Welcome! This cafe runs week 10, March 11-17.

This research café will focus on student feedback and feedback techniques that complement constructivist learning, particularly focusing on online learning groups.

Not only is feedback important in education but also in the workplace, and as we move forward in our education and careers I believe that the constructivist feedback elements presented in the article I selected will help us better understand and implement proper feedback to cultivate effective, efficient construction and use of knowledge.

Learning goals:

  • Develop a stronger understanding of different educational feedback techniques
  • Reflect on previously used feedback techniques and identify successes and failures
  • Consider the differences in feedback for online learning versus face-to-face learning
  • Develop connections between feedback and knowledge creation within learning

*You can refer back to this site throughout the week for updates

1. Please start by filling out the pre-survey on feedback:

Create your own user feedback survey

2. Read the article:
Supporting online collaborative learning in small groups: Teacher feedback on learning content, academic task and social participation by Cesar Coll, Maria Jose Rochera, and Ines de Gispert

Start to consider how feedback helps to scaffold student learning, as well, how elaboration feedback exemplifies constructivist learning. Start to think about the timing of feedback, and how feedback may need to be adapted in online learning environments.

3. Activity: After you have read the article, participate in the discussion on the ETEC 530 – 65B Connect site.

Questions to consider:

  • What are three main elements of feedback from the article that you consider important for effective constructivist learning? Explain why you believe the elements are important in online learning.
  • Share and explain an example of elaboration feedback you have received in the MET program to date, and what about the feedback made an impact on your learning? Additionally, how has feedback impacted your online learning in the MET program in general?
  • How does elaboration feedback impact knowledge creation? (consider referring back to the Pritchard text)
  • How does (could) constructivist feedback differ in an online learning environment from a face-to-face learning environment?
  • What is it about elaboration feedback that supports constructivist learning?

Please pick at least two questions to respond to, and respond to at least one of your colleague’s posts.

4. Additional activity:

(If time permits)

Watch the following video: How do you give feedback to your students?

What do you think about audio feedback as a constructivist style of feedback and learning online? Are there any other feedback techniques you can think of (or maybe that you have personally used) in your work or in your education that have been (or that you believe could be) successful?

5. Supplemental materials:

 

 

 

 

 

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