Using Language Technologies to support individual formative feedback

Alisdair Smithies, Isobel Braidman, Debra Haley, Fridolin Wild, A.J. Berlanga Flores

    Research output: Chapter in Book/Report/Conference proceedingConference Article in proceedingAcademicpeer-review


    In modern educational environments for group learning it is often challenging for tutors to provide timely individual formative feedback to learners. Taking the case of undergraduate Medicine, we have found that formative feedback is generally provided to learners on an ad-hoc basis, usually at the group, rather than individual, level. Consequently, conceptual issues for individuals often remain undetected until summative assessment. In many subject domains, learners will typically produce written materials to record their study activities. One way for tutors to diagnose conceptual development issues for an individual learner would be to analyse the contents of the learning materials they produce, which would be a significant undertaking.
    Original languageEnglish
    Title of host publicationProceedings of 9th European Conference on e-Learning
    EditorsPauls Escudeiro
    Place of PublicationReading
    PublisherAcademic Conferences Ltd
    ISBN (Print)978-1-63439-580-9
    Publication statusPublished - 10 Nov 2010
    EventThe 9th European conference on e-learning - Porto, Portugal
    Duration: 4 Nov 20105 Nov 2010
    Conference number: 9


    ConferenceThe 9th European conference on e-learning


    • LTfLL
    • formative feedback
    • conceptual development
    • language technologies


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