{"id":2300,"date":"2020-11-23T10:50:00","date_gmt":"2020-11-23T10:50:00","guid":{"rendered":"https:\/\/wordpress.aber.ac.uk\/e-learning\/?p=2300"},"modified":"2021-04-28T10:54:11","modified_gmt":"2021-04-28T09:54:11","slug":"siaradwr-allanol-cynhadledd-fer-cyngor-i-weithredu-hyrwyddo-arfer-adborth-da","status":"publish","type":"post","link":"https:\/\/wordpress.aber.ac.uk\/e-learning\/cy\/2020\/11\/23\/siaradwr-allanol-cynhadledd-fer-cyngor-i-weithredu-hyrwyddo-arfer-adborth-da\/","title":{"rendered":"Siaradwr Allanol: Cynhadledd Fer – Cyngor i Weithredu: Hyrwyddo Arfer Adborth Da"},"content":{"rendered":"\n

\"Distance<\/p>\n\n\n\n

Ar ddydd Mercher 16eg<\/sup> o Ragfyr,<\/strong> bydd yr Uned Datblygu Dysgu ac Addysgu yn cynnal eu Cynhadledd Fer nesaf.<\/p>\n\n\n\n

Mae’n bleser gennym gyhoeddi y bydd Dr Naomi Winstone<\/a> o Brifysgol Surrey yn rhoi cyflwyniad:<\/p>\n\n\n\n

From Transmission to Transformation: Maximising Student Engagement with Feedback <\/h2>\n\n\n\n

Even the highest-quality feedback on students\u2019 work will not have an impact on their development unless students actively engage with and implement the advice. The literature, alongside anecdotal reports of educators, often paint a negative picture of students\u2019 willingness to read and enact feedback. My recent programme of research has focused on students\u2019 cognitive, motivational, and emotional landscapes and how they influence the ways in which students receive, process, and implement feedback on their work. In this talk, I will argue that maximising students\u2019 engagement with feedback is fundamentally an issue of design, where opportunities for students to develop the skills required for effective use of feedback, and opportunities to apply feedback, can transform the role of students in assessment. In particular, I will share a toolkit of resources that we developed in partnership with students to support the development of feedback \u2018recipience skills\u2019. Through this approach, I demonstrate how the responsibility for ensuring that feedback has high impact can, and should, be shared between educators and students.<\/p>\n\n\n\n\n\n\n\n

Mae Naomi yn seicolegydd gwybyddol sy’n arbenigo mewn prosesu ac effaith adborth cyfarwyddiadol, a dylanwad disgyrsiau llywodraethol yngl\u0177n ag adborth mewn polisi ac ymarfer ar leoli addysgwyr a myfyrwyr mewn prosesau adborth. Mae Naomi yn Ddarllenydd mewn Addysg Uwch ac yn Gyfarwyddwr Athrofa Addysg Surrey ym Mhrifysgol Surrey, y DU. Mae hefyd yn Athro Cyswllt Mygedol yn CRADLE (Centre for Research in Assessment and Digital Learning) Prifysgol Deakin, Awstralia. Mae Naomi yn Brif Gymrawd yr Academi Addysg Uwch ac yn Gymrawd Addysgu Cenedlaethol y DU.<\/p>\n\n\n\n

Gallwch ddarllen mwy am waith Naomi ar adborth yn ei llyfr newydd, Designing Effective Feedback Processes in Higher Education: a Learning-Focused Approach <\/em>(2020), a chyd-ysgrifennwyd gyda David Carless.<\/p>\n\n\n\n

Yn ogystal \u00e2 chyflwyniad Naomi, mae gennym hefyd rai cyflwyniadau a gweithdai gan staff Prifysgol Aberystwyth. Gallwch gofrestru ar gyfer y Gynhadledd Fer drwy lenwi’r ffurflen ar-lein<\/a> hon. Bydd y rhaglen lawn yn cael ei rhyddhau’n fuan.<\/p>\n","protected":false},"excerpt":{"rendered":"

Ar ddydd Mercher 16eg o Ragfyr, bydd yr Uned Datblygu Dysgu ac Addysgu yn cynnal eu Cynhadledd Fer nesaf. Mae’n bleser gennym gyhoeddi y bydd Dr Naomi Winstone o Brifysgol Surrey yn rhoi cyflwyniad: From Transmission to Transformation: Maximising Student Engagement with Feedback  Even the highest-quality feedback on students\u2019 work will not have an impact […]<\/p>\n","protected":false},"author":6741,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[229],"tags":[],"class_list":["post-2300","post","type-post","status-publish","format-standard","hentry","category-uncategorized-cy"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p9XLJV-B6","_links":{"self":[{"href":"https:\/\/wordpress.aber.ac.uk\/e-learning\/wp-json\/wp\/v2\/posts\/2300","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/wordpress.aber.ac.uk\/e-learning\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/wordpress.aber.ac.uk\/e-learning\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/wordpress.aber.ac.uk\/e-learning\/wp-json\/wp\/v2\/users\/6741"}],"replies":[{"embeddable":true,"href":"https:\/\/wordpress.aber.ac.uk\/e-learning\/wp-json\/wp\/v2\/comments?post=2300"}],"version-history":[{"count":1,"href":"https:\/\/wordpress.aber.ac.uk\/e-learning\/wp-json\/wp\/v2\/posts\/2300\/revisions"}],"predecessor-version":[{"id":2303,"href":"https:\/\/wordpress.aber.ac.uk\/e-learning\/wp-json\/wp\/v2\/posts\/2300\/revisions\/2303"}],"wp:attachment":[{"href":"https:\/\/wordpress.aber.ac.uk\/e-learning\/wp-json\/wp\/v2\/media?parent=2300"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/wordpress.aber.ac.uk\/e-learning\/wp-json\/wp\/v2\/categories?post=2300"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/wordpress.aber.ac.uk\/e-learning\/wp-json\/wp\/v2\/tags?post=2300"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}