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Autor
Ujma Dorota (University of Central Lancashire, UK), Lawrence Lesley (University of Bedfordshire, UK)
Tytuł
Optimising Feedback Throughout the Tourism PDP (Personal Development Planning) Curriculum
Źródło
Folia Turistica / Akademia Wychowania Fizycznego im. B. Czecha w Krakowie, 2011, nr 25, s. 357-376, rys., bibliogr. 24 poz.
Tytuł własny numeru
The Master Classes
Słowa kluczowe
Turystyka, Sprzężenia zwrotne, Rozwój zawodowy pracownika, Zarządzanie informacją
Tourism, Feedback, Professional development of employees, Information management
Uwagi
summ., Artykuł dostępny także w języku polskim w numerze 25(2) http://www.folia-turistica.pl/attachments/article/402/FT_25(2)_2011.pdf
Abstrakt
The paper describes how 'Getting the most out of the assessment process' workshops within a Year 1 Tourism Personal Development Planning (PDP) module were introduced and evaluated during 2006-2007 at the University of Bedfordshire. These workshops initially stemmed from analysing student data from case study research in a 'Fund for the Development of Teaching and Learning 5 (FDTL5)' project on 'Engaging students in assessment feedback: what works?'. The FDTL5 case study had examined a traditional feedback method in a Tourism PDP module where feedback from an early related assessment (reflective and diagnostic essay) is hopefully used in preparing the final summative piece of work (portfolio), thus developing students' learning. In reflecting about learning, did students explicitly mention learning from the essay feedback, or more generally from other feedback e.g. on drafts? The students' limited awareness that feedback is part of the learning process was somewhat surprising. Using a range of methods (portfolio content analysis/ interviews/ focus groups), 2006-2007 data were collected and compared with the 2005-2006 student data from the FDTL5 case study. The workshops were found to impact upon students' awareness of feedback. Workshops now are embedded in the Year 1 Tourism PDP curriculum aiming to raise awareness and empower students to ask appropriate questions, and to encourage reflection, critical in creating lifelong learning [Hinett, 2002]. The paper finishes by considering ways of optimising feedback throughout the PDP undergraduate curriculum, so that tourism students leave university as self-regulated learners who can genuinely use feedback and understand its value. (original abstract)
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Bibliografia
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  5. ESWAF (2007b), Case study 4 - The impact of grades before or after receiving verbal feedback . Online: https://mw.brookes.ac.uk/display/eswaf/Case+Study+4+-+The+impact+of+grades+before+or+after+receiving+verbal+feedback (accessed November 2007)
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ISSN
0867-3888
Język
eng
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