Feedback Loops and Monitoring Progress

[HyComm]

This lesson covered two halves of the same cycle: designing reflection and feedback that reach every learner, and then monitoring whether learning is actually happening. Write one post covering both.

Reflection and feedback. Think about how you use reflection and feedback in your courses. What is working? What could you try next?

Monitoring progress. Using your own LMS, explore the tools available for tracking student engagement and progress, then write a short reflection of 150 to 200 words. List at least three LMS tools that let you monitor progress, such as discussion analytics, gradebook reports, assignment completion tracking, quiz statistics or login data. For each one, explain how it relates to one of Beatty’s HyFlex values: equivalency, so all students’ progress can be tracked regardless of modality; learner choice and agency, so students can self-monitor and manage their learning; or accessibility, so progress tracking supports all learners, including asynchronous participants.

Close by telling us which monitoring practices you already use and how effective they are, and what additional strategies could better support both your face-to-face and your online students.

Read the other posts and respond to at least one.

How to reply so that it is useful

Read at least one other post before you write your own, and answer it in three short parts:

1. What works: name one specific choice in the post that would help their students, and say why.
2. What worries you: point to one place where a learner in a different mode, especially the asynchronous one, could be left out, and suggest a fix.
3. What you would borrow: one idea you will take into your own course, and how you would adapt it.

Post your own contribution as text in the message field rather than as an attachment, so that colleagues can read it without downloading. This is a practice task and it is not graded; the programme team reads every thread and replies where a discussion stalls.

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