This presentation interrogates dominant understandings of giving and receiving feedback in higher education and uses the political ethics of care to analyse good practice in the giving and receiving of feedback in higher education pedagogies

1. Giving and Receiving
Feedback
Vivienne Bozalek
Arona Dison
Veronica Mitchell
Melanie Alperstein

2. Slideshare
url: xxxxxx

6. negotiation

8. to change what
students can do…
…reframing the
notion of feedback
around the effect on
students
“

9. Vivienne Bozalek
Arona Dison
Melanie Alperstein
Veronica Mitchell

11. For learners to be:
More self-directed
More reliant on feedback from peers
More inclined to collaborate
More inclined to being their own “nodes of production”
Better equipped to capture information
h#p://www.slideshare.net/2mbuckteeth/the-­‐changing-­‐face-­‐of-­‐digital-­‐learning

16. (Caring about)
recognising the need
listening to the care receiver
‘asking the right questions’
(Weil, 1973)

17. Example:
The facilitator gave the participant
directive advice about her project,
‘Simply putting the (on-line) tool
there will not encourage people to use it.’
However he missed her description of
the substantial mediation that had taken
place in her intervention.

18. (caring for)
willingness to do something to
meet needs
extending responsibility beyond
facilitators to participants

19. “What would you like your
participants to be able to be and to
do at the end of the process” ?

20. “ The purpose of requiring students, who are themselves
practicing health professionals and educators to reflect on
their learning in the P G Diploma in Health Professional
Education, is based on our belief that reflection enables
students to develop a deeper understand and apply the
content of a course to their own practice. Reflection is
considered to be a powerful method of learning.
Evidence of the educational value of reflection in
becoming a professional is frequented described in the
literature. Furthermore, once students have learnt how to
reflect and how reflection is assessed an additional
outcome would be that they will be able to apply it to their
own context and be able to teach their students how to
reflect.”
(Melanie’s reflection 1)

21. (Care giving)
Hands on act of giving
feedback: initially facilitators
guiding more directly on task;
peers on content

22. It is not about the technical delivery
such as the “formulaic response
such as the feedback sandwhich”
but the emotions and dialogue -
before, during and after feedback
Boud and Molloy, 2013

23. Care receiving by care-giver
exposing vulnerabilities
(e.g. what had gone wrong in a project)
feeling safe to ask for help

24. what participants do with feedback
agency of students/participants
nested tasks to allow for ‘feed forward’
input at different stages to contribute to
final product
Boud and Molloy, 2012, 2013)

25. Caring with
risk
vulnerability
honesty

26. Sharing vulnerability

30. CHEC short course

31. Cloud computing
“
educators should consider
using technology
to enhance communication
and provide richer,
more meaningful platforms for
the social construction of knowledge
Rowe, M., Bozalek, V. & Franz, J. 2013. Using Google Drive to facilitate a blended approach to authentic learning.

32. Talking back
in Google Drive

33. Why Google Drive
? Collaboration - expanded potential
New opportunities / affordances
Online dialogue

34. Risk?

35. Giving
How much?
Power & hierarchy?
Where will this conversation
lead?
Adequate discourse?
Judgement?
Empowering
Shared new meanings
Co-construction of knowledge
Receiving
Fear, defensiveness
Discomfort to expose myself ?
Shifting to teacher role?
What impact will my comment
have?
Is it good enough?
Participation democratic
Evidence of trust, team effort
My voice is valued
Authentic constructivism

36. Critical friends
shared constructions
of knowledge
are capable of
“
providing richer frameworks
for the cross-fertilization of ideas
than those
provided only by the
frame of reference
of the lecturer
Bozalek, V. & Matthews., L. 2009:238.
E-Learning: A cress-institutional forum for sharing socio-cultural influences on personal and professional identity. International Social Work 52:2

37. Scaffolding as support

38. to reposition [feedback] as a
practice that has
a positive
and sustained influence
on learning
Boud, D. & Molloy, E. 2013:699. Assessment & Evaluation in Higher Education,
British Journal of Educational Technology. 38:6:698–712
“

39. Authentic task
Healthy group dynamics
Modelling good practices
Setting precedence of democratic caring
Safe space
Enough time for participation
Acknowledging conflict and dealing with it

40. Risk & vulnerability
Power and control - authoritarian approach
Too knowledgeable
Missing or unbalanced elements of care
Set in old ways

41. Challenging assumptions on feedback can be
uncomfortable
There is a need to wrestle with honest feedback
Peer feedback ought to be encouraged

42. Thank you