Learning journey

Flipped feedback

Facilitate formative, multi-layer feedback to improve students writing process and performance.

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Pedagogy

Assessment

Learning outcome

Prep time

Intermediate (10-30 min)

Activity type

Learning Journey

Why this learning journey?

Learning journeys are multi-step course templates based on active learning for different target learning outcomes. This journey will help you with:

Save time facilitating holistic feedback

This journey allows you to create feedback activities at different layers (self, peer and group) that initiate meaningful interactions, engagement, and critical thinking. Instructors also save plenty of time in activity set-up and feedback distribution.

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Accommodate all modalities and learning goals

Whether it is online, blended, or in-person, you can always adapt this journey to your learning goals and course domains. Moreover, the use of technology allows for scaling to different class sizes: small, medium, and big student cohorts.

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Stimulate critical feedback skills

Incorporating multi-layer feedback throughout the writing process encourages active learning as students engage in meaningful dialogues and critical analysis when they need to deliver quality feedback to peers.

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Activity setup

Activity steps

Flipped feedback

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Activity steps

Students work on first draft

Students work on the 1st draft of a deliverable (research paper, report, proposal, etc.) based on instructions and previous content engagement activities.

‍• ASYNCHRONOUS • INDIVIDUAL

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Students receive feedback on writing formalities

‍Students submit their 1st draft to Automated Feedback tool and receive instant, formative feedback on low-level writing aspects like reference style, grammar or spelling. Based on the feedback, students iterate on the 2nd draft

‍• ASYNCHRONOUS • INDIVIDUAL

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Peer feedback on the 2nd draft

Students submit their 2nd draft to Peer Review tool, where they provide comments on their peers work based on instructors defined criteria. This process encourages students to learn from each other, while stimulating critical reading skills, and self-regulatory learning.‍

• ASYNCHRONOUS • INDIVIDUAL

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In-class reflection on common themes of improvement

Instructors use the analytics dashboard within the tools to spot the common themes of improvements that arose during the peer feedback process and bring them for discussion during the in-class sessions.‍

• SYNCHRONOUS • CLASSROOM

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Final submission and teacher feedback

Based on the received feedback and instructors’ clarification, students better understand the areas of improvement and spend time on improving their deliverables. They submit their final work in the Assignment Review tool and receive feedback from instructors.

‍• ASYNCHRONOUS • INDIVIDUAL

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Reflection on the writing process

‍Students reflect on the writing process: what feedback was useful to them, and which feedback they decided not to implement and why. This can help with their self-regulatory learning, and reflect on how they took action, what they want to improve and how.