Explore how to best implement active learning strategies with deep understanding of different modalities
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Ewoud de Kok, CEO of FeedbackFruits reflects on winning the Individual Leadership Award for Integrated Assessment at the 1EdTech Europe 2023.
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FeedbackFruits continues to expand its global reach through partnerships with leading higher education institutions
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A new feature to create and implement multi-step activities for engagement, equity and active learning
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Best practices and strategies to support faculties in creating engaging, inclusive learning experiences across any modality.
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A new feature to create and implement multi-step activities for engagement, equity and active learning
6 strategies to utilize AI power in designing and facilitating feedback activities that nurture critical thinking and self-reflection
Introducing FeedbackFruits Team Based Learning tool, a complete solution to optimize the team-based learning process in any course modalities.
Educators from different institutions share 10 factors that persuaded them to adopt FeedbackFruits for better course design.
This article looks at how Interactive Study Material and Comprehension differ, in terms of the functions and usages.
FeedbackFruits tool suite is available to be used as an app in Microsoft Teams assignments.
Comprehension tool updated with multimedia support, grading and analytics to support your course design.
We're excited to announce the launch of our latest tool - Team Based Learning to help you optimize your TBL process.
Impatient to add FeedbackFruits' tools in Microsoft Teams? Discover by yourself how simple it is by following the guide in this article.
FeedbackFruits releases Automated Feedback on Writing earlier in response to COVID-19.
Interactive Document adds discussion points and questions to text-based study materials to enhance student engagement and consumption
Interactive Video allows teachers to add discussions or inline questions to videos and increase students' interactions.
Explore how FHSU utilized FeedbackFruits’ solutions to elevate the peer feedback process and stimulate collaborative learning, and what encouraged FHSU to let FeedbackFruits be a supporter in achieving their pedagogical goals.
Educators at EDHEC successfully streamlined the peer feedback process with enhanced engagement, thanks to FeedbackFruits
Teaching communication skills to over 400 students is not an easy job, yet Sofia Sá managed to create engaging course by implementing flipped classroom and active learning.
Discover how Reykjavik University leverages technology to scale self, peer, and group assessment
Instructors at Central State University implemented technology-enhanced social annotation, peer feedback, and reflection to improve engagement and critical thinking.
An instructor at Boston College utilized technology to optimize the team-based learning process for his hybrid course.
Across several hybrid courses at TU Dublin, instructors used Peer Review to streamline peer feedback, resulting in student submissions of higher quality
How instructors at Frankfurt School of Finance and Management used FeedbackFruits assessment tools to promote critical thinking, quality feedback, and save time from manual course set-up.
At Hogeschool Rotterdam, the Peer Review tool was used within a nursing course to improve students' professional communication skills.
Dr. Andreas Osterroth at University of Koblenz and Landau faciliated a rigorous feedback process that stimulated active engagement, using FeedbackFruits tools.
The University of Delaware minimized time spent on group work facilitation, while maximizing students' performance and collaboration skills.
For his language course, Dr. Yasuhisa Watanabe at The University of Melbourne utilized several FeedbackFruits to encourage deeper understanding, while saving time working with manual set-up tasks.
Deakin University developed and adopted an authentic assessment project scaling across several subjects and courses.
Two instructors of TIAS School of Business and Society enhanced asynchronous engagement in blended classrooms.
Instructors at Central Michigan University optimized the team-based learning process in a 200-level Biology course with FeedbackFruits tools.
Learn how the Miami School of Law faculty incorporated different FeedbackFruits tools to elevate their online courses.
Dr. Jess Mitchell at Monash University enhanced student engagement and collaboration during the switch to online learning.
Instructors at South Plains College utilized several tools to increase online engagement and interaction in two English courses.
Learn how a Korean language instructor at Cornell University used Peer Review to improve students' language skills while reducing the workload
Peer Review was used to help students improve peer feedback and presentation skills at Amsterdam University of Applied Sciences.
Instructor at Avans Hogeschools used Automated Feedback to improve students business writing skills in a blended setting.
Dr. Adam Cardilini of Deakin University facilitated effective, high quality feedback in a large, and diverse student cohort using Automated Feedback
Linda Lee, Instructional Designer of the Wharton School shared how FeedbackFruits tools were chosen to facilitate a large-enrolment hybrid course.
Denise Kreiger and Monty Kaplan of Boston University successfully facilitated peer feedback in large student cohort using Peer Review.
Instructors at Queen's University implemented Peer Review and Group Member Evaluation to foster asynchronous collaboration online.
Texas Tech University promoted an active learning environment with feedback and interaction upon the switch to remote learning.
Carlson School of Management saves times and facilitates effective, scalable group work and peer feedback
Instructors at the Wharton School facilitated effective peer feedback in large size classes, using Peer Review.
Professor Karyn Stockar of University of Delaware used Group Member Evaluation to save time facilitating group assessment
Instructors at Deakin University successfully facilitated and scaled group feedback across 40 units, with a total of 6000 students per year
Using Group Member Evaluation, Dr. Frits Flesch facilitated an effective and transparent group evaluation process in his hybrid course.
Dr. Yvette Linders of Utrecht University used Interactive Study Materials in her course to enrich documents and videos with in-line questions, and maintain oversight into the learning process of 140 students
The problems around group-work in online courses sometimes need diagnosis and intervention. Marilisa Boffo of Erasmus University understood this and administered the right treatment - Group Member Evaluation.
Catherine Fraser from Deakin University used Discussion Assignment to organize an asynchronous symposium which enables formative assessment and meaningful interactions.
Using Peer Review in her intensive hybrid course, Suzan Hazel could improve peer feedback quality and students' final performance.
Jeroen van Smeden revamped his course design to enable formative feedback that contribute to improved subject knowledge, using Peer Review.
Find out how an instructor from Wageningen University helped her students improve their peer feedback abilities using the power of AI and clever course design.
Teachers at Maastricht University successfully used Group Member Evaluation to address free-riding in group work while improving the feedback quality.
Jane Mahoney from University of Groningen utilised Automated Feedback to reduce error checking time while improving students' academic writing skills.
Learn how NHL Stenden University applied an innovative teaching approach to enhance group work quality and authentic assessment.
Peer assessment tools allowed instructors to make the feedback process easier for students, and to enrich group contribution and collaboration
To maintain student connection and interaction in the new online setting, Interactive Presentation was used to encourage engagement with lecture slides.
The use of Interactive Document helped design engaging, collaborative learning activities in online courses
Instructor Anne Potters of Rotterdam University of Applied Sciences faciliated an effective feedback process by using Assignment Review
For her online course of 500, Dr. Fiona Baird adopted Group Member Evaluation to facilitate peer assessment while reducing free-riding
Instructor Guido Goijens created an environment in which students could give and receive feedback in a structured and straightforward manner.
Saskia Lavooij's students actively engaged in group and sel-evaluation, thanks to the use of Group Member Evaluation
Carolyn Hastie, Lecturer of Griffith University enhanced student participation and contribution in group project
The Peer Review tool was used within Minor Data Engineering course to help facilitate the feedback process and enhance the feedback quality
A professor at Oslo Metropolitan University has set up a combination of self-assessment and peer-review.
Danny Scholten, lecturer of Vrije Universiteit Amsterdam organised peer feedback via FeedbackFruits to reduce the complexity, workload and improve the process overview
Students in an Ecology course participated in problem-based learning sessions that encouraged continuous, timely feedback
Discover how MIT xPRO conducted an open-ended discussion using Discussion Assignment
Discover how IE Business School used our Interactive Document tool to improve students' collaboration and teamwork
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.
Anna Escofet Vilá of University of Amsterdam used Interactive Video to give students a safe space to share opinions and reflections
At HULT International Business School, Interactive Presentation was used to ensure equal accessibility to course content
Dr. Cora Busstra increased the quality of peer reviews and student participation, offered a safe learning environment, and delivered a scalable teaching method with Peer Review.
Interactive Video helped Leiden University to foster meaningful teacher-student interactions, by creating a thriving environment for online learning
Gunderson said that, "in early use of FeedbackFruits at Cornell, 92% of faculty found it easier to facilitate peer review assignments, which can be cumbersome to administer, especially in large classes."
"We used the tool FeedbackFruits to make this interactive: when the podcast paused, students typed their answer directly in a text field. The different exercises were introduced with different animations to make students aware of the particular skill they were practicing."
"We found that configuring and utilising Feedback Fruits so that students could respond to the feedback they received from their peers helpful here, in that a dialogue was created between students regarding improving their team-working abilities based on feedback given and received."
In general, the peer reviews given by students were constructive and high quality. The activity provided two-way learning, and there was an overall improvement in the final reports. Students reported that conducting peer reviews led to improvements in their own writing.
Gunderson said that, "in early use of FeedbackFruits at Cornell, 92% of faculty found it easier to facilitate peer review assignments, which can be cumbersome to administer, especially in large classes."
"We used the tool FeedbackFruits to make this interactive: when the podcast paused, students typed their answer directly in a text field. The different exercises were introduced with different animations to make students aware of the particular skill they were practicing."
In general, the peer reviews given by students were constructive and high quality. The activity provided two-way learning, and there was an overall improvement in the final reports. Students reported that conducting peer reviews led to improvements in their own writing.
"We found that configuring and utilising Feedback Fruits so that students could respond to the feedback they received from their peers helpful here, in that a dialogue was created between students regarding improving their team-working abilities based on feedback given and received."
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