Creating Coherent Incidental Learning Journeys on Smartphones Using Feedback and Progress Indicators:

Although the motivating role of feedback and progress indicators is understood in formal learning, their role in supporting incidental mobile learning is less well understood. In this paper we argue that well-designed feedback and progress indicators (FPIs) offer guidance and structure that may encourage mobile app users to move from fragmented learning episodes towards a longer term, reflective learning journey. Drawing from relevant literature we consider how FPIs can be used in the EU-funded MASELTOV project which explores how a suite of smartphone apps can support recent immigrants to Europe to become integrated in their new cities. These apps allow learning episodes to be part of daily activities and interactions. The authors discuss what kinds of FPIs should be provided and introduce the SCAMP model which emphasises five types of FPIs-Social, Cognitive, Affective, Motivational and Progress. Finally, the authors provide examples of FPIs that will be used in the MASELTOV project

Feedback Conversations

In this paper, the authors describe how a study of a large database of written university teacher feedback in the department of Industrial Design led to the development of a new conceptual framework for feedback and the design of a new feedback tool. This paper focuses on the translation of related work in the area of feedback mechanisms for higher education into a tailored framework for feedback in the area of Industrial Design, the translation of the existing corpus of data into indicators of feedback quality and how feedback is received and further on used by students in their learning process. The newly developed tool structures teacher feedback into very targeted and highly focused feedback dialogues between teacher and individual students tailored to their individual learning process. The tool is described in this paper with respect to conversational aspects. In the future, the tool will be used actively in Industrial Design education, also with the purpose of further investigating how the quality of written feedback evolves and redesigning educational processes around feedback tools