Reflective writing analytics for actionable feedback

Gibson, A; Shum, SB; Aitken, A; Tsingos-Lucas, C; Sándor, Á; Knight, S

Reflective writing analytics for actionable feedback

Gibson, A

Shum, SB

Aitken, A

Tsingos-Lucas, C

Sándor, Á Knight, S

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Publication Type:: Conference Proceeding
Citation:: ACM International Conference Proceeding Series, 2017, pp. 153 - 162
Issue Date:: 2017-03-13

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Field	Value	Language
dc.contributor.author	Gibson, A https://orcid.org/0000-0003-4619-6515	en_US
dc.contributor.author	Shum, SB https://orcid.org/0000-0002-6334-7429	en_US
dc.contributor.author	Aitken, A https://orcid.org/0000-0003-1702-1134	en_US
dc.contributor.author	Tsingos-Lucas, C https://orcid.org/0000-0002-7857-2338	en_US
dc.contributor.author	Sándor, Á	en_US
dc.contributor.author	Knight, S https://orcid.org/0000-0002-8709-5780	en_US
dc.date.issued	2017-03-13	en_US
dc.identifier.citation	ACM International Conference Proceeding Series, 2017, pp. 153 - 162	en_US
dc.identifier.isbn	9781450348706	en_US
dc.identifier.uri	http://hdl.handle.net/10453/127024
dc.description.abstract	© 2017 ACM. Reflective writing can provide a powerful way for students to integrate professional experience and academic learning. However, writing reflectively requires high quality actionable feedback, which is time-consuming to provide at scale. This paper reports progress on the design, implementation, and validation of a Reflective Writing Analytics platform to provide actionable feedback within a tertiary authentic assessment context. The contributions are: (1) a new conceptual framework for reflective writing; (2) a computational approach to modelling reflective writing, deriving analytics, and providing feedback; (3) the pedagogical and user experience rationale for platform design decisions; and (4) a pilot in a student learning context, with preliminary data on educator and student acceptance, and the extent to which we can evidence that the software provided actionable feedback for reflective writing.	en_US
dc.relation.ispartof	ACM International Conference Proceeding Series	en_US
dc.relation.isbasedon	10.1145/3027385.3027436	en_US
dc.title	Reflective writing analytics for actionable feedback	en_US
dc.type	Conference Proceeding
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)/Connected Intelligence Centre
pubs.organisational-group	/University of Technology Sydney/Faculty of Transdisciplinary Innovation
pubs.organisational-group	/University of Technology Sydney/Graduate School of Health
utslib.copyright.status	open_access
pubs.publication-status	Published	en_US

Abstract:

© 2017 ACM. Reflective writing can provide a powerful way for students to integrate professional experience and academic learning. However, writing reflectively requires high quality actionable feedback, which is time-consuming to provide at scale. This paper reports progress on the design, implementation, and validation of a Reflective Writing Analytics platform to provide actionable feedback within a tertiary authentic assessment context. The contributions are: (1) a new conceptual framework for reflective writing; (2) a computational approach to modelling reflective writing, deriving analytics, and providing feedback; (3) the pedagogical and user experience rationale for platform design decisions; and (4) a pilot in a student learning context, with preliminary data on educator and student acceptance, and the extent to which we can evidence that the software provided actionable feedback for reflective writing.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/127024