Nothing Special   »   [go: up one dir, main page]
Skip to main content
Springer Nature Link
Log in

Automated Feedback for Workplace Learning in Higher Education

  • Conference paper
  • First Online:
Technology Enhanced Assessment (TEA 2018)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 1014))

Included in the following conference series:

  • 792 Accesses

Abstract

To cope with changing demands from society, higher education institutes are developing adaptive curricula in which a suitable integration of workplace learning is an important factor. Automated feedback can be used as part of formative assessment strategies to enhance student learning in the workplace. However due to the complex and diverse nature of workplace learning processes, it is difficult to align automated feedback to the needs of the individual student. The main research question we aim to answer in this design-based study is: ‘How can we support higher education students’ reflective learning in the workplace by providing automated feedback while learning in the workplace?’. Iterative development yielded (1) a framework for automated feedback in workplace learning, (2) design principles and guidelines and (3) an application prototype implemented according to this framework and design knowledge. In the near future, we plan to evaluate and improve these tentative products in pilot studies.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  1. Tynjälä, P., Slotte, V., Nieminen, J., et al.: From university to working life: graduates’ workplace skills in practice. In: Higher Education and Working Life: Collaborations, Confrontations and Challenges, pp. 73–88 (2006)

    Google Scholar 

  2. Zitter, I., Hoeve, A., de Bruijn, E.: A design perspective on the school-work boundary: a hybrid curriculum model. Vocat. Learn. 9, 111–131 (2016). https://doi.org/10.1007/s12186-016-9150-y

    Article  Google Scholar 

  3. van der Stappen, E., Zitter, I.: Exploring design principles for technology-enhanced workplace learning. In: 29th Bled eConference: Digital Economy, Bled, Slovenia, pp. 472–478 (2016)

    Google Scholar 

  4. Ruiz-Calleja, A., Prieto, L.P., Ley, T., Rodríguez-Triana, M.J., Dennerlein, S.: Learning analytics for professional and workplace learning: a literature review. In: Lavoué, É., Drachsler, H., Verbert, K., Broisin, J., Pérez-Sanagustín, M. (eds.) EC-TEL 2017. LNCS, vol. 10474, pp. 164–178. Springer, Cham (2017). https://doi.org/10.1007/978-3-319-66610-5_13

    Chapter  Google Scholar 

  5. Kirkwood, A., Price, L.: Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review. Learn. Media Technol. 39, 6–36 (2014). https://doi.org/10.1080/17439884.2013.770404

    Article  Google Scholar 

  6. Redecker, C., Johannessen, Ø.: Changing assessment - towards a new assessment paradigm using ICT. Eur. J. Educ. 48, 79–96 (2013). https://doi.org/10.1111/ejed.12018

    Article  Google Scholar 

  7. Krause, U.-M., Stark, R., Mandl, H.: The effects of cooperative learning and feedback on e-learning in statistics. Learn. Instr. 19, 158–170 (2009). https://doi.org/10.1016/J.LEARNINSTRUC.2008.03.003

    Article  Google Scholar 

  8. Attali, Y., Powers, D.: Effect of immediate feedback and revision on psychometric properties of open-ended GRE® subject test items. ETS Res. Rep. Ser. 2008, i–23 (2008). https://doi.org/10.1002/j.2333-8504.2008.tb02107.x

    Article  Google Scholar 

  9. Ware, P.D., Warschauer, M.: Electronic feedback and second language writing. In: Hyland, K., Hyland, F. (eds.) Feedback in Second Language Writing: Contexts and Issues, pp. 105–122. Cambridge University Press, Cambridge (2006)

    Google Scholar 

  10. Whitelock, D., Twiner, A., Richardson, J.T.E., et al.: OpenEssayist: a supply and demand learning analytics tool for drafting academic essays. In: Fifth International Conference on Learning Analytics and Knowledge (LAK 2015), pp. 208–212. ACM, Poughkeepsie (2015)

    Google Scholar 

  11. Ala-Mutka, K.M.: A survey of automated assessment approaches for programming assignments. Comput. Sci. Educ. 15, 83–102 (2005)

    Article  Google Scholar 

  12. Billett, S.: Workplace participatory practices: conceptualising workplaces as learning environments. J. Work. Learn. 16, 312–324 (2004). https://doi.org/10.1108/13665620410550295

    Article  Google Scholar 

  13. Eraut, M.: Non-formal learning and tacit knowledge in professional work. Br. J. Educ. Psychol. 70(Pt 1), 113–136 (2000). https://doi.org/10.1348/000709900158001

    Article  Google Scholar 

  14. Billett, S.: Learning through work: workplace affordances and individual engagement. J. Work. Learn. 13, 209–214 (2001)

    Article  Google Scholar 

  15. Tynjälä, P.: Perspectives into learning at the workplace. Educ. Res. Rev. 3, 130–154 (2008). https://doi.org/10.1016/j.edurev.2007.12.001

    Article  Google Scholar 

  16. Billett, S.: Realising the educational worth of integrating work experiences in higher education. Stud. High. Educ. 34, 827–843 (2009). https://doi.org/10.1080/03075070802706561

    Article  Google Scholar 

  17. Nieuwenhuis, L., Hoeve, A., Nijman, D.-J., van Vlokhoven, H.: Pedagogisch-didactische vormgeving van werkplekleren in het initieel beroepsonderwijs: een internationale reviewstudie (2017)

    Google Scholar 

  18. Tynjälä, P.: Toward a 3-P model of workplace learning: a literature review. Vocat. Learn. 6, 11–36 (2013)

    Article  Google Scholar 

  19. Gulikers, J., Baartman, L.: Doelgericht professionaliseren: formatieve toetspraktijken met effect! Wat DOET de docent in de klas? (2017)

    Google Scholar 

  20. Wiliam, D.: What is assessment for learning? Stud. Educ. Eval. 37, 3–14 (2011). https://doi.org/10.1016/J.STUEDUC.2011.03.001

    Article  Google Scholar 

  21. Bennett, R.E.: Formative assessment: a critical review. Assess. Educ. Princ. Policy Pract. 18, 5–25 (2011). https://doi.org/10.1080/0969594X.2010.513678

    Article  Google Scholar 

  22. Sadler, D.R.: Formative Assessment: revisiting the territory. Assess. Educ. Princ. Policy Pract. 5, 77–84 (1998). https://doi.org/10.1080/0969595980050104

    Article  Google Scholar 

  23. Sluijsmans, D., Joosten-ten Brinke, D., van der Vleuten, C.: Toetsen met leerwaarde: Een reviewstudie naar de effectieve kenmerken van formatief toetsen. Den Haag (2013)

    Google Scholar 

  24. Hattie, J., Timperley, H.: The power of feedback. Rev. Educ. Res. 77, 81–112 (2007). https://doi.org/10.3102/003465430298487

    Article  Google Scholar 

  25. Shavelson, R.J., Young, D.B., Ayala, C.C., et al.: On the impact of curriculum-embedded formative assessment on learning: a collaboration between curriculum and assessment developers. Appl. Meas. Educ. 21, 295–314 (2008). https://doi.org/10.1080/08957340802347647

    Article  Google Scholar 

  26. Van der Kleij, F.M., Vermeulen, J.A., Schildkamp, K., Eggen, T.J.H.M.: Integrating data-based decision making, Assessment for Learning and diagnostic testing in formative assessment. Assess. Educ. Princ. Policy Pract. 22, 324–343 (2015). https://doi.org/10.1080/0969594X.2014.999024

    Article  Google Scholar 

  27. Lai, M.K., Schildkamp, K.: Data-based decision making: an overview. In: Schildkamp, K., Lai, M., Earl, L. (eds.) Data-Based Decision Making in Education - Challenges and Opportunities. SIEL, vol. 17, pp. 9–21. Springer, Dordrecht (2013). https://doi.org/10.1007/978-94-007-4816-3_2

    Chapter  Google Scholar 

  28. Nicol, D., MacFarlane-Dick, D.: Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Stud. High. Educ. 31, 199–218 (2006). https://doi.org/10.1080/03075070600572090

    Article  Google Scholar 

  29. Pintrich, P.R., Zusho, A.: Student motivation and self-regulated learning in the college classroom. In: Smart, J.C., Tierney, W.G. (eds.) The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective, pp. 731–810. Agathon Press, New York (2007)

    Chapter  Google Scholar 

  30. Boud, D.: Sustainable assessment: rethinking assessment for the learning society. Stud. Contin. Educ. 22, 151–167 (2000). https://doi.org/10.1080/713695728

    Article  Google Scholar 

  31. van der Stappen, E., Zitter, I.: Design propositions for technology-enhanced workplace learning. In: Proceedings of EAPRIL, Hämeenlinna, Finland, pp. 37–51 (2017)

    Google Scholar 

  32. Denyer, D., Tranfield, D., van Aken, J.E.: Developing design propositions through research synthesis. Organ. Stud. 29, 393–413 (2008). https://doi.org/10.1177/0170840607088020

    Article  Google Scholar 

  33. Siemens, G., Long, P.: Penetrating the fog: analytics in learning and education. Educ. Rev. 46, 30–32 (2011)

    Google Scholar 

  34. Clow, D.: The learning analytics cycle: closing the loop effectively. In: 2nd International Conference on Learning Analytics and Knowledge – LAK 2012, p. 134 (2012)

    Google Scholar 

  35. Kolb, D.A.: Experiential learning: experience as the source of learning and development. Prentice-Hall, Englewood Cliffs (1984)

    Google Scholar 

  36. Schön, D.A.: The Reflective Practitioner: How Professionals Think In Action, 1st edn. Basic Books, New York (1984)

    Google Scholar 

  37. Pammer, V., Krogstie, B., Prilla, M.: Let’s talk about reflection at work. Int. J. Technol. Enhanc. Learn. 9, 151–168 (2017)

    Article  Google Scholar 

  38. Krogstie, Birgit R., Prilla, M., Pammer, V.: Understanding and supporting reflective learning processes in the workplace: the CSRL model. In: Hernández-Leo, D., Ley, T., Klamma, R., Harrer, A. (eds.) EC-TEL 2013. LNCS, vol. 8095, pp. 151–164. Springer, Heidelberg (2013). https://doi.org/10.1007/978-3-642-40814-4_13

    Chapter  Google Scholar 

  39. Boud, D., Keogh, R., Walker, D.: Reflection, turning experience into learning. Routledge, Abingdon (1985)

    Google Scholar 

  40. Boyd, E.M., Fales, A.W.: Reflective learning. J. Humanist Psychol. 23, 99–117 (1983). https://doi.org/10.1177/0022167883232011

    Article  Google Scholar 

  41. Kori, K., Pedaste, M., Leijen, Ä., Mäeots, M.: Supporting reflection in technology-enhanced learning. Educ. Res. Rev. 11, 45–55 (2014). https://doi.org/10.1016/J.EDUREV.2013.11.003

    Article  Google Scholar 

  42. Chen, N.-S., Kinshuk, W.C.-W., Liu, C.-C.: Effects of matching teaching strategy to thinking style on learner’s quality of reflection in an online learning environment. Comput. Educ. 56, 53–64 (2011). https://doi.org/10.1016/J.COMPEDU.2010.08.021

    Article  Google Scholar 

  43. Chen, N.-S., Wei, C.-W., Wu, K.-T., Uden, L.: Effects of high level prompts and peer assessment on online learners’ reflection levels. Comput. Educ. 52, 283–291 (2009). https://doi.org/10.1016/J.COMPEDU.2008.08.007

    Article  Google Scholar 

  44. Hsieh, S.-W., Jang, Y.-R., Hwang, G.-J., Chen, N.-S.: Effects of teaching and learning styles on students’ reflection levels for ubiquitous learning. Comput. Educ. 57, 1194–1201 (2011). https://doi.org/10.1016/J.COMPEDU.2011.01.004

    Article  Google Scholar 

  45. Leijen, Ä., Valtna, K., Leijen, D.A.J., Pedaste, M.: How to determine the quality of students’ reflections? Stud. High. Educ. 37, 203–217 (2012). https://doi.org/10.1080/03075079.2010.504814

    Article  Google Scholar 

  46. van den Akker, J., Bannan, B., Kelly, A.E., et al.: An introduction to educational design research. In: Plomp, T., Nieveen, N. (eds.) Proceedings of the Seminar Conducted at the East China Normal University. SLO (Netherlands institute for curriculum development), Shanghai, China (2007)

    Google Scholar 

  47. HU Institute for ICT: GitHub Repository Prototype App. In: GitHub (2018). https://github.com/HUInstituteForICT/workplacelearning

  48. Duke, S., Appleton, J.: The use of reflection in a palliative care programme: a quantitative study of the development of reflective skills over an academic year. J. Adv. Nurs. 32, 1557–1568 (2000). https://doi.org/10.1046/j.1365-2648.2000.01604.x

    Article  Google Scholar 

  49. Scott, S.G.: Enhancing reflection skills through learning portfolios: an empirical test. J. Manag. Educ. 34, 430–457 (2010)

    Article  Google Scholar 

Download references

Acknowledgements

We would like to thank Ellen Schuurink for her inspiration and support for this research, and Rogier Knoester and Roel Veldhuizen for their technical insights and efforts in developing the proof of concept.

Author information

Authors and Affiliations

  1. Research Centre for Learning and Innovation, HU University of Applied Sciences Utrecht, P.O. Box 14007, 3508 SB, Utrecht, The Netherlands

    Esther van der Stappen & Liesbeth Baartman

Authors
  1. Esther van der Stappen
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Liesbeth Baartman
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Esther van der Stappen .

Editor information

Editors and Affiliations

  1. Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands

    Silvester Draaijer

  2. Welten Instituut, Open University of the Netherlands, Heerlen, The Netherlands

    Desirée Joosten-ten Brinke

  3. Luxembourg Institute of Science and Technology, Esch-sur-Alzette, Luxembourg

    Eric Ras

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

van der Stappen, E., Baartman, L. (2019). Automated Feedback for Workplace Learning in Higher Education. In: Draaijer, S., Joosten-ten Brinke, D., Ras, E. (eds) Technology Enhanced Assessment. TEA 2018. Communications in Computer and Information Science, vol 1014. Springer, Cham. https://doi.org/10.1007/978-3-030-25264-9_6

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-25264-9_6

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-25263-2

  • Online ISBN: 978-3-030-25264-9

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation