Understanding feedback and feed-forward: insights drawn from project-based learning

Rizzuto, Joseph Patrick and Balodimou, Efcharis (2019) Understanding feedback and feed-forward: insights drawn from project-based learning. In: Festival of Learning and Teaching, 3 July 2019, Ealing, London. (Unpublished)

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Abstract

Feedback plays an integral role in the success of Project-based learning (PBL). It is very important that students recognise when feedback is being provided and that it is constructive; not just backward-looking, and includes explanations on aspects of the work which are relevant to subsequent assessments (HEA, 2013; Doughney, 2014). Focusing on particular factors therefore helps feedback to function as feed-forward for future work (Nicol and Macfarlane-Dick, 2006). PBL is an active and dynamic pedagogy where students learn by enacting and solving real case scenarios involving, in this case, the design and construction of buildings and infrastructure. Project-based design modules mostly involve group work which leads to enhanced communication and the development of inter-personal skills (HEA, 2103). Assessment in PBL is often via group and individual submissions with the individual submission set to determine each student’s overall contribution. This normally requires reflection on group interaction and is based on gained experience of how concept and final designs, procedures and time management are developed (Choi and Kim, 2016; Royalty, 2017). The student output expected in PBL requires thinking and creativity focussed on seeking satisfactory solutions which are usually balanced against client needs (Adams et.al., 2011). Assessment tasks in PBL need to be carefully defined to ensure they allow for personal decision making and also cover learning outcomes (Saidani and Rizzuto, 2000; May, 2009). Students rely on good quality, effective and timely feedback to identify areas in which they are doing well and areas in need of development (QAA, 2018). Students’ understanding of the feedback they receive is therefore very important. This is seen as an activity that helps accelerate student learning as continual discourse creates a positive educational environment which enhances student performance and outcome.

The presentation of this Abstract will highlight how feedback and feed-forward is implemented to benefit student learning in PBL.

References
Adams, R.S., Daly, S.R, & Mann, L.M (2011) Being a professional: Three lenses into design thinking, acting and being. Design Studies 32(6) November 2011.

Choi, H.H. & Kim, M.J. (2016) The effects of analogical and metaphorical reasoning on design thinking. Thinking skills and Creativity 23: 29-41.

Doughney, L. (2014) Providing effective feedback to students. Centre for the Study of Higher Education, University of Melbourne. Available at: https://arts.unimelb.edu.au/__data/assets/pdf_file/0004/1722397/providing-effective-feedback-to-students.pdf

Higher Education Academy. (2013) HEA Feedback toolkit. Available at:
ttps://www.heacademy.ac.uk/system/files/resources/feedback_toolkit_whole1.pdf

Higher Education Academy (2014) Assessment and feedback. Teaching International Students Project. Available at: https://www.heacademy.ac.uk/system/files/resources/assessment_and_feedback.pdf

May, I.M (2009) What should we teach in structural engineering design. ICE Proceedings, Civil Engineering, 162:187-191.

Nicol, D.J & Macfarlane-Dick (2006) Formative assessment and self-regulated learning; a model and seven principles of good feedback practice. Studies in Higher Education, 3(2):199-218.

Quality Assurance Agency - QAA (2018). UK quality code for higher education. Advice and Guidance; Assessment. UK Standing Committee for higher education.

Royalty, A. (2017) Design based pedagogy; Investigating an emerging approach to teaching design to non-designers. Mechanism and Machine theory 125.

Saidani, M. & Rizzuto, J.P. (2000) Engineering Design Assisted by physical Models, Proc. Int. Colloquium on Structural Morphology Delft, The Netherlands, The International Association for Shell and Spatial Structures: 422-426.

Item Type: Conference or Workshop Item (Paper)
Uncontrolled Keywords: Project Based Learning, Feedback
Subjects: Education
Education > Higher education > HE pedagogies
Education > Higher education
Education > Teaching and learning
Construction and engineering > Built environment
Construction and engineering > Civil and structural engineering
Construction and engineering
Related URLs:
Depositing User: Efcharis Balodimou
Date Deposited: 24 Sep 2019 14:26
Last Modified: 25 Sep 2019 08:08
URI: http://repository.uwl.ac.uk/id/eprint/6408

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