Feedbacks! Do We Really Need Them?

Feedback, Uh! Is it really helpful? Consider the plight of a poor husband, who feels like hanging himself from the ceiling every day. Apart for the poor guy, feedback or criticism about a prior action could be helpful in improving or adjusting current and future actions. Feedback occurs when an environment reacts to a behavior or action. Effective negative or positive feedback is beneficial in making informed decisions. It improves performance, effective listening, motivates and helps in learning. Feedback in education with clear guidance from the instructor is an essential part of the learning process and improves understanding of the new concepts efficiently. Bellon et al. (1991)  state that academic feedback is more strongly and consistently related to achievement than any other teaching behavior...this relationship is consistent regardless of grade, socioeconomic status, race, or school setting. At the same time, effective feedback from a teacher builds a positive bond with the students making learning direct and adequate. In a study conducted by American behavioral scientists, Emily Heaphy, and Marcial Losada, it was found that for the effective learning, the ideal ratio of praise to criticism is 5.6:1 (Zenger & Folkman, 2013), making praise as an important aspect of feedback. In case of my assignment, when I passed my Design Document for peer review, I was a bit confident that my document would be very clear and up to the mark.  I had revised my file prior to submission and after receiving feedback from my professor Dr. Robinson and hoped that I have cleared all of my mistakes. Alas! I was wrong, not 100%, but probably 20%. I had some grammatical mistakes, but this feedback was really very essential for a good course development. Luckily, my reviewer is an English teacher and she gave me a good overview of small mistakes that I overlooked. As long as the design of the document or the goals/objectives is concerned, there were no faults. I have a degree in mechanical engineering and have a good understanding of the subject of power plants, so there were no errors in the learning modules section. Beside minor English grammar issues (English is my third language), there were some formatting issues. Uploading the file via email made a few changes in the reference section, as the indentation was changed, and my reviewer caught that. I have made the suggested changes in my document and hope the end result would be a fine Design Course Document meeting the high standard of this graduate course.
In the end, I would conclude that the feedback was a clear guidance in improving my learning, making me more confident, self-aware and an enthusiastic student.

References:

Losada, M., & Heaphy, E. (2001, February 1). The role of positivity and connectivity in the performance of business beams. American Behavioral Scientist, 47(6), 740-765. Retrieved from http://journals.sagepub.com/doi/pdf/10.1177/0002764203260208

Staff. Why is feedback important? Reading University Journal. Retrieved from https://www.reading.ac.uk/internal/engageinfeedback/Whyisfeedbackimportant/

Zenger, J., & Folkman, J. (2013, March 13). Giving feedback. Harvard Business Review. Retrieved from https://hbr.org/2013/03/the-ideal-praise-to-criticism

Instructional Design and Technology: Finding its Roots

The capacity to learn is a gift; the ability to learn is a skill;
the willingness to learn is a choice. (Brian Herbert)

Instructional Design is defined as “a systematic process that is employed to develop education and training programs in a consistent and reliable fashion” (Reiser, Dempsey, 2007). In addition, it may be thought of as a framework for developing modules or lessons that increase the possibilities for learning, making acquisition of knowledge efficient and appealing. (Merrill, Drake, Lacy, Pratt, 1996). Dr. Merrill argues that an effective instructional design engages learners in a way that there is a deeper level of understanding and learning happens faster and competently. The authors refer to the incorporation of an instructional design as a technology found in the science of instruction. The scientific approach of IDs leads to discoveries in learning theories, research in human cognition and thought processes, identifying prescriptive & descriptive theories of learning, and empirically implying all of the variables in the instructional model. The article effectively cites that a well-balanced instructional design promotes the acquisition of specific knowledge and build skills in the students. The article further elaborates the difference between a student and a learner and emphasizes that individualized learning is better than group learning. In conclusion, the article favors the technology should be used in the instructional design and particularizes that the unnecessary use of philosophical relativism will distract the learner and delay the knowledge gain. 

As humans, we learn new things every day. Sometimes the learning does not require any cognitive and orderly associations with older concepts as we pick up new ideas with minimal attention in our daily life. But there are times when learning new concepts require fully explained instructions. This type of gaining knowledge makes our mind use our cognition and hierarchical association with the novel concepts. The article “Reclaiming Instructional Design” was written more than half a century ago and shows the vision of the authors on the delivery of knowledge as a scientific approach. They envisioned that a well-designed ID when incorporated with explicit instruction in a learning environment, students were more susceptible to learning and it was easier for them to absorb the new concepts. The learning theories discussed in this article were descriptive & prescriptive models and some disapproval was conferred on the philosophical theory of relativism. Even though no ID model was discussed in the article, but in my opinion, an ADDIE’s model could have been well presented in it. The first appearance of the ADDIE’s model did happen some 10 years after the publication of this article. After reading this article, I could see that the authors were accentuating on the Analysis Phase, like students and their needs, Instructions and Learnings methods, discussed Knowledge and Skills, and application of Strategies in the ID. This article on Instructional Design stresses the importance of the use of technology in IDs. I am sure it will definitely help me in developing quality training for my forthcoming school project for the poor students in Pakistan.

References:

Leidner, D., & Jarvenpaa, S. (1995, September). The use of information technology to enhance the management of school education: A theoretical review. MIS Quarterly, 265-291.

Merrill, M., Drake, L., Lacy, M., & Pratt, J. (1966). Reclaiming instructional design. Education Technology, 3(5), 5-7. Retrieved from http://mdavidmerrill.com/Papers/Reclaiming.PDF