Transforming Feedback: An Application Framework for Group Feedback Videos in Design

This article presents the development and application of group feedback videos (GFVs) in design education. A case study shows how visually‐rich GFVs were developed in a practice‐based design studio subject where learners were required to work in teams and independently calibrate an ability to form judgements on the qualities of their own work. Breaking away from traditional models of individual written feedback, students were instead provided with holistic reviews of project outcomes in a GFV format. Assessment examples were presented from across the cohort with the goal of encouraging open discussion and self‐reflection on studio practice. GFVs supported learning processes through three key characteristics: information richness, group learning and sharing, and formative engagement. What differentiated this approach from previous studies was the focus on audio‐visual group delivery to enhance feedback's richness. By replicating an in‐class group critique session, GFVs allowed commonly summative assessment stages to be seen as formative. This study contributes to existing literature through an application framework that may be used by design educators who are seeking to implement GFV methods within their own studio teaching practice.     

Assessment of situated orality: the role of reflection and revision in appropriation and transformation of research ethos

In this study, we aim to investigate how students on a cross-disciplinary postgraduate course in research communication describe the formative peer feedback they have received on their oral presentations and what impact they report it has had on their performance. The study is based on a qualitative analysis of 36 transcribed video recordings from the course. Our findings show that the students, through their reflections and revisions, clearly demonstrate to have appropriated and, in some cases, also transformed the course content: they were able to select parts of the feedback relevant to their development and redefine some of the concepts to suit rhetorical situations. Surprisingly, feedback on deficits in student presentations resulted both in reflection and revision, while affirmatory feedback resulted, if at all, in reflection only. These results may help develop effective educational tools for assessment of oral performances in higher education.     

Can performance feedback during instruction boost knowledge acquisition? Contrasting criterion-based and social comparison feedback

Feedback indicating how well students are performing during a learning task can be very stimulating. In this study with a pre- and post-test design, the effects of two types of performance feedback on learning results were compared: feedback during a learning task was either stated in terms of how well the students were performing relative to other students (social comparison feedback) or relative to an absolute criterion (criterion-based feedback). Thirty-four students in secondary vocational engineering education were randomly assigned to one of two conditions. In both conditions, students worked together in small groups. All groups completed a math learning task, during which they received either social comparison feedback or criterion-based performance feedback. The findings showed that the type of feedback had a strong effect on learning outcomes: the post-test scores and gains of students in the social comparison condition were significantly higher than those of students in the criterion-based feedback condition.     

Exploring the value of peer feedback in online learning for the provider

This paper reviews studies of peer feedback from the novel perspective of the providers of that feedback. The possible learning benefits of providing peer feedback in online learning have not been extensively studied. The goal of this study was therefore to explore the process of providing online peer feedback as a learning activity for the provider. We concluded that (1) providing online peer feedback has several potential learning benefits for the provider; (2) when providing online peer feedback, students use different cognitive processes; (3) the cognitive processes and the potential learning benefits can be realised when students use specific elements in the feedback they provide.     

Inducing mind sets in self‐regulated learning with motivational information

The way students perceive a learning climate (e.g. controlling or stimulating) is significantly influenced by feedback and assessment. However, at present much is unclear about the relation between feedback and motivational state. More specifically, the interplay with student characteristics is unclear. Since there is a strong increase of group work, the central research question is what are the effects of positive, neutral or negative feedback presented to collaborating teams of students, on students’ intrinsic motivation, performance and on group processes? One hundred thirty‐eight higher education students participated in this study. There were no significant differences in performance across conditions. Multi‐level analysis enabled a detailed comparison between groups and individual members of groups. Amongst others, it was found that feelings of competence facilitate the effect of positive feedback at the group level, which suggests that positive feedback boosts interest especially in groups of highly competent students.     

个性化信息检索中的相关反馈技术研究

简要介绍了相关反馈的研究现状及基本思想,在深入分析相关反馈的实现策略和在不同系统中设计的差别后,提出了相关反馈技术和个性化信息检索结合的模型,最后讨论引入数据融合的思想来进一步改善反馈效果。     

和谐视野下高校辅导员应遵循的工作原则

构建和谐校园,高校辅导员必须深刻领会构建社会主义和谐社会理论的精髓,在大学生教育和管理过程中,把握具有和谐理念的工作原则,贯彻以人为本的管理理念,遵循高校教育管理的客观规律,将和谐理念、和谐精神贯穿到思想教育、平安校园建设、创设优良学习环境、培养科学与人文精神、塑造健全人格等方面,促进和谐校园建设,造就高素质人才。     

Query expansion and dimensionality reduction: Notions of optimality in Rocchio relevance feedback and latent semantic indexing

Rocchio relevance feedback and latent semantic indexing (LSI) are well-known extensions of the vector space model for information retrieval (IR). This paper analyzes the statistical relationship between these extensions. The analysis focuses on each method’s basis in least-squares optimization. Noting that LSI and Rocchio relevance feedback both alter the vector space model in a way that is in some sense least-squares optimal, we ask: what is the relationship between LSI’s and Rocchio’s notions of optimality? What does this relationship imply for IR? Using an analytical approach, we argue that Rocchio relevance feedback is optimal if we understand retrieval as a simplified classification problem. On the other hand, LSI’s motivation comes to the fore if we understand it as a biased regression technique, where projection onto a low-dimensional orthogonal subspace of the documents reduces model variance.     

一组多输入非线性系统的同时镇定(英文)

考虑设计一个控制器同时镇定一组多输入非线性系统的问题.利用李雅普诺夫函数方法, 给出了时不变同时镇定状态反馈控制器存在地充分条件,然后给出构造同时镇定一组系统的连续控制器的统一公式. 该结果是对文献[1]中讨论的单输入系统的结论的推广.     

也谈会计的控制职能

控制是会计的基本职能之一。简单地说会计控制过程,就是利用会计方法对经济活动进行及时控制和反馈控制的过程。一方面是对已经发生的事务进行较好的评价和总结,另一方面是为了能够较好地把握未来,更好地对未来事项进行有效的控制。