Towards faster feedback in higher education through digitally mediated dialogic loops

How feedback is understood and enacted has shifted from the traditional practice of providing individual on summative tasks at key points to a more ongoing series dialogues between teacher students during teaching period. This paper reports experiences designing faster through weekly dialogic loops enhance students’ personal connection their learning while teachers with faster, actionable data inform design. A pragmatic inquiry considered how benefits might potentially be amplified use digital technologies. Data included student reflections collected via GoingOK web application, interviews focus groups. The findings identify theorise four types digitally mediated loops: in computer-mediated dialogue themselves; each other; reflection informed learning; sociotechnical informing technical Three design dilemmas that were experienced by as they are articulated, alongside principles enabled responsive Understanding these elements fundamental if automation some parts loop reflective writing analytics both feasible desirable.
 Implications for or policy:
 
 Digitally can facilitate feedback, enabling reflect access new insights about diverse learners.
 Feedback technology challenge existing ideas feedback.
 Faster save time, but efficiencies likely depend an increased human workload short term technologies slower develop.
 Sociotechnical innovation requires collective educators developers, across asynchronous timelines.