All FeedbackFruits tools are available for free in response to COVID-19

Richard Machielse, CTO of FeedbackFruits gives insights on the effects of the pandemic on EdTech and how FeedbackFruits is managing the changing needs of higher education institutions.

Discover how OsloMet used the tool Comprehension to train teachers to academic reading. The tool helped students to engage and increased the preparation before class.

Discover how IE Business School used our Interactive Document tool to improve student’s knowledge and skills on the fundamentals of programming.

With the current COVID-19 situation, teachers will continue delivering their courses online for the following semesters. After uploading courses online and going through remote teaching for weeks, one question still remains in teachers' minds: how are we going to assess our students this semester?

Studies have shown that allowing students to interact with the course material, other students, or the teacher during an online activity positively affects their learning. Discover how Interactive Video can help in achieving this outcome.

Discover how MIT xPRO conducted an open-ended discussion in a manufacturing course with FeedbackFruit's Discussion. This tool has been co-created together with MIT following the Dotank process. 

These times are challenging, but challenging times are a pressure cooker for innovation. This is why FeedbackFruits is releasing Automated Feedback on Writing earlier in response to COVID-19.

With the urgent need for distance education during the COVID-19 pandemic, the loss of student participation and engagement in online classrooms has intensified. At FeedbackFruits, we believe that interactive study materials are key to keep the students connected to the subject throughout the course whether it is online or offline.

Keeping students engaged during online learning is an issue that is yet to be solved. Teachers are required to rethink their existing course design to be able to engage and track students better in virtual environment.

After many higher education institutions shifted to distance education, online assessment has become a challenge for many teachers. While applying traditional assessment types online with tech is difficult, this situation is also an opportunity to try new assessment models.

Assignment Review enables university teachers to assess student assignments with their own rubric online. Students can upload assignments in any format (video, document, audio) and self-reflect on the feedback they receive within LMS.

The rushed transition to online teaching after the outbreak of COVID-19 pandemic has left many question marks in teachers' minds. We discussed online courses and explained how teachers can improve them based on existing literature.

Students in this Ecology course are independent 3rd year level students that work in small Problem Based Learning sessions. The instructor aims to normalize the feedback culture.

You can create a safe classroom for your students to give feedback to each other by following these 6 principles.

Interactive Document helps teachers to engage with their students on their text-based study materials. Add discussions in your articles and let your students learn together.

Interactive Video helps teachers to engage with their students through video materials. Add discussions or inline questions in your videos and track your students' interactions.

We listed 7 key takeaways from our partners' experience in creating online courses during COVID-19, which can help guide this process where both time and pedagogic integrity are important.

One of the ways we collaborate with universities is through our (bi)annual Inspiration Days. This day is dedicated to sharing ideas and knowledge within the EdTech DoTank.

The FeedbackFruits Inspiration Day is all about sharing knowledge and ideas around expanding our tools’ functionality for future use cases.

LMS adds substantial value for both teachers and students but using an LMS without plugins is like using a smartphone without apps.

Students dread group work because they know that not every member contributes equally. Research shows that peer feedback encourages them to reflect deeply on their skills and contribution in a group setting.

Including an element of student-student learning in both formative and summative assessments ensures that the students and teachers together create knowledge that improve the world.

This learning activity is designed to organise open-ended assessment at scale. The goal of the activity is to enhance learning through both the forming of knowledge and the assessing of student’s understanding.

Rubrics work well to ensure constructive feedback provided by students because they clarify expectations for both targets and quality with students.

This course, in the context of scientific research in the field of Pharmaceutical Sciences, aims to develop academic skills. The assumption was that organising peer feedback via FeedbackFruits would reduce the complexity, workload and improve the process overview.

Because peer assessment is a fundamentally social and collaborative learning activity, learners’ interpersonal beliefs can negatively impact its outcomes. In order to overcome this issue, and to reduce bias, anonymity is necessary.

Relevant and helpful feedback on work is important to ensure a good learning experience for students. But instead of receiving it only from a teacher, relevant feedback could also be provided by peers.

For this featured use-case, we will elaborate on how a professor at Oslo Metropolitan University has set up a combination of self-assessment and peer-review.

The Peer Review tool was used within Minor Data Engineering course. Various feedback moments were planned within the course, whereby students would receive feedback from both peers and the expert.