Feedback components: here.

Remember that whatever we do online with our teaching is reinforced, or not, by our design. Clear navigation, clear instructions, images that match activity, and more constructively aligning what we do with how we give feedback and assess. If these are not aligned, it greatly increases transactional distance by increasing the communicative space between student, tutor, and institution.

1. How could you provide feedback online? We are only looking for some ideas on how we might provide feedback online.
2. Imagine you are an online student. How much feedback would you want and when would you want it?

Consider how you will feedback to your students online and in hybrid models. Consider how we have provided feedback to you in this course and what shapes that has taken: in the design itself, in weekly announcements, in blogs, discussion boards and beyond. How will you structure your feedback for the next academic year? What are your preferred mediums for delivering this feedback? Consider a quick blog post with some brief thoughts on how you might structure this. We will feed in (with feedback!) as best as we are able.

1. I think the format of feedback will be the same as we currently use LEARN to provide feedback and will carry on to do so. So the way we provide feedback for essays and translations can remain the same for the time being. We can’t change everything in one go, it will take time!

New things could be that we  provide audio feedback on Pecha Kucha? We will add peer-assessment (formative) for the Wikipedia project (we could ask the students how the want to give feedback to one another?). If we decide to use blogs these can be assessed online as Michael and other staff have commented on our blogposts for these courses.

I would be interested to see guidelines for assessing blogs and peer-assessment, could anyone share those? Thanks!

2. ‘If I were a student I would want feedback to be: 1) actionable (i.e. that it’s clear what I need to do to improve), 2) relevant (i.e. that the advice I’m given are in line with the LO but also what the profession expects). 3) I would also want the feedback to come back promptly and well before another assignment is due so that I have time to incorporate the feedback. 4) I would also want the feedback to be constructive (i.e. highlighting the positives but also letting me know how I can improve). 5) Above all I would want the feedback to be non-judgemental (I wouldn’t want to feel my tutors’s annoyance when I make mistakes!’

How much is too much?

https://digital.education.ed.ac.uk/showcase

Discussion on feedback (notes) / Charlotte Bosseaux / An Edinburgh Model for Online Teaching by blogadmin is licensed under a Creative Commons Attribution CC BY 3.0