Providing+Meaningful+Feedback


 * **Types of Feedback** || **When provided** || **Who provides** ||
 * Discussion comments || on-going || * facilitator monitors multiple times per week and provides guiding questions to elicit high-quality postings and responses
 * participants, encouraged/ guided by facilitator's examples, ask meaningful questions of course colleagues and post relevant, high-quality messages and responses ||
 * Drop-box (or weekly item sharing of component of course project) || each week || * course participants share either with all course colleagues or in the dropbox the required components of the final project completed during that week
 * by facilitator - if item is uploaded to dropbox. Feedback should acknowledge components of rubric that are met and provide guidance for enhancing that component. ||
 * Midcourse check

Final project ||  || * at midcourse check facilitator uses rubric to assess that all parts of project to that point are met (similar to weekly item sharing)
 * at final project facilitator reviews much like the weekly and midcourse checks; Participants are sometimes required to also self assess projects using the rubric as a guide similar to the facilitator. The rubric used in the self assessment process is also submitted to the facilitator with the participants own feedback. In addition, participants peer review final projects using a method such as PQP (see below). ||
 * Peer Review || midcourse check; final projects || * Participants use the PQP method to peer review projects posted to the discussion board. This typically occurs during the final session but can occur during the midcourse check. Other peer review methods can be incorporated.
 * Facilitators also need to provide meaningful feedback to each participant at midterm - possibly after participants have opportunity to revise based on peer feedback/suggestions. Feedback should be based on and aligned with the rubric criteria. ||
 * Non project related feedback || weekly but more often as necessary || * Facilitator provides reassurance to participants that they are on the right track. Examples include:
 * Sending an email to all participants commenting on the comraderie on the discussion board for example.
 * "Hearing" the need to open a discussion topic that allows participants to talk without interfering with course content related discussions.
 * Checking up on participants who are AWOL through a message that comments on previsou effort and offers assistance if needed to get back on track.
 * acknowledging meaningful postings in discussions, adding questions to "deepen" thinking and relate course content to participants' intended use in their classrooms. ||

Resources for providing feedback to online course participants:
 * 1) Providing Feedback in Your Distance Learning Course []
 * 2) Strategies for Providing Feedback []
 * 3) Seven Steps for Providing Constructive Online Discussion Feedback Successfully” []
 * 4) "Helping Students Make Effective Comments" []
 * 5) "I Heard, I Noticed, I Wondered" []

Optional Readings:
 * 1) "Giving and Receiving Feedback" []
 * 2) "Encouraging Peer Editing" []

Barbara Wilson and Tisha Paree

Barb, does this look okay to you?