Students in this Ecology course are independent 3rd year level students that work in small Problem Based Learning sessions. The instructor does not believe in extrinsically motivating students to ask for feedback. Instead, a feedback culture is normalized and receiving feedback is perceived as essential by students. The learning activities are aimed at testing the levels of knowledge and understanding.
The teacher aims to create an environment in which students can continuously process feedback. It includes an open ended assignment, in which a 100% score is not possible to achieve. Feedback is key since there is not one correct answer to the assignment. It is ok for students to make mistakes and there should always be room for further improvement based on feedback.
The assignment is divided into two parts. First, students hand in a scientific proposal that the teacher reviews using Assignment Review, and then an additional in-class presentation where Skill Review is used to give live feedback.
The motivation to use technical support is to enhance the existing teaching method rather than modifying it.
In this course students will face so called open-ended problems: problems for which the solution possibilities appear to be infinite. To find a proper solution students need to break down the problem into several pieces to understand it, generate ideas to solve it, and evaluate the generated ideas to find the most effective solution. This process is called Creative Problem Solving (CPS).The course also includes a presentation, during the presentation students receive live feedback from the teacher. After receiving feedback on a presentation students are asked to self-reflect and process the feedback. The actual skill of presenting is not graded by the instructor or specified as a specific learning objective. During the entire process students gather feedback.
"It is anecdotal, but I am pleasantly surprised to see students are actually very interested in feedback once it is available in an accessible and clear way." - Instructor
Also let students review the in-class presentations using the Group Member Evaluation tool and compare the students’ assessments to the instructor’s.
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.