Feedback from Workshops
Since 2017, I have been keeping an online Blackboard Participant Response Survey where participants are encouraged to complete feedback after the workshop. I differentiate each workshop by day and title for the ability to extract data from a specific workshop, or I can view as an aggregate of the data.
There have been over 180 online responses to this survey.
One question is to provide a rating based on this question: “Please take a moment to rate the workshop on a four-point scale, where: 1 represents Very Poor, 2 represents Poor, 3 represents Good, and 4 represents Very Good.“
From the participants who have completed the rating question, the average is 3.84/4.00
Some comments on the question “What was the most useful or effective part of the workshop for you“?
“Easy going instruction with clear function explained by the trainer”
“Having the opportunity to ask questions and experience the instructor view and student view in the experience. Citing & Sourcing the testing template from CMU”.
“Having us actually adding things in our sandbox was the most useful, hands-on experience is most memorable.”
“I came in with no knowledge of Blackboard and I liked the step by step and scaffolded way she taught the class.”
“Stopping for the exercise practices to apply what we’ve learned as the demonstration seems straightforward, but working through it yourself really helps you understand the application”.
“Very impressed with the level of effort that went into this training! Thank you”.
Areas for Improvement or Development
As an Educational Developer, one always looks with a critical eye for feedback and areas to improve from our work. Below are some responses for future workshop design that I intend to address. The question to elicit these responses was “What changes would make this workshop more effective?”
“More seats facing board. Had a hard time seeing”.
“Project onto the large white wall instead of the small screens”.
“LARGER FONT on Bb features!”
“I was only confused during the “pools” section. This was not effectiveness, it just illuminated an area where I require extra study and breaking it down.”
“Perhaps a slower session version – a decaf version – as I found myself getting a bit lost/behind the group.”
“Having students do on the spot assignment”
A lot of these reflect the conditions of the teaching space, either the projection or the online screens. These suggestions provide me with the much-needed learner experience perspective and I seek opportunities to improve the conditions once the opportunity to teach face-to-face returns. In the meantime, during COVID-19, we do the best we can with totally online sessions, complete with exercises and opportunities for feedback.