Lucy Tallents

A5. I still refer back to Graham Gibb's various works, both because they prompted my earliest moments of learning & teaching enlightenment, and because they're handily on the shelf right by my desk! It's great to see the more recent recommendations in this chat too 😃 #LTHEchat

A4. In my online learning community, I provide (most) feedback publicly so everyone can learn from it. This reduces repetition & I can draw connections between different learners' work. I recognise those of us in formal academia may be more constrained in feedback channels or approaches

A3. Making peer feedback part of assignments adds extrinsic motivation, but fostering a learning community where they actively want to participate and discuss each others work/ideas/plans will be more effective. This takes more time and effort from everyone involved! #LTHEchat

A2. Building confidence in giving and receiving feedback. Examples of useful feedback, practice in giving feedback in a low-risk situation (e.g. dissecting work from previous students) and/or feedback-on-feedback can help them feel more comfortable participating in peer feedback #LTHEchat

A2. Building confidence in giving and receiving feedback. Examples of useful feedback, practice in giving feedback in a low-risk situation (e.g. dissecting work from previous students) and/or feedback-on-feedback can help them feel more comfortable participating in peer feedback

A1. Peer feedback on draft assignments, assessed work and reflections, plus in-class and asynchronous conversations #LTHEchat. I'm also exploring how to build more feedback into mini learning games