We present three case studies focused on different types of feedback scenarios, each featuring a different technological tool. Results show greater student participation and engagement, and facilitation of teacher orchestration of active learning pedagogy.
We show how Error-Detection Tasks (EDT) are an effective way for students to practice giving peer feedback. In EDT, students are presented with a solved physics problem, prepared by a fictional in-class peer, containing one or more errors - algebraic, procedural, or conceptual. Students must identify and explain how to correct the error(s), as though they were explaining it to the “peer” who wrote the solution. EDTs have been developed for a web-based learning platform (myDALITE.org) that provides students with asynchronous peer instruction such that students can provide feedback and evaluate feedback from other students. Results show that students trained with EDT significantly outperform a control group in correctly identifying errors and providing more meaningful feedback to their fictional in-class peer.
We present the design and use of myDALITE, a web-based learning platform that provides students with asynchronous peer instruction that can be used in- and out-of-class. Supporting active learning pedagogy, myDALITE engages students in 1) written explanation (rationales for their answers); 2) comparison of these rationales to those of peers; and 3) reflection on the quality of the rationales. Furthermore, myDALITE assignments provide teachers with the opportunity to see what their students are thinking, before and/or after classroom instruction.
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