What is Feedback Fruits?
FeedbackFruits is a suite of innovative online learning tools – enabling highly interactive, student focussed learning activities – which can be applied to teaching both asynchronously and synchronously. CLT is currently undertaking a proof of concept trial to help determine whether it should be integrated into the Wattle suite.
Check out Feedback Fruits: https://feedbackfruits.com/tool-overview
What can FeedbackFruits offer you?
FeedbackFruits provides interactive teaching and learning applications for engagement, feedback and interaction between students and teaching staff:*
Peer Review
- Structures the process of students reviewing works submitted by other students.
- Provides an opportunity for students to receive and give feedback through the review of artefacts and events, including essays, posters, videos, presentations, performances and professional practices.
- Teachers create the review structure, providing evaluation criteria with options of ratings and text responses, choosing the number of self and peer reviews to be completed, and timings. Reviews can be based on individual or group submissions.
Group Member Evaluations
- Structures the process of students giving feedback about other group members and enables an opportunity to collect feedback about teams or groups and their members.
- Students can reflect on the group experience and provide confidential feedback to staff, addressing the performance and contributions of individual members, including a self-evaluation.
Interactive Document, Interactive Audio and Interactive Video
- Structures the process of analysing, discussing and reviewing written documents, audio files or podcasts, and videos.
- Provides an opportunity for students to work collaboratively in reviewing a document, audio recording or video.
- Teachers AND students can scaffold the activity by placing discussion points and posing open response or multiple-choice questions at strategic points throughout the document, audio file or video and this is a significant difference to most of our current tools.
* Adapted from the University of Melbourne guidelines.
Early informal feedback
The whole process of the proof of concept will be rigorously reviewed but initial feedback is very positive.
Students said: “I enjoyed evaluating others work as it not only supplied me with additional information on the topic, but also helped me understand the different methods of completing the assessment and helped me think critically about my own groups responses.”
Academic staff said: “The process worked really well. The students enjoyed the assessment task; overall my design for the first assignment in a large first year course using group work and peer review achieved the aims. It was heartening to read the reflections and see the students’ considered responses about their work and the task. There was so much enthusiasm from the students for real science to combat climate change.”
Michael Ellwood’s students completed a self-reflection (ungraded) activity on completion of the large first year group and peer review written report and research assessment task. This was a challenging first exercise and the initial responses from the students showed great insight into the effectiveness of the assessment task.
Here are a few of the comments students made:
Join the exploration team:
claire.brooks@anu.edu.au
belinda.bergin@anu.edu.au
clt@anu.edu.au
Your participation will be valued and the students will appreciate the opportunity to try out new tools and techniques.
May 2022
Claire Brooks, Educational Designer, CLT, Belinda Bergin, Learning Environments Officer, CLT and Melinda Drummond, Educational Designer, CLT