Thrive 52 - Inspirational thoughts when reading on dialogue feedback

 Inspirations thoughts are not elaborated as I need to continue my reading but recorded for further review

Articles:

 (1) "supporting the feedback uptake process with dialogic screencast feedback..."

(2)  "Towards faster feedback in higher education through digitally mediated dialogic loops"

(3) "Sustaining Synchronous Interaction Effectiveness in Distance Writing Courses: A Mixed Method Study in a KSA University"

(1) To have a vision for HBL, we need to provide holistic feedback on students learning capacity in the form of learning analytics that could let both students reflect and dialogue and parents-teachers to dialogue and thus make improvements not just in students learning but improve the process for HBL with stakeholder (parents). In the end, students and parents need to be aware that HBL is about self-regulated learning and such competency can be attained progressively. How can we evaluate the combined use of technology to sustain communication with students such as WhatsApp, SLS, looms, Padlets to promote engagement and self-regulation in their learning? KSA university case used WhatsApp, google Docs and blackboard ultra at different stages of writing such as planning to review the draft with different agents (teacher and students) that come into action. What guidelines can be developed for its optimal combination?

(2) In language learning (argumentative essay), there seems to have an emphasis that feedbacks on the structure of writing such as how students provide evidence to convince writing is more important than feedback grammar. In the learning of sketching and drawing, what dimension of feedback should we focus on? The ability for students to use sketching as a way of thinking, the ability for students to draw accurately, the ability for students to draw fluency (not necessarily accurately) or to self-regulate their learning by being able to see their mistakes, correct them and improve their design without and with external research. The term "without external research" means that students evaluate their own sketches based on their existing knowledge and criteria or see their own sketches that trigger the need to sketch more to explain, elaborate, enhance or simplify their sketches. With research, the student's sketches trigger the need to improve but the students do not know how to do it and thus gather data externally to improve their design. How can the internal dialogue of sketching be made explicit through the use of a screencast so that we can better understand the student's voices in their design? How can teachers, through critical acts demonstrate this?

(3) Inspired by the Goingok webpage, course students could reflect on their experience of doing coursework, how they are progressing and how they are feeling about the way they are progressing. Data could then be used to review the design of coursework.

(4) With technology, my department needs to move fast into digital work. I need to have a plan to get cohorts of students to draw and ideate, and write their FCE reports in digital form. Monitoring of students' work (through book check) should not be at the end of each module. It ought to be real-time and as and when needed so that intervention can be given before it is too late. Art & D&T department has somehow done that what posting of work in Padlet. The students, however, can comment on their own work, and their experience, and be guided to improve by both peers and teachers and machines (when big data is available).