In last month’s Learning Design Meet-up we explored how, as learning designers, we can ensure feedback is embedded in the learning and teaching activities we are developing and supporting. Marty van de Weyer (LX.lab) outlined some key considerations in Learning Design, followed by case studies from Christine Giles (Faculty of Law) and Caroline Lunt (UNSW) sharing how, when, why and how they use feedback in their teaching.
Expanding feedback strategies
Feedback is often only considered as a response to an assessment. Expanding this to include self-assessment, peer to peer feedback and feedforward strategies allows for more feedback, and better feedback. The more points that students have to triangulate their practice the better they are supported and the better they understand what they should be doing differently.
As learning designers, we are uniquely positioned to promote best practice in learning and teaching activities, including helping to create a feedback-rich learning environment. The infographic below shares five strategies drawn from the Learning Design Meet-up to help you do just that.
Find out more
Learn more about why feedback is so important in higher education in the following articles:
- Winstone, N., & Carless, D. (2020). Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach (1st ed.). Routledge. https://doi.org/10.4324/9781351115940
- Carless, D. & Winstone, N. (2020). Teacher feedback literacy and its interplay with student feedback literacy. Teaching in Higher Education, DOI: 10.1080/13562517.2
- Assessment Reform Group. (2002). Assessment for learning: 10 principles. In: Assessment Reform Foundation.
- Boud, D., & Molloy, E. (2013). Feedback in higher and professional education understanding it and doing it well. Routledge.
Access and download a PDF version of the five strategies here.
Photo by Charles Deluvio on Unsplash