can help you in your course design. Thanks, Jamie. All right, so today I'm going to walk you through strategies to implement meaningful peer and group evaluations in your courses. So we're going to talk a lot about feedback between peers and group members today. If you have any questions, please feel free to interrupt me or if you prefer, just drop your question in the chat. I will read it out loud. And yeah, so I'm going to highlight the learning objectives of this session. Then I'd like to elaborate on the benefits and challenges brought by the peer and group assessments. I'm going to then jump into an overview of feedback, for instance, show you two examples inspired from use cases that your peers from a chemistry and a business course at UDEL have implemented. And then we're going to have a little interactive part where you're going to log in in a course that I'm going to send you. You are already enrolled as a student in that course and you're going to be invited to practice an activity as a student. because it gives you good understanding of the learning design and how it's facilitated. At the end, we'll have a couple of minutes for you to set up your first own assignment with feedback fruits. Okay? So, at the end of this session, you'll be able to improve student collaboration skills and peer feedback skills at scale. You'll be able to have some ideas of how you can leverage peer and group assessment for AI-proof learning because there is a huge, huge dialogue at the moment about what AI means in force design and how to leverage it in a way that it doesn't preach, so to say, ethical boundaries. And then you'll be able to set up and easily reuse peer-review and group member evaluation activities in your canvas instance. So in my UD is your canvas instance, sorry. So what about group and peer assessment? A key element that makes the group and peer assessment important is that they help in students develop certain attitudes and skills that are ultimately sought in the workplace. I really like this framework. It's called the Durable Skills Framework. It's based on research about what employers want in the 21st century. And a lot of these skills and attitudes can be developed through group and peer assessment. So, for example, we have collaboration, obviously, knowing how to communicate between group members and peers, but also when you facilitate that with a feedback framework, you help your students develop metacognition skills and also a growth mindset as they learn from the feedback that they receive from their peers. So a lot of the institutions that we work with and even courses at the University of Delaware are interested in implementing group and peer learning. However, there are some recurrent challenges that we hear. The first one is that when group work is implemented, there is unequal participation between students. So a key topic is how can we incentivize these students to be accountable in group project with the implementation of feedback. Then we've got like the time that it takes to set up groups and to resolve conflicts that come with group, whether it comes to forming groups or maybe managing communication between group members, I hear stories of instructors having their inbox full after initiating a group project with students are complaining about their peers not doing the work. And then the third one is some students are just not familiar with group work and they're not familiar with peer work and not even with giving feedback because giving feedback is a skill, particularly if you have new students that just came to the world of higher education, this is not a skill we're born with. It's a skill that we learn, right? to give feedback. So today we'll talk about a couple of the ways that you can leverage to address these challenges. The first is you want to think about how to form groups more meaningfully, right? Some instructors want their students to self-select their groups, others want their students to be randomly enrolled in groups, but there are some tensions that you need to be aware of in here, for example, conflicting agendas for groups to work together or maybe. diversity and the types of skills. So that's the first consideration. It won't be our focus for today, but an important element to keep in mind. This is what we're going to focus on today, providing some structure to how peer and group evaluations are done and making it easier to implement in course design because these prove to improve the collaboration between group members and peers over the long term. And then I'll give you some indication of how you can leverage nudging features inside of feedback fruits that are going to help you coach your students on how to provide a good quality feedback. So a bit of an overview of what feedback fruits is. It's a tool suite that integrates into your canvas instance, so my UD. And currently at the University of Delaware, there's two tools are available. They fall under the feedback and assessment tools on the left-hand side, as you can see in here. And this particular bucket helps you facilitate and scale feedback in different ways, whether it is self-assessment between a student and themselves, or between peers, or an instructor to student feedback. But the two tools that we're going to have a look at today is the peer review and the group member evaluation tool. So the pair review is the peer review is going to help your students provide feedback to each other on their submissions, different types of submissions. We might be talking about, for example, document submissions, a lab report, an essay, a particular math problem they worked on, whilst the group member evaluation is going to help students provide feedback to each other on their collaboration skills. So it's a soft skill evaluation here. Sorry. Sorry about that. Great. one thing to note is that these tools are populated with analytics so they're going to help you evaluate how proficient your students in performing in particular criteria and there are also activities that can be easily templated so that means you can pre -create these activities and then reuse them easily saving you time on implementing and scaling these type of assessments. that help with this time-saving aspect are the fact that feedback fruits is integrated into my UD, so it lives there, and you can push any grade that get generated within feedback fruits to the grade book immediately. You can easily reuse rubrics and activities. If you have groups already created in Canvas, you can directly import them into the tool, and then you can sync the deadlines with the calendar. So if there is a particular deadline inside of feedback fruits, it's going to show in your students' calendar, but also in their to-do list. So for today, I'd like to share with you two example use cases. The first one is a peer review from a general chemistry course where students were asked to submit a poster, and they were asked to provide feedback to each other on their poster. And then the other one is the group member evaluation from a consulting and project management course, where students were asked the end of the course to evaluate each other's collaboration skills and this eventually helped with gaining insight into the group dynamics from the instructor perspective. So I'm going to jump into my canvas environment. Just give me a second so I can open it. In the meantime, do we have any particular questions? I do not have any in the chat but I did say if anyone has questions at any time just to let us know and that we can address them accordingly. Thanks, Jamie. Yeah, so here I am. I jumped into my environment. So this is just like my own feedback with demonstration environment. And basically, as I mentioned earlier, feedback foods lives inside of canvas. So it's an assignment that you're going to add just like any other assignment. We're currently looking at our activity from, sorry, at our canvas from the student perspective. and to access the activity, all I have to do here is to click on it. So we're accessing a peer review activity in here. It appears inside of canvas, so it's a little eye frame in here. And the student can then just put it in a full-screen mode because it's just going to be easier to navigate. They're not going to leave the learning management system. They're still there, just a little bit user-friendly here in terms of how to navigate the activity. So imagine that your students have worked on a submission. This can be a paper submission. It could also be a video. And now you'd want them to improve on their submission, and you'd want to leverage peer feedback for that, right? So your students are going to participate in this activity in a scaffolded way. They're going to read the instructions first. Then they have a step where they submit their paper. You can see here that I have submitted my particular paper. And then they'll have the third step where they can give feedback to themselves and to their peers. So there is here a self-assessment module that really allows students to take a step back and think about their own evaluation, own submission and evaluate it, and only after can they evaluate their peers. So we're going to go in here and click on start reviewing. And you see in here that I have an overview of my submission and the rubric that I'm leveraging here to evaluate my own paper. So you see here I have the criteria background. I can see the different levels of proficiency that I can leverage here to rate the quality of my work. Then we have the second criteria procedure and then finally the third criterion quality of analysis. So the students will be able to access their submission in here. I'll click on open. On the right hand side you'll see that I have here the rubric and on the left -hand side, I have my submission, okay? So the student can read their submission, and then here click on the particular level of proficiency to rate the quality of their submission in a particular criterion. So say my quality of analysis is developing, and I might have noticed that I have one particular element that I need to improve, so I'll highlight this particular passage, and then I'm going to link it to an applicable criterion. We mentioned earlier the quality of the analysis. You'd note here that the student can then write a comment to elaborate on the rating that they have provided. So say here, I believe I missed the most important part of the analysis. You'd see here that there is a feedback coach that is going to evaluate the quality of the feedback that is being written and give me tips and tricks on how to improve it. So your feedback is constructive, well done by acknowledging that you miss the most important. and part of the analysis, you are recognizing a specific area of improvement. So here telling me I'm on the right track. In the future, you can provide more thorough and comprehensive analysis by ensuring that you cover all the key aspects and elements. Keep up the good work. So this particular coach is also able to identify whenever a feedback that's been written is not constructive. So we'll test that on another type of example. After that, I'll click on post comment. finished now evaluating my own paper. When I go back to the menu, I'll be able to click on next and then evaluate the paper of my peer. You see here we have a funny nickname, Corchus, Violet, Strawberry. This is because the anonymity feature is on, so I don't know here the identity of my peer. This is a feature that you can take away. I see it very used in freshman courses because students are not really acquainted to doing these. type of activities and sometimes you can have like some tension between students whenever they know their identities. But over the long term it's very beneficial for students to know how to provide feedback to their peers knowing their identity. So in some of the first assignments I see this anonymity feature being activated and then over time by the end of the semester they would just make the identities visible and give that chance for students to practice giving feedback in a professional setting. Evaluating my peer is very similar to what we did with a self-assessment. You'll navigate here inside of the paper. You will read it and then I will read my peer in here and then link a particular comment to elaborate on my ratings. So say this is the quality of analysis. We can have here an example of a non-professional feedback. Your analysis is a... not very elaborate. So let's see here what the coach tells us. Your feedback is constructive and then it says, well done, but then let's give another example. I do not like this analysis. You can see here that the feedback coach identifies that the feedback is not constructive. it is important to give specific areas of improvement for successors. So here are a couple of ways that you can nudge your students to provide feedback. Do we have any questions? I think we're moving right along. I do like the ability that it gives like a little nudge on the type of feedback. That's nice. Yeah. I'm going to guide your students. Yep. I guess you have to elaborate as I mentioned earlier. So this type of activity can be facilitated on different types of files. So your students can also record a video inside of the tool, and then they'll be able to give time -stamped feedback on the video itself. So associating, for example, a particular comment to minute two of the video. Okay? Then, after the step of giving feedback to myself and my peers is done, I can go here into step four and read the received feedback. This is a step that you can reward with a small percentage grade because you'd want to incentivize here your students to give feedback, but also to interact with the feedback, in the hope of improving for their final submission to the instructor. So when I go in here, you see that I can track my progress towards the step. I'll click on view feedback, and you see in here that I can open my paper, and I can read any comment that's been left here by my reviewers. I can also interact with this comment and ask for potential elaborations as well. One last element about providing feedback and receiving feedback. Students can interact either by typing or for accessibility purposes, they can also record an audio or video that they can also auto -generate subtitles for and their recording screens and all of that. Great! So we had a look now at the peer -review activity. Let's just see how this looks like from an instructor perspective. I'm going to go in that same course, but this time I'm going to share the instructor perspective. And then we'll go into the peer review activity. And I think the key elements here to pay attention for are the analytics that the tool is going to give you. because it's going to inform you about the level of proficiency of your students in particular areas. So I'm accessing it from an instructor perspective. I'll put it in a full -screen mode in here. And you see in here that I have overall student progress analytics, so I can see who of my students have completed the activity who are still progressing in the activity. I can see in step two who has submitted. And then I can see how students have been giving reviews to their peers. So you see here the color codes indicate what's the average rating that they have been giving to their peers. And then in step four, I can see what's the average rating that they have been receiving from their peers. So when you see, for example, in here that student one has a quite low self-assessment and as compared a review average rating that is quite high from their peers, you might want to check on this inconsistency. So this color code really helps you identify those students that you need to provide extra support to. You don't need to review all of the feedback, but just a couple of students that seems to be outliers. So you click in here on view, and then I'll be able to see the submission of the student. On the left-hand side, seeing the submission, and on the right-hand side, I can see how their peers have been rating them on their particular submission. So we can see here, for example, that there is a comment left here by the peer that seems to suggest some improvements that the student needs to be doing. So here, should you want to reply as an instructor, provide additional feedback, you can type in here your reply and submit it. And then finally, the last step is the grading step, right? Here you have the possibility to push the grades into your canvas grade book. You see here that the students have been rewarded for completing the activity, having submitted, completed the given feedback, and they also got grades for how they've been rated by their peers. Be mindful that this step is something you can customize, so maybe you just want to make it completion. based so that's totally possible and we'll explore that in the setup part. Then we're going to click on publish grades and then this will be pushed immediately into the canvas gradebook. Alternatively, if you already know when you want to submit this to your students, you can click on schedule publish date and then you'll be able to organize it well in advance. So yes, that's it. Does anybody envision any particular use case that could be facilitated in here, or do you have any other best practice to share with regards to implementing peer review in your courses? I would love to have this little reflection before jumping into the group member evaluation. Anybody? I have a quick question. Can it be configured to give feedback in Spanish, in my case, in a different language? Yes, so the tool is available in Spanish. You can do it like this. If you go in here and you click, click on preferences. You can see that the language here can be changed to Spanish. And then, yeah, you can see immediately that the tool is now available in Spanish. Very good. Thank you. Welcome. Can you assign peer reviews to students? Chanda, do you want to elaborate on your question? Okay, I think my audio's work. I'm sorry. I'm having a little technical difficulties where I'm at. So one thing for, I do want to use peer reviews in my writing courses, particularly writing courses online. One thing I was curious about, because I know in Canvas, you can do like assign peer reviews, like this student will review this student's work. Is that possible in feedback fruits? Because there's always that group of students who just don't. And I was just wondering, or if students, because I'm doing writing courses, sometimes students have the same topic or the same writing style. And I was just wondering in using this, is it possible, because I think this is much easier for reviewing, but is it possible to like say this group is, did that make sense? I don't know if I'm explaining. Yes, you would want to assign, say, Michael to Julia. Yes. Yes. Yes, thank you. Yes, that's possible. A great question. I'll elaborate on this as we walk through the setup of the tool. Thanks for us. Okay, thank you. You're welcome. Any other questions or reflections? I'm thinking of creating an assignment for the first week with discussion. We did test before, but students come after the second week of classes and there are all kinds of requests for makeups and all. But we can do an exercise on taking notes because the material in my course would be new to everybody. And even if they are second year students, a majority of them, some of them don't know how to take notes, how to use those notes, how to capture. Because we ask them to take notes with a purpose of capturing the essence of the class and to be able to produce their own solutions to problems. So I'm thinking of an assignment that would ask students to grade each other's notes after the first, you know, class where they solve these problems and give each other feedback and say, if I would be to study with this, would I understand the exposition of the solution? I think that's a wonderful use case, and I feel that it's also a use case that could be applicable to many disciplines, so I appreciate you sharing that. Maybe one thought that comes to mind is like, how would you show students like what best practice notes would be? Would you guide them maybe through a rubric when they grade each other, or would you provide an example in the class? How would that look like? Yeah, so these are not. taking class, they'll have a list of problems. The TA will choose the most representative ones from a list of many. So different TAs will have different problems probably covered because we allow them to adjust to the needs of the group. Yeah. And at the end, I'm thinking of asking them to to upload their notes. Yeah. If they take them electronic, they can save them. If they take it on paper, they have, you know, apps to take a, to scan that page, but upload them to Canvas, right? Yeah. So that means for me that I'm going to have that assignment already created. Yeah. And Canvas. Yeah. And ready to go at the end of the, that specific class. Yeah. That means I'm going to have an instruction for the TAs to you know, make them aware that they themselves need to emphasize on this beforehand. And I'm just curious. This is for the first week, one-time thing, to get them, you know, focus on the material and the new material. But the thing is, I have one assignment created, but this, as I understand it from you, will be given to different groups? How is it going to work? Because my course is sorted by small groups of 30 people. Yeah. Because one TA is... The one group is 30 people, right? Yeah, by TA, right? Yeah. So that means in Canvas, I'm going to need to make... Let it be that big or make smaller groups for each of them. Yeah, that's a good question. The setup will be. Yeah, that's a great question. So basically the activity can be configured as all the students of the class have access to the same assignment and they can be collaborating between all the students of the class and then you determine like, I want students to give feedback, say, to three people from all of the students of the class. Otherwise, you can also divide the same assignment between those smaller groups that you have. And if they already exist in Canvas, then that's going to be very easy to import them into the tool. I will show you this in a second. I hope this gives already some clarification about the configuration. Thank you. You're welcome. Great. So I would like to show you before we move to testing the tool as a student, the group member evaluation tool. We'll take roughly five to six minutes for testing the tool as a student. and after that, I'll guide you through the setup. For now, let's walk through the group member evaluation. I'm going to log in here as a student again. Let's see if you... Yeah, we have this particular tab that I would like to show. So as I mentioned earlier, the group member evaluation tool is a tool that works, usually the most common use case, is students between the same group, from the same group, are going to review each other after they work on a group project. The aim is that you implement some feedback practices amongst your students. Typically, you'd see instructors doing it midway through the group project at the end to encourage them to be accountable and improve on their collaboration skills through the group project. In terms of how it looks like, user interface-wise, it's very similar to the peer review tool. There is just one step that doesn't exist. We'll put it in a full -screen mode. You have here your students reading the instructions, they see the group that they belong to, and then they have to give feedback to themselves and their group members, just like in the peer review. When they click here on view reviews, they'll see immediately the skill section or the rubric they need to leverage to provide feedback to themselves and to their peers. They can provide here a rating on their collaboration skills. So we have here team communication, contribution, and then they can write comments to complement that. particular rating that they provide. Again, they're going to be nudged here with a feedback coach that will be able to guide us to us providing good quality feedback. After students can read the feedback that they received from their peers, again, the aim is to reflect on how well they have collaborated in the group project and to leverage this feedback to improve later on for future group projects. The biggest value gained from this tool is, is what you see from the instructor perspective. So I'll shift now to the instructor perspective so we can have a look at that. Because this tool is going to help you to easily identify students that are outliers in the group project, and it will help you anticipate on conflicts early on instead of having to manage them after they occur. So looking here again at the group member evaluation tool, I'm going to put it in a full screen mode, and then we'll go here to the data, as you can see, very similar to the peer review. You'll see the average rating given from students to their peers and the received reviews. So I'll just put here full-screen mode because as you can see, if I look at the breakdown in here for group one, you would see that based on how group members have evaluated each other, I'm able to detect outliers. So which of my students have not participated accordingly to, of the group member are going to show, for example, as low performers. I have other students that maybe have taken on all of the work. You would see them as high performance. And then others that have take on but seem not to be very confident about their collaboration skills, they would show as under-competent. What this means is that as an instructor, you can go and then view those outliers and then define according to how students have been rating each other, where the conflict comes from, and where potentially you could support your students in improving their collaboration skills over the long term as you review the feedback that has been given to them by their peers. Questions? Great. We've had a look at both of the use cases. So again, as I mentioned earlier, these are use cases that are inspired from the work that your peers from a chemistry and a consulting course have done. And now I would like to invite you to tell you. one of these tools by yourselves. So I'm currently trying to log in into my UD. So please just follow the instructions that I'm going to give you. Do we see my UD on my screen? Yeah, wonderful. Please log in into my UD and then log in into this link that I'm going to send you that is the course that you need to be in. Okay, so you have it here. And then you have an example of a group member evaluation activity. and a peer review activity. Choose the one you'd like to test. So let's say we're going for the peer review today. And then you would want to go in. I currently see it as an instructor, but you'll be able to see it as a student. So I advise you to log in first and then take your time to go through the steps, okay? So look at it, scan the tool, scan the assignment, read the instructions. So let's see in here. Yeah, so you'll see it a bit differently because you have the student perspective, but scan the instructions, look at the different steps first, and then until you go to the end. And then under step two, submit your paper, or if you want, you can even submit a YouTube link. Then, step three, start giving feedback to your peers, okay? You can play a little bit with that AI coach that we saw earlier that's going to give you feedback on your So try to give good feedback, try to give negative feedback, feedback that is not constructive. And then just see what happens. And I'm here if you have questions. So we're going to give this, I'd say six minutes, so we can make it on time. Okay, so navigate to the link that I sent you. And then under Home, choose between either the group member evaluation or peer review tool, depending on what you want to test. and I'm here if you have any questions. Okay, you're going to test it as a student. And it does look like everybody is in the course right now, so that is a good thing. Wonderful. Jamie, just making sure we have until 50 or a full hour? We do have the full hour. I will have a hard stop at 10 because I have another workshop after this. I'm not sure why they scheduled me back to back. No worries. I didn't schedule it, but I scheduled this one. Lauren, pull everywhere. I have next so I was not thinking that in the in the grand scheme of things so that's great we're on time okay yeah we're doing really good so I love it and you're doing a great job like just flushing everything out and going through step by step so I really do appreciate it thank you so quick heads up as you guys test I'm here I put on the screen the instructor perspective because I can see in real time your progress in the activity So just to give you an indication of how this would be easy to leverage from the instructor perspective to track the progress of students. So I'm just pulling up here the data just for you. But please continue testing. Are we supposed to be able to see something? Because on my group member evaluation, it's blank. It's not letting me, I don't see like anything to review or are we just looking at it. Do you mind sharing your screen? Oh, sure. I will. Oh, boy. All right. Yeah, so this is my screen. I'm in there, and I go see my group members. Yes. But it's like nothing. Yeah, I got you. Thank you for spotting that. There was a deadline set, and that explains why. I took it out now. So if you refresh it for work. Thanks for spotting that. Sorry about that. Oh, no. I just want to make sure I wasn't seeing something wrong or doing, I didn't want to say, I don't know what I'm doing, because I have been paying attention. I feel like a student. I promise you I've been paying attention. Thanks for spotting that. Now you should be able to do it now. Okay. Right? Let's give it three more minutes, just to be mindful of the time. And any questions so far? I have a question. When, so when a students want to hand in the peer review evaluation is it a way they can do that through video within the software or they have to record a video and then grab it and hand it in yeah good question um so they can either do it inside of the software oh okay and hand it in um i will elaborate on the specific example I'm just going to log in into an activity. Just give me a moment. Sorry. I've enabled the video option. So as you can see in here in this particular example, I can either select a file and then upload my video immediately from my desktop. Or I could paste a link from YouTube, say something like that. Or I can record immediately by clicking on here. Record. And then I'll be able to click on record video. And then I just click on giving this. the permissions and then I'll be able to do it. I'm currently using my camera, so it's not going to work. But students will be able to do it. Does that answer your question? Yes, thank you. You're welcome. Great. I'm sorry, everybody, but I have to stop you here. So we have at least some time for the setup part. So please everybody pay attention with me. I'm going to walk you through the steps to creating a feedback for its activity. and also take this opportunity to answer some of the earlier questions that were asked. So we had a question about, can I assign peers manually? So have, for example, Andrew be reviewing Julia. And the other question was about using the groups that you have created into Canvas, the section, the assignment. So let me go in here to create a feedback for section. you need to go to the Assignments tab in here, and then you want to go at the top right-hand side to assignments, okay? And then when you arrive to this page, you want to go under submission type and then choose external tool, okay, and click on Find. When you click on Find, choose feedback fruits, and then you need to wait for this little page to appear. This page is called the tool picker. So it's the way for you to get started with feedback fruits, and there are various ways you could do that. The most customizable way is for you to start an activity from scratch. So you go in here, and you're going to see the peer review or the group member evaluation tool. You're not going to see the rest because it's not available at UDEL, but you'll see the peer review and group member evaluation. And then you can get started from scratch. If you click on here, you'll have a completely empty activity, you put here the title, you put here the instructions, and then here to answer the question of Christina, how can I work with my groups inside of canvas? Under student collaboration here, if I click on change, so it's by default set up to be an individual assigns, meaning a student randomly assigned to someone else, review someone else in their class. But if you click on change, you'll be able to make sure that they can hand in here that you work as a group. And so you can go in here and then you can import the groups. Okay? So this is if you'd want to say one group to submit a paper for the entire group, right? But if you're working with sections, right, then you might want to do different assignments, okay? So you have three assignments and the first assignment for the section that has 30 people, a second assignment for the section that has 30 people, and a third assignment for sections that have 30 people. Fortunately, there is an easy way to do that, so I will show you shortly how that works. Once you create your activity, the most complex part is to configure your criteria. so I'll just like create the criteria here, choose a rubric, so let's make a very easy example. I'll just call this quality of writing and then analysis here, and then click on done. Okay, then you can determine how many peers you want your students to be reviewing. So say I'm going to do three and I want the self -assessment to be on. and then to answer Chanda's question, under allocation here, you can, it's automatically said to be a random allocation, but if you want to make it manual, so you click on here under manually assign allocations, and you click on configure, and here I could choose, I would like to assign student one to group two, student three to group three, or if you're working with individual students, you'll be able to assign them with the name of the students. Clear so far on this part? Okay. Then after that, you have configured the instructions, you have configured the allocation methods. What's remaining is to schedule the deadlines. Each step can have a separate deadline. So I'll click on here under scheduling deadline, and I will click after a certain date, and then choose the deadline, and this will be synchronized with my canvas. and then you can do the same for having received the reviews and interact with the feedback received. And then at the end is the grading step. Here you decide how you want to reward your students for this particular activity. So you can click here on Configure and then decide to say give 50 points for having submitted the paper and then I'll give 15 points for having completed all of the feedback. And then I will just deactivate the rest because it does much. matter to me. Okay. When you did this, click on save. So here we saw the most customized way you can create a feedback foods activity. There is one other way. So basically we work with several institutions and some instructors have voluntarily shared their use cases and put them in a little template library that we call the learning design community. So they're pre -designed activities. If you want to just an easier start, you can leverage that. Okay. So, So for today, I would like to invite you to use that part because it's just going to be a little bit quicker. So if you go in here, click on Find, choose feedback fruits. And this time, instead of going start from scratch, you want to go to the learning design community, okay? And then you'll have a set of preset templates that you can see. So you can, for example, choose this, where is it, the peer review? You can see this one. Review, teach back slide or students provide each other feedback on submitted work, and if you click on it, you'll have a preview of this template, and you can click on copy and edit, and then you'll see it's already a setup activity. There's even a rubric that has been set up, and then you can even see the rubric in here. So for today, I advise you to do this because it's a very easy way to get started with feedback fruits and a good way to get acquainted with a platform. Then you click on save at the top right hand side. So, if you could now just navigate to your own sandbox or maybe to a course, a draft course, or anything like that. And I'd like you to try to set up an activity from the learning design community. So please go to your courses and then I'll walk you through again the steps to doing that. I'll give you minutes to go to your courses and I'll guide you again. Okay, I'm just going to guide you again through the steps. I actually logged in in my U-DEL so you can have a better understanding of how it works in there. So you want to go to assignments, then go to the plus assignment button at the top right-hand side. And then you want under submission type to click on external tool. So choose your external tool. Click on find and then look for feedback fruits. you can enlarge here the tool picker and then choose the learning design community and then choose one template you want to work with so say student provide each other feedback on submitted work copy and edit it and then try to play around with the configurations in here so like you can change the collaboration mode you can schedule a deadline and Configure the anonymity here. Just play around. You don't need to set up a perfect assignment for today, just getting acquainted with the configurations. When you're done, click on save, elect, and then just save it or save and publish it. Okay? So we have about six minutes for this. Again, don't worry about creating a final perfect assignment. This is really to get acquainted with the configurations. The support is available to you if you'd like in the future to set up an assignment you can book a consultation with me and jamie for example or we have short explanatory videos okay so just get acquainted a little bit for today and was everyone able to get into a sandbox course or an old course and just be able to open up an assignment and start creating one thumbs up okay good thank you kaleen hong shanda christina yes willia good to get in and start an assignment? Okay. Yes, I was able to. All right, awesome. There are a lot of layers, so especially when you're going to set up your first initial assignment. If you do want some guidance with that, like Ferrell said, her and I can do a consult with you to walk through it. I will say that feedback fruits has really great support, that if you are in feedback fruits, there's a little chat button icon that comes up. and they are really good about getting quick feedback to you or quick answering your questions quickly. Shoo, I need more caffeine this morning. All right, we just have about four minutes left. So if there are any last minute questions, feel free to throw them out here or contact myself at, well, we could, you know what, probably send one to Canvas Info at Udell .edu, and it'll create a ticket, it'll get filtered down to me, and then I can reach out as well. Jamie, do you mind sending the email you just mentioned? I'll add it to the slides. Oh, yeah, absolutely. Yep. Yep, yep, yep. So how is the grading of this going to be done? It's automatically a score that goes in the grade book. Yeah, so you would see the very last step is the grading. Let me share my screen. So if you go in here and as you're setting up, you'll see here the last step, it's the grading. So you can configure like what are the different weights that are going to be allocated to each step. And then once your student completed, I'm getting back to the activity. You'll see here that you can click on publish grades and it will be sent to the grade book. Or you can schedule the published date. here to automatically be sent to the great book. I have another question. After using this for not many times, do students tend to give themselves max points or max best ratings? With the self -assessment, you mean? Yeah, that's a common thing. It depends on the student population. There is no one answer. I tend to see it more in freshman students because they're a little bit more anxious about that. But for example, working with MBA courses or courses with more adult learners, you see more of a tendency to be honest because it's a skill that you learn over time. Some of the elements that help here is really like some guidance with rubrics so that they have a good understanding of what different ratings mean. Maybe having rubrics that are divided into several levels that are a little bit more precise. So, yeah, the tendency to see that. Creating the right kind of question or the kind of assignment to force them to be honest. And, yeah. Thank you so much. You're welcome. So we have one minute left and I'd like to share with you some last information. So if everybody could just pay attention with me now, I hope at least you got a little bit of a sense of how it works. Again, not necessarily that you know everything today. The support is here to help us make it. to make this easier for you. So the first is that UDEL has already wonderful training resources available. So you'll see them in this page that I have linked. Jessica here is guiding you through step by step in a two-minute video on how to set up an activity. And then, as I mentioned, like, if you'd want to sit down and maybe talk about your use case a little bit more and set it up together in a 30 -minute consultation, don't hesitate to reach out to me in my email. It's here. and then I'll also here link the email of University of Delaware. And my last thing is that as you set up the activity, if you have been brave enough to start already, if you go into the activity itself and you're having a problem, click on here, the bottom left-hand site support and help desk, and you can message my colleagues immediately in the chat, and they're going to be able to help you. And that's it for today. Thank you all so much for the wonderful interest. interaction. Hopefully you'll have some fun testing more. And don't forget, you can always reach out to me if you need more help. Awesome. Thank you so much, Fariel. Thank you, everybody, for joining us today. This recording will be posted at a later date once KCTO is over, and they will have their UD Capture channel up and running. I need to hop to another one, but thank you, everybody, and stay warm. Thank you. See you. Bye-bye. Thank you.
KCTO: Feedback Fruits
From Jamie Summerfield January 21, 2025
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In this interactive workshop, you will explore practical strategies to foster meaningful collaboration, critical thinking, and accountability among students through group and peer evaluations. You’ll learn from successful examples of group and peer assessments implemented by your colleagues at the University of Delaware using the FeedbackFruits Group Member Evaluation and Peer Review tools. During the hands-on portion, you’ll experience these tools firsthand, gaining insight from both the student and instructor perspectives. Please have a sandbox site or a Canvas course available to walk through the set-up process. The session will conclude with a reflection on how peer and group assessments can be enhanced by adopting an 'Embracing AI' approach.
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