The Institute for Academic Development at the University of Edinburgh homepage, including a brief overview of the institute and links to the Centre for Teaching, Learning and Assessment, the Postgraduate Transferable Skills Unit (transkills) and the Study Skills Unit of the Office for Lifelong Learning.
Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Its power is frequently mentioned in articles about learning and teaching, but surprisingly few recent studies have systematically investigated its meaning. This article provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement. This evidence shows that although feedback is among the major influences, the type of feedback and the way it is given can be differentially effective. A model of feedback is then proposed that identifies the particular properties and circumstances that make it effective, and some typically thorny issues are discussed, including the timing of feedback and the effects of positive and negative feedback. Finally, this analysis is used to suggest ways in which feedback can be used to enhance its effectiveness in classrooms.
The first persistent problem of learning is that learners see no reason to participated in the learning. In part 2 of a 6 part series, explore the parallels between creating the need in the buying process and doing the same in the learning process. |
The "pain" talked about here is when one sees a gap that must be filled...then engagement kicks in to fill the gap.
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