{"id":360,"date":"2022-02-15T23:59:00","date_gmt":"2022-02-15T23:59:00","guid":{"rendered":"https:\/\/podcasts.ncl.ac.uk\/learningandteaching\/?p=360"},"modified":"2022-12-07T11:03:07","modified_gmt":"2022-12-07T11:03:07","slug":"episode-018-giving-receiving-and-interpreting-feedback-special","status":"publish","type":"post","link":"https:\/\/podcasts.ncl.ac.uk\/learningandteaching\/series-1\/episode-018-giving-receiving-and-interpreting-feedback-special\/","title":{"rendered":"Episode 018: Giving, Receiving, and Interpreting Feedback Special"},"content":{"rendered":"

Podcast: Play in new window<\/a> | Download<\/a><\/p>

Listen and Subscribe Apple Podcasts<\/a> | Spotify<\/a> | RSS<\/a><\/p>\n

Hello and welcome to episode eighteen of the Learning & Teaching @ Newcastle University podcast. <\/p>\n\n\n\n

Episode transcript<\/a> <\/p>\n\n\n\n

According to the Learning and Teaching Website. Feedback should be a dialogue rather than one-way communication. It should clearly link to the learning outcomes and encourage students to reflect on their learning.\u00a0\u00a0<\/p>\n\n\n\n

In this episode, our guest host Susan Barfield a Learning Enhancement & Technology Adviser from LTDS investigates how feedback is given, received, and interpreted. <\/p>\n\n\n\n

In the first section, a returning contributor to the podcast Liv Jonassen, an Academic Skills Development Manager from Liaison Services in the Library. Has put together an insightful section that looks at common student queries about interpreting feedback and how the liaison services would answer these student queries. <\/p>\n\n\n\n

The second section is a conversation with Professor Caroline Walker-Gleaves. Caroline is a professor of education in the School of Education, Communication and Language Sciences in the Faculty of Humanities and Social Sciences. Caroline spoke to us about her work using structural and stylistic domains within formative feedback to enhance students\u2019 writing and communication at Level 3. <\/p>\n\n\n\n

In the final section, Chris Whiting from the academic practice team in LTDS takes us through some of the key aspects of providing good feedback from the Introduction to Learning and Teaching in Higher Education programme. <\/p>\n\n\n\n

Thank you to all our guests this week, we hope you enjoy this episode. <\/p>\n\n\n\n

If you would like to get in touch or have an idea you would like to share. Please email ltds@ncl.ac.uk and use the title \u2018Learning & Teaching @ Newcastle University Podcast idea\u2019. <\/p>\n\n\n\n

Links from the episode\u00a0<\/p>\n\n\n\n

Episode transcript<\/a><\/p>\n\n\n\n

Learning and Teaching Website on Feedback \u2013 https:\/\/www.ncl.ac.uk\/learning-and-teaching\/effective-practice\/assessment\/good-feedback\/<\/a> <\/p>\n\n\n\n

Feedback on exams – https:\/\/www.ncl.ac.uk\/learning-and-teaching\/effective-practice\/assessment\/feedback-exams\/<\/a> <\/p>\n\n\n\n

Feedback forms – https:\/\/www.ncl.ac.uk\/learning-and-teaching\/effective-practice\/assessment\/feedback-forms\/<\/a> <\/p>\n\n\n\n

ASK Website – https:\/\/www.ncl.ac.uk\/academic-skills-kit\/<\/a> <\/p>\n\n\n\n

ASK pages on Feedback \u2013 https:\/\/www.ncl.ac.uk\/academic-skills-kit\/collections\/understanding-and-interpreting-your-feedback\/<\/a> <\/p>\n\n\n\n

Library homepage – https:\/\/www.ncl.ac.uk\/library\/<\/a> <\/p>\n\n\n\n

Caroline\u2019s Case: Using structural and stylistic domains within formative feedback to enhance students\u2019 writing and communication at Level 3 – https:\/\/microsites.ncl.ac.uk\/casestudies\/2021\/09\/21\/using-structural-stylistic-domains-within-formative-feedback-to-enhance-students-writing-and-communication-at-level-3\/<\/a> <\/p>\n\n\n\n

Introduction to Learning and Teaching in Higher Education https:\/\/www.ncl.ac.uk\/learning-and-teaching\/professional-development\/ilthe\/<\/a> <\/p>\n","protected":false},"excerpt":{"rendered":"

According to the Learning and Teaching Website. Feedback should be a dialogue rather than one-way communication. It should clearly link to the learning outcomes and encourage students to reflect on their learning. <\/p>\n

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