Start Date
10-12-2017 12:00 AM
Description
This paper details a novel response to the problem of how to provide technology-enhanced feedback to students undertaking projects as part of a Masters in Information Systems. It contributes an approach to designing a promising new user-centered tool to motivate active learning. It reports on a case study where staff join a participatory design process to develop an LMS integrated tool. This tool incorporates a traffic-light style presentation which is proposed to motivate completion of milestones in project based assessment tasks. The unique tool provides an opportunity for feedback and to support students’ self-regulation of their study behavior, especially those students who are not meeting milestones, and encourages students to engage with staff to remedy academic problems before they become severe. The tool is also proposed as a means to reduce the administrative and assessment burden on staff while supporting them in fulfilling their responsibilities to the students they supervise.
Recommended Citation
Lederman, Reeva; Constantinidis, Dora; Linden, Tanya; Corrin, Linda; Pearce, Jon; Smith, Wally; and Bailey, James, "Using a Traffic Light System to Provide Feedback to IS Masters Students" (2017). ICIS 2017 Proceedings. 2.
https://aisel.aisnet.org/icis2017/IS-Curriculum/Presentations/2
Using a Traffic Light System to Provide Feedback to IS Masters Students
This paper details a novel response to the problem of how to provide technology-enhanced feedback to students undertaking projects as part of a Masters in Information Systems. It contributes an approach to designing a promising new user-centered tool to motivate active learning. It reports on a case study where staff join a participatory design process to develop an LMS integrated tool. This tool incorporates a traffic-light style presentation which is proposed to motivate completion of milestones in project based assessment tasks. The unique tool provides an opportunity for feedback and to support students’ self-regulation of their study behavior, especially those students who are not meeting milestones, and encourages students to engage with staff to remedy academic problems before they become severe. The tool is also proposed as a means to reduce the administrative and assessment burden on staff while supporting them in fulfilling their responsibilities to the students they supervise.