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Classdroid extended:
an app for constructive feedback


      Joe Schuchter
      5 Aug 2011
      Cal Educamp
   understand a problem
        create a solution
        critique the solution




PK objectives:
competency
√  +           ≠     autonomy
                   relatedness  



Problem:
student    teacher




Problem:
   teachers do not have the time for careful 
        (meaningful) routine feedback on student 
        assignments and performance in general




Myth: 
   most teachers do carefully evaluate student 
         assignments and performance. However, they 
         may not have large blocks of dedicated time to 
         share all of their feedback in writing or in 
         person




Fact: 
   provide more constructive feedback to students 
        more consistently




Goal:
   Transparency
       Engagement
       Evaluation
       Thinking (critically)
       High‐risk




Outcomes?
Classdroid extended - an application for improving feedback between teachers and students
   one‐way
       standardized comments
       digitized




Phase 1:
Classdroid extended - an application for improving feedback between teachers and students
   dictation
       tagging
       portfolios
       class management interface




Phase 2:
   two‐way
       iterative
       self and peer critique
       Dragon plug‐in
       Toastmaster plug‐in




Phase 3:
   testing
        production
        testing
        dissemination




Startup:
   Learners at highest risk are receiving the least 
        feedback




Opportunities:
   Learners at highest risk may not have the right 
        equipment
       Training for constructive critique (both parties)




Constraints:
 does positive feedback which arrives 
       outside the classroom counter negative 
       influences in youth’s lives?
      how will student‐teacher communication 

       on personal phones be perceived? Should 
       feedback be delivered only during school 
       hours? If not, does this add to student 
       stress?
      should a grading function be included?




Let’s critique:
 is this a slippery slope to distance 
       learning? How do we value any contact 
       (vs. face‐to‐face) when attendance is 
       lagging?
      how to work in areas where smartphones 
       are not ubiquitous (either too poor (high‐
       risk) or not allowed)
      is a smartphone currently the right 
       medium? Could this also be used w/ 
       other existing software?



Let’s critique:
 is this an efficient way to help achieve the 
       intended outcomes?
      do you know any programmers?

      know anyone who can try this out?




Let’s critique:
jws @ berkeley.edu

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Classdroid extended - an application for improving feedback between teachers and students

  • 1. Classdroid extended: an app for constructive feedback Joe Schuchter 5 Aug 2011 Cal Educamp
  • 2. understand a problem  create a solution  critique the solution PK objectives:
  • 4. student teacher Problem:
  • 5. teachers do not have the time for careful  (meaningful) routine feedback on student  assignments and performance in general Myth: 
  • 6. most teachers do carefully evaluate student  assignments and performance. However, they  may not have large blocks of dedicated time to  share all of their feedback in writing or in  person Fact: 
  • 7. provide more constructive feedback to students  more consistently Goal:
  • 8. Transparency  Engagement  Evaluation  Thinking (critically)  High‐risk Outcomes?
  • 10. one‐way  standardized comments  digitized Phase 1:
  • 12. dictation  tagging  portfolios  class management interface Phase 2:
  • 13. two‐way  iterative  self and peer critique  Dragon plug‐in  Toastmaster plug‐in Phase 3:
  • 14. testing  production  testing  dissemination Startup:
  • 15. Learners at highest risk are receiving the least  feedback Opportunities:
  • 16. Learners at highest risk may not have the right  equipment  Training for constructive critique (both parties) Constraints:
  • 17.  does positive feedback which arrives  outside the classroom counter negative  influences in youth’s lives?  how will student‐teacher communication  on personal phones be perceived? Should  feedback be delivered only during school  hours? If not, does this add to student  stress?  should a grading function be included? Let’s critique:
  • 18.  is this a slippery slope to distance  learning? How do we value any contact  (vs. face‐to‐face) when attendance is  lagging?  how to work in areas where smartphones  are not ubiquitous (either too poor (high‐ risk) or not allowed)  is a smartphone currently the right  medium? Could this also be used w/  other existing software? Let’s critique:
  • 19.  is this an efficient way to help achieve the  intended outcomes?  do you know any programmers?  know anyone who can try this out? Let’s critique: