Day 4 of the Coffee Course on Feedback for Learning looks at the how - be selective, embrace technology options, and foster students' feedback literacy.
They say timing is everything, and it can be particularly crucial for the feedback experience. The key is to provide feedback with enough time for students to use it effectively to improve and advance their study.
Giving and getting critical feedback can be an emotional experience. Here we look at ways to help both you and your students navigate the emotions and power dynamics of the feedback experience.
The HEA Fellowship program is now well established at Macquarie. Are you currently writing your application or are thinking about it in the future? Here I share some tips and insights on how to tackle the tricky 'reflective' writing style...
Olga and Geraldine, as guest writers for The ANU 'Coffee Courses' Professional Learning Program, have written a 5-day course on Feedback for Learning. Day 1 goes through common misconceptions about Feedback and how to rethink them.
Here are some considerations to help you develop more pedagogically-sound practice for exams; steering away from exam design that simply focuses on ‘recalling’ information, towards one that provides students with an opportunity to analyse, synthesise, create and apply their knowledge...
How to do you modify tried and tested face-to-face activities for the online environment? Dr. Kim Wilson shares her experience.
Delivering units to external students online shouldn't mean just taking face-to-face content or activities and putting them online. Here are 3 ideas to improve the online experience for external students.