Feedback and Communication Report

Engaging and Motivating Feedback and Communication

Instructor Providing Timely Feedback!

Feedback is an effective way for the instructor and the learner to communicate with each other. Giving feedback in a timely manner helps to encourage and motivate the learners to stay focus on their academic progression. Timely feedback helps provide the learner with information that can help improve the learners understanding of the lesson, along with offering the learner an opportunity to correct the mistake.

Editing methods for e- learners!

  • Encourage students to re- read their work before submiting assignments.
  • Ask your classmates if they will revise, edit and/or proof read your work befor submitting.
  • Submit your work to the Writing Center of Excellence before submitting the actual assignment.
  • Encourage students to discuss assignments with team members and ask for constructive feedback.

Generic rubric

Category: 15 Points/ 10 Points/ 5 Points/ 1 Point

Content

15

Clearly states the main points and precise details that are accurately focused on the design project.

10

Adequately states the main points and details that are accurately focused on the design project.

5

States most of the main points and details that focus on the design project. May include some unnecessary information.


1

States few main points and details that focus on the design project, or information does not relate to topic.


Organization


15

Clearly organized into a logical sequence.

Excellent use of an outline. Excellent introduction and conclusion.


10

Adequate evidence of a logical sequence of information. Good use of an outline. Satisfactory introduction and conclusion.


5

Fair evidence of a logical sequence of information. Some use of an outline. Weak introduction and conclusion.


1

Minimal or no outline followed. No logical organization; some digressions. Unclear, confusing. No introduction or conclusion.


Delivery


15

Effectively and creatively delivers the information while staying on the topic and considering the audience. Uses voice variation; interesting and vivid to hear.


10

Adequately delivers the information while staying on the topic and considering the audience. Speaks clearly and confidently.


5

Delivers the information but does not stay on the topic. Little consideration of audience. Uses incomplete sentences.


1

Little or no attempt is made to stay on the topic. Does not consider audience. Difficult to understand.


Preparation


15

Presentation shows detailed preparation and practice in delivery including use of voice, posture, eye contact, gestures, pacing, and use of pictures, graphs, computer models, etc. Interesting and vivid.


10

Presentation shows satisfactory preparation as well as practice in delivery including use of voice, posture, eye contact, gestures, and pacing. Some use of pictures, graphs, computer models, etc.


5

Presentation shows some preparation and practice in the delivery including marginal use of voice, posture, eye contact, gestures, pacing, pictures, graphs, and computer models.


1

Presentation is lacking in preparation and practice of the delivery including use of voice, posture, eye contact, gestures, pacing, and little or no use of pictures, graphs, and computer models. Difficult to hear. Speaker appears tense. Fidgets often.


Supplemental Materials


15

Excellent use of supplemental materials. No errors. Helps conveys all ideas effectively.


10

Good use of supplemental materials. Few errors. Helps convey most ideas effectively.


5

Minimal use of supplemental materials. Several errors hindering presentation.


1

Little to no supplemental materials used to enhance presentation.

Socratic Questioning!

In my findings it was evident that socratic questioning is one of the most popular and powerful teaching approaches that can be used to guide students in generating thoughtful questions. In my personal use, socratic questioning helps my students gain more understanding of how to listen better to one another in a respectful and appropriate manner. An online article states, " Instead of providing direct answers, the socratic questioning approach stimulates students’ minds by continually probing into the subject with thought-stimulating questions (Paul 1993)."



References:

Using Socratic Questioning to promote critical thinking skills through Asynchronous Discussion Forums in Distance Learning Enviornment. Pg.164 Retrieved from http://www.mentormob.com/hosted/cards/71126_86adb5efbe99ab24ec5b00268cef5fdd.pdf

Reflection and review strategies for e- learners!

A reflection and review strategy for e-learners is to review the feedback and reflect on the graded assignment for five to ten minutes. If it is possible to re-submit the assignment, keep in mind how important it is to implement the feedback given from the instrucor to your resubmitted work, and also to use the feedback to better prepare your future assignments as well. Review the comments made on the previous weeks assignments and try not to make the same mistakes consistently.

Positive Reinforcement Methods for Online Learners!

  • Provide continuous encouragement to students. Using Email, Skype and Instant Messaging along with other communications are great, cheap, and easy ways to encourage your online learners to actively communicate with each other. Post a "Frequently Asked Questions" list on a discussion board, email reminders and offers of assistance or study hours with the insstructor, or personally call learners that aren't logging on consistently. Knowing that a real person is watching over things helps to humanize the online environment, and also helps motivates learners to stay engaged.
  • Provide recognition activities and items such as visual tokens, stickers, thumbs up and certificates—can be effective and motivating.
  • Provide praises whether it's a class message or individual message.
  • Provide monthly student acknowledgment via email, class discussions or a personal call.
  • Set a positive tone for students daily with a positive quote or reminder.

References:

References:

1. Using Socratic Questioning to promote critical thinking skills through Asynchronous Discussion Forums in Distance Learning Enviornment. Pg.164 Retrieved from http://www.mentormob.com/hosted/cards/71126_86adb5efbe99ab24ec5b00268cef5fdd.pdf