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Feedback that Motivates!

Feedback that Motivates!. Effective Feedback in Online Courses. Mary Beth Pozdol Aug. 27, 2012 EDU 120 Prof. Mary Jane Andrews. Feedback Causes Learning. Burning yourself on a hot stove Backing into another vehicle The burn or collision is feedback that teaches us, but it is painful

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Feedback that Motivates!

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  1. Feedback that Motivates! Effective Feedback in Online Courses Mary Beth Pozdol Aug. 27, 2012 EDU 120 Prof. Mary Jane Andrews

  2. Feedback Causes Learning • Burning yourself on a hot stove • Backing into another vehicle • The burn or collision is feedback that teaches us, but it is painful • Does feedback have to be painful for us to learn? • Painful feedback in e-Learning: “You got it wrong” (and no explanation as to why or how to improve)

  3. What Is Feedback? • Feedback informs the learners about the quality of their performance and their learning progress • Feedback is a valuable opportunity for instruction • Feedback allows us to customize learning • Leaders take responsibility for communication • Feedback is your lifeline to your student’s motivation • Motivation is the student’s lifeline to his future

  4. Learning Styles • Feedback can help to meet the needs of different learning styles • Example: Ann has poor writing skills but great incite and understanding of concepts • Your detailed feedback can motivate her to stay engaged and learn to improve weak areas • Through feedback You can even offer adaptations of assignments to individualize to learning styles

  5. Extrinsic Feedback • Extrinsic feedback, “That’s right,” or “Good job,” • Yes/no, right/wrong • The learner doesn’t know why • Dull, lacks any quality of true inspiration • Trains the learner that the goal is please the instructor • Difficult to remember, only one focal point • Focused on Instructor approval instead of objectives • Learning doesn’t transfer to real life situations • Not meaningful, leaves learner bewildered • Lacks instructive qualities

  6. Intrinsic Feedback • Intrinsic feedback allows learners to see the effects of their answers and judge for themselves • Like holding up a mirror, it refers to the objective or rubric • Focuses the learner on successful performance • Helps learner to see how their performance relates to real-world problems and what is the effect • Memorable because it’s tied to real-world problems • Learning transfers to real life situations • Motivates learner by relating performance with goals

  7. Meaningful Feedback • Appropriate feedback is one of the most important factors to influence learning in online courses • Feedback is meaningful when it points back to the objectives and is related to real-world problems • Judgmental feedback is not meaningful but merely an opinion, “Good job!” • Feedback builds confidence when it shows the learner how he met the objective or specifically how he can improve • Learners become motivated by seeing goals met

  8. Memorable Feedback • Must be timely and intrinsic • Use humor, colorful examples, real-world situations to give examples and detail in feedback • What makes a TV commercial memorable? • Use the context, refer to a character in the case scenario • Avoid judgment and instead show the results or consequences of their answer • Show the relationship of the action to the outcomes • Refer to the drama in the storyline of the real-world problem

  9. Motivational Feedback • Intrinsic feedback is motivational because it links learner effort with the results and builds confidence • Intrinsic feedback propels learners to go to the next level, after seeing how they conquered the first one • Like showing learners they hit a bulls-eye, they become excited to keep shooting • Without judgment or opinion, intrinsic feedback motivates students to self-assess (check the target themselves) • Motivational feedback builds on prior learning experiences and signals learners to do more

  10. Intrinsic or Extrinsic? Quiz • Your essay receives a letter grade, but you do not receive a mark-up copy back. Comment: Good work! • You receive comments on your discussion, which include references to how you met the rubric objectives and the instructor shows you how to improve weak areas as well as highlights strengths • You take an online exam which is auto-graded. No comment from instructor. • Comment on your assignment, “You can do better.”

  11. Resources • Allen, Michael W.. Designing Successful e-Learning: Forget What You Know About Instructional Design and Do Something Interesting, Michael Allen's Online Learning Library . Pfeiffer & Company, 5/11/07. • Merrill, David M.. (Videographer) (2008). Merrill on instructional design [Web]. Retrieved from http://www.youtube.com/watch?v=i_TKaO2-jXA

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