Feedback Ownership MAS

[leonvanbokhorst]

A feedback session between student and coach is recorded, transcribed and fed to the MAS (crewai based). Thereafter, while using FeedPulse, a conversational AI talks to the student about the session with the sole goal of enhancing their ownership of the feedback by asking questions and nudging to take responsibility.

• [x] check if comparative feedback is viable as an option too?
• [x] https://arxiv.org/abs/2302.03805

[leonvanbokhorst]

Comparative feedback does a couple of significant things:

1. Enhances Critical Thinking: By evaluating each other's work, students sharpen their critical thinking and analytical skills. They learn to identify strengths and areas for improvement not just in others' work but also in their own, fostering a deeper level of self-reflection and critical engagement with the subject matter.

2. Promotes a Learning Community: It nurtures a sense of community and collaboration. Learning becomes a shared journey, where successes and challenges are collectively experienced. This can be particularly effective in fields like software development and AI, where collaborative and iterative processes mirror professional practices.

3. Encourages Constructive Feedback: Students learn the art of giving and receiving feedback. This is a valuable life skill, extending beyond academic boundaries into personal and professional realms. The emphasis on constructive feedback helps maintain a positive and supportive learning environment, encouraging growth and development.

4. Democratizes Learning: It places students at the center of the learning process, empowering them to take an active role in their education. This can lead to increased engagement and motivation, as students feel more in control of their learning outcomes.

However, to keep the benefits flowing and ensure the approach remains effective, it's important to guide students on how to give constructive, actionable feedback. It's also valuable to periodically reflect on this process with your students, discussing what's working and where adjustments might enhance their learning experience even further.

[leonvanbokhorst]

Experts in Peer and Comparative Feedback in Education:

• David Nicol and Debra Macfarlane-Dick: Their work on formative assessment and feedback has been highly influential. Nicol, in particular, has written extensively on peer feedback and the development of self-regulation in learners.

• John Hattie: Known for his work on visible learning and the synthesis of hundreds of meta-analyses, Hattie has provided valuable insights into feedback's impact on learning, including comparative and peer feedback.

• Nancy Falchikov and Judy Goldfinch: They have contributed significantly to the understanding and application of peer assessment in higher education.

Papers and Resources:

• "Formative assessment and self-regulated learning: A model and seven principles of good feedback practice" by Nicol and Macfarlane-Dick. This paper is crucial for understanding the foundations of effective feedback in education.

• "Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement" by John Hattie. While not exclusively about feedback, this book provides a comprehensive look at what works in education, including the role of feedback.

• "Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks" by Nancy Falchikov and Judy Goldfinch. This is a seminal work in the study of peer assessment's effectiveness.

Experts in AI and Educational Technology:

• Pierre Dillenbourg: A key figure in the field of computer-supported collaborative learning, with interests in the intersection of AI and education.

• Carolyn Penstein Rosé: Focused on AI in education, conversational agents, and collaborative learning environments.

Papers on AI in Education:

• "Artificial Intelligence in Education: Challenges and Opportunities for Sustainable Development" by Wayne Holmes, Maya Bialik, and Charles Fadel. This report provides an overview of AI's role in transforming education.

[leonvanbokhorst]

Received enthusiastic feedback from Lennart today following my pitch. He recognized and underscored a critical weakness in our current feedback mechanism. The gap between receiving feedback and documenting its interpretation poses a significant challenge. Students often delay this crucial step, while instructors struggle to recall the details of the feedback session. This insight propels us towards rethinking our approach to streamline and synchronize these processes.