I’m interested in how other teachers shape productive digital dialogues with students, especially while providing feedback on their work or responding to their inquiries and interests. I used turnitin.com last semester primarily for its multi-dimensional grading function that allows you to create a customized rubric, comment throughout the student’s document with both standard and customized marks, and provide an end comment in either text or voice. As I used the tool I felt more engaged with the student’s work, the grading seemed faster, and students were largely satisfied with the extent of the feedback. When I looked back at some comments I had provided, though, I was horrified by the number of my typos, which to me threatened to undermine the value of the exchange. Because I had a full-time course load with more students and less time for conferences, I also found myself engaged in more substantive email conversations with some of them.\u00a0 This practice became a two-edged sword: while I appreciated the opportunity for exchange, I did not always have the time for well crafted responses. When I needed to send messages to the whole class I used email, which had limited impact because it’s not their preferred mode; yet I am not convinced that a class Facebook page is the right route to take.\u00a0 My questions:\u00a0 What tools do you use to provide feedback on your students’ work?\u00a0 What standards do you apply generally to your electronic communication with them?<\/p>\n","protected":false},"excerpt":{"rendered":"
I’m interested in how other teachers shape productive digital dialogues with students, especially while providing feedback on their work or responding to their inquiries and interests. I used turnitin.com last semester primarily for its multi-dimensional grading function that allows you to create a customized rubric, comment throughout the student’s document with both standard and customized … <\/p>\n