To act, or not to act, upon feedback? A case study in academic development, students’ experience and student feedback

This case study reports on a recent module evaluation of the Engaging and Enhancing Student Learning (EESL) module. This module forms part of the Postgraduate Certificate in Academic Practice (PGCAP) at the University of Salford and is offered mainly to new academics and other professionals who support learning. The EESL module aims to introduce participants to teaching and learning in HE, and is aligned with the UK Professional Standards Framework (UK PSF). It is delivered over 10 weeks, including eight face-to-face workshops and two online weekly seminars. Active, collaborative and technology-enhanced learning are coupled with more creative and experimental approaches. The development of reflective skills is enabled through peer, mentor and tutor observations and feedback conversations and reflective accounts. Participants are invited to experiment in a safe environment and within a learning community with ideas and concepts, to challenge their own beliefs linked to teaching and learning in HE, and to begin shaping their teaching philosophy and academic identity. Reviewing feedback is part of our continuous evaluation and enhancement process and this case study reports on how learners’ feedback has been used to develop an EESL module further

To buzz or not to buzz: improving awareness of posture through vibrotactile feedback

The iPosture' is a commercially available device which claims to improve posture. It is designed to deliver a vibrotactile buzz if the wearer slouches. We present the finding of a preliminary study evaluating the user experience of wearing it. Contrary to company claims, users found that it did not show them how to improve their posture but the buzzing did improve their body awareness

Does disaggregated electricity feedback reduce domestic electricity consumption? A systematic review of the literature

We examine 12 studies on the efficacy of disaggregated energy feedback. The average electricity reduction across these studies is 4.5%. However, 4.5% may be a positively-biased estimate of the savings achievable across the entire population because all 12 studies are likely to be prone to opt-in bias hence none test the effect of disaggregated feedback on the general population. Disaggregation may not be required to achieve these savings: Aggregate feedback alone drives 3% reductions; and the 4 studies which directly compared aggregate feedback against disaggregated feedback found that aggregate feedback is at least as effective as disaggregated feedback, possibly because web apps are viewed less often than in-home-displays (in the short-term, at least) and because some users do not trust fine-grained disaggregation (although this may be an issue with the specific user interface studied). Disaggregated electricity feedback may help a motivated sub-group of the population to save more energy but fine-grained disaggregation may not be necessary to achieve these energy savings. Disaggregation has many uses beyond those discussed in this paper but, on the specific question of promoting energy reduction in the general population, there is no robust evidence that current forms of disaggregated energy feedback are more effective than aggregate energy feedback. The effectiveness of disaggregated feedback may increase if the general population become more energy-conscious (e.g. if energy prices rise or concern about climate change deepens); or if users' trust in fine-grained disaggregation improves; or if innovative new approaches or alternative disaggregation strategies (e.g. disaggregating by behaviour rather than by appliance) out-perform existing feedback. We also discuss opportunities for new research into the effectiveness of disaggregated feedback.Comment: Accepted for oral presentation at the 3rd International NILM Workshop, Vancouver, 14-15 May 201

How effective is our feedback? : feeding forward and self-regulation

Giving and receiving feedback is based on a number of stages, procedures, and factors that could determine whether the feedback is effective or not. The key stakeholders of feedback are the tutor and the student, who could work together towards building bridges, such as holding dialogues, giving and receiving constructive criticism. Ideally, feedback is not a one-way, top-down approach, where the tutor ‘commands’ the discourse, whilst the student is merely a passive recipient. In whatever form it is delivered, the feedback that is passed on to the student should be more than ‘correcting’ the work; it could involve a communicative approach whereby the tutor passes on salient information that the student may utilise to sharpen his or her work. Hence, the possession of feedback is not solely relegated to the tutor. Instead, there is a transference where the student claims ownership of the feedback, and thus becomes responsible for its implementation. The responsibility to do so should not be perceived by the student as though he or she were doing a favour to their tutor, but an action which is undertaken for their own personal benefit and gain. Rather than feeding ‘back’, it is transformed to feeding ‘forward’, as the tutor provides suggestions that help shape future writing or assigned work. This paper, which is the result of a doctoral study conducted by the author, aims to present some benefits and challenges of feedback. Whilst exploring various areas of feedback, it suggests that, by revisiting practices, perceptions, and conceptualisations, there can be a shift towards feed forward and eventually offer the possibility of harnessing students’ autonomy and self-regulation.peer-reviewe

Regulatory feedback on receptor and non-receptor synthesis for robust signaling.

Elaborate regulatory feedback processes are thought to make biological development robust, that is, resistant to changes induced by genetic or environmental perturbations. How this might be done is still not completely understood. Previous numerical simulations on reaction-diffusion models of Dpp gradients in Drosophila wing imaginal disc have showed that feedback (of the Hill function type) on (signaling) receptors and/or non-(signaling) receptors are of limited effectiveness in promoting robustness. Spatial nonuniformity of the feedback processes has also been shown theoretically to lead to serious shape distortion and a principal cause for ineffectiveness. Through mathematical modeling and analysis, the present article shows that spatially uniform nonlocal feedback mechanisms typically modify gradient shape through a shape parameter (that does not change with location). This in turn enables us to uncover new multi-feedback instrument for effective promotion of robust signaling gradients

Suppressing visual feedback in written composition: Effects on processing demands and coordination of the writing processes

The goal of this experiment was to investigate the role of visual feedback during written composition. Effects of suppression of visual feedback were analysed both on processing demands and on on-line coordination of low-level execution processes and of high-level conceptual and linguistic processes. Writers composed a text and copied it either with or without visual feedback. Processing demands of the writing processes were evaluated with reaction times to secondary auditory probes that were analysed according to whether participants were handwriting (in a composing and a copying tasks) or engaged in high level processes (when pausing in a composing task). Suppression of visual feedback increased reaction times interference (secondary reaction time minus baseline reaction time) during handwriting in the copying task and not during pauses in the composing task. This suggests that suppression of visual feedback affected processing demands of only execution processes and not those of high-level conceptual and linguistic processes. This is confirmed by analysis of quality of the texts produced by participants that were little, if any, affected by the suppression of visual feedback. Results also indicate that the increase in processing demands of execution related to suppression of visual feedback affected on-line coordination of the writing processes. Indeed, when visual feedback was suppressed, reaction time interferences associated to handwriting were not reliable different in the copying task and in the composing task but were significantly different in the composition task, RT interference associated to handwriting being lower in the copying task than in the composition task. When visual feedback was suppressed, writers activated step-by-step execution processes and high-level writing processes, whereas they concurrently activated these writing processes when composing with visual feedback

Augmenting Sensorimotor Control Using “Goal-Aware” Vibrotactile Stimulation during Reaching and Manipulation Behaviors

We describe two sets of experiments that examine the ability of vibrotactile encoding of simple position error and combined object states (calculated from an optimal controller) to enhance performance of reaching and manipulation tasks in healthy human adults. The goal of the first experiment (tracking) was to follow a moving target with a cursor on a computer screen. Visual and/or vibrotactile cues were provided in this experiment, and vibrotactile feedback was redundant with visual feedback in that it did not encode any information above and beyond what was already available via vision. After only 10 minutes of practice using vibrotactile feedback to guide performance, subjects tracked the moving target with response latency and movement accuracy values approaching those observed under visually guided reaching. Unlike previous reports on multisensory enhancement, combining vibrotactile and visual feedback of performance errors conferred neither positive nor negative effects on task performance. In the second experiment (balancing), vibrotactile feedback encoded a corrective motor command as a linear combination of object states (derived from a linear-quadratic regulator implementing a trade-off between kinematic and energetic performance) to teach subjects how to balance a simulated inverted pendulum. Here, the tactile feedback signal differed from visual feedback in that it provided information that was not readily available from visual feedback alone. Immediately after applying this novel “goal-aware” vibrotactile feedback, time to failure was improved by a factor of three. Additionally, the effect of vibrotactile training persisted after the feedback was removed. These results suggest that vibrotactile encoding of appropriate combinations of state information may be an effective form of augmented sensory feedback that can be applied, among other purposes, to compensate for lost or compromised proprioception as commonly observed, for example, in stroke survivors

The development of peer coaching skills in primary school children in years 5 and 6

Can peer coaching skills be developed through ‘non academic’ tasks? The enquiry also aims to answer the following question: Can children give and receive feedback? The research methods reported are ethnographic combined with pre- and post- responses to the drawing task. The categorisation of the children’s drawings and their use of feedback were analysed and for the majority of children the quality of the feedback did not affect their choice of accepting the feedback or ignoring the suggestions made, which appeared counter to our initial hypothesis