounsell, Jenny ; Warsop, Clive. / Tipping out the Boot Grit : the use of on-going feedback devices to enhance feedback dialogue. 2011. York : Higher Education Academy. 45 p.

Bibtex

@misc{59c2f2acec1742e3946f0679ec44335d,
title = "Tipping out the Boot Grit: the use of on-going feedback devices to enhance feedback dialogue",
abstract = "This project is premised on a belief in the importance of understanding feedback as a dialogue between students and teachers. In addition it considers the importance of feedback as an ongoing and multi-faceted part of students{\textquoteright} engagement with a course, rather than a singular process that occurs at only one point. On this basis the project looks in-depth at two different moments in the learning cycle where feedback can be encouraged in a more dialogical way. Insights into these feedback approaches, at these moments, can then be used to inform the development of other forms of dialogue through the learning cycle.",
author = "Jan McArthur and Mark Huxham and Jenny Hounsell and Clive Warsop",
year = "2011",
language = "English",
publisher = "Higher Education Academy",
type = "Other",

}

RIS

TY - GEN

T1 - Tipping out the Boot Grit

T2 - the use of on-going feedback devices to enhance feedback dialogue

AU - McArthur, Jan

AU - Huxham, Mark

AU - Hounsell, Jenny

AU - Warsop, Clive

PY - 2011

Y1 - 2011

N2 - This project is premised on a belief in the importance of understanding feedback as a dialogue between students and teachers. In addition it considers the importance of feedback as an ongoing and multi-faceted part of students’ engagement with a course, rather than a singular process that occurs at only one point. On this basis the project looks in-depth at two different moments in the learning cycle where feedback can be encouraged in a more dialogical way. Insights into these feedback approaches, at these moments, can then be used to inform the development of other forms of dialogue through the learning cycle.

AB - This project is premised on a belief in the importance of understanding feedback as a dialogue between students and teachers. In addition it considers the importance of feedback as an ongoing and multi-faceted part of students’ engagement with a course, rather than a singular process that occurs at only one point. On this basis the project looks in-depth at two different moments in the learning cycle where feedback can be encouraged in a more dialogical way. Insights into these feedback approaches, at these moments, can then be used to inform the development of other forms of dialogue through the learning cycle.

M3 - Other contribution

PB - Higher Education Academy

CY - York

ER -