Thrive 53 - Conceptualizing technology-mediated dialogue peer feedback for 1 care

The intervention "technology-mediated dialogic peer feedback"

What is known about technology-mediated dialogue peer feedback?

The use of screencast and google Docs to mediate dialogue peer feedback (N=8) in writing literature review in higher education.

How do students engage in feedback and how do get students involved in feedback. How are you going to get students involved in peer feedback? From Winstone (2017) literature review in support agentic engagement 

(1) Structure students to be seekers of feedback

(2) Students should have a voice if the feedback message is (a) not useful (or specific to the area and selective), (b) insufficiently detailed or individualized, (c) too authoritative (or judgmental or insent) in tone (or not balanced), (d) not guided with implementation strategies, and (e) not understandable due to the terminology used in feedback. Since the above is the cause of disengagement, the design of the environment should scaffold peers' feedback messages such that the opposite holds true. 

(3) Teachers to be more aware of factors affecting disengagement as receivers of feedback including (1) students' self-conception, (1) boys' being less willing to follow up as compared to girls, (3) lower-achieving students will require strategies to plan and act on the feedback (4) grade satisfaction to enact on feedback (not conclusive). Technology can be used to monitor such perception and address it upfront.

(4) Teachers need to ensure that the senders of feedback provide credible feedback messages so as to address the issue of trust in the credibility of the source of feedback, which could be mediated by the use of technology. Refer to (2). Training (which includes understanding the purpose of feedback) for the sender is important as the sender need to feel confident in giving feedback.

(5) Teachers should structure the curriculum such that feedback can be used to improve the performance of the current task as well as subsequent tasks. The technology provides a platform to help students synergise this feedback. The timing of feedback should be such that they can act on it immediately. The workload of giving feedback by students should be shared by that of the teachers.

(6) In 2023, teachers in Art FCE and D&T should have a theoretical approach to feedback implementation so that they experience the same things as they move from one unit to another. 

What is not known about technology-mediated dialogue peer feedback?

The conceptualisation of intervention from the theoretical perspective that are suited for students in schools.

The use of Screencast, and Sketchbook and showcase in Padlet to mediate dialogue peer feedback in sketching and designing an aesthetically appealing and functional soundbox and phone holder by getting students to evaluate the design based on a "comment bank" that guide students to give feedback 

(1) The effect of technology-mediated dialogic peer feedback on pupils' performance in design thinking and creative outcomes. Project 1: Soundbox,  Project 2: Aluminium Pencil holder, Project 3: Coinbox. 

The focus will be on sketching and drawing to design focusing on drawing from imagination.

(2) in the context of design work based on Wood (2022) limitations focusing on relational pedagogy to engage all learners.

The ecological perspective of technology-mediated feedback


Methodology

How do you measure students' behavioural and cognitive engagement in feedback

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