This online course is for bachelor students following a vocational teacher education in technology subjects (TP).
It tackles communication, socialization and training, as well as vocational planning for competency development.
The instructor chose to use Peer Review to facilitate the feedback process for students, allowing them to cultivate their feedback-giving skills. In this activity, students listen to a podcast, produce and upload a summary report, and give feedback to each other’s reports. The aims and motivation in using this tool were to increase cooperation and interactions between learners, to teach students how to give qualitative feedback, and to develop students’ abilities to be critical of their own and each other’s work.
The main learning activity is set up in the form of a podcast, which covers the first learning objective. First, students actively listen to the podcast, and then they produce a summary document containing their reflection on the content. Subsequently, students hand in this document, and use Peer Review to carry out assessments of each other’s work using scale rating criteria. After reviewing each other’s work, they proceed to write a reflection on the feedback that they received from their peers, as well as a self-reflection.
“This tool provided a better overview of students performance and progress over the duration of the course”. - Dr. Runar Oudmayer, Assistant Professor, Oslo Metropolitan University
“[Peer Review] enabled me to try new methods in teaching, prompt self-reflection on feedback, and guarantee anonymity in an online platform”. - Dr. Runar Oudmayer, Assistant Professor, Oslo Metropolitan University
As well as using scale rating criteria, configurable rubrics can provide an alternative method in the feedback process. This allows a more detailed description of each performance level. The option exists to use either of these approaches for (summative) assessment.
Dr. Andreas Osterroth at University of Koblenz and Landau faciliated a rigorous feedback process that stimulated active engagement and critical thinking, 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.