Grindle, Nick and Marie, Jennifer (2019) Meet the Researcher feedback literacy pilot student briefing. [Teaching Resource]

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Abstract

One of the most important skills that we develop during our life is how to learn effectively. One of the challenges of starting university can be learning how to direct our own learning and work independently. This exercise is designed to give you an insight into how your lecturers do this, using the example of how they use feedback on their work to enhance it.

You will be given a lot of documentation during the course of the exercise, but don’t worry! you are not expected to read it all. Its presence has two functions: first, to demonstrate the sheer scale of revision that goes into academic work prior to publication; and second, to show how researchers make good use of feedback to improve their work. We usually only get to see a researcher’s work when it is published as the final, shiny product of research. This is therefore a wonderful opportunity for you to understand how papers are drafted and developed, and to see that they usually begin life in a far less perfect state.

You will work in a group to read the documents, and decide what you would like to ask the researcher about how they deal with feedback. Your questions can focus on the content of their work, as well as the processes. Getting feedback can be very emotional – just as it may be for you with your coursework or exams – so don’t be afraid to ask about their feelings too! You may also be asked to present your findings after talking to the researcher. Think about what you have found useful about the activity, and what you have found useful for your own working practices.

Item Type:	Teaching Resource
Uncontrolled Keywords:	feedback, feedback literacy, meet the researcher, briefing, education, arena centre, arena
Subjects:	L Education > L Education (General)
Faculty / School / Research Centre / Research Group:	Educational Development Unit
Related URLs:	Publisher
Last Modified:	12 Feb 2021 01:52
URI:	http://gala.gre.ac.uk/id/eprint/30611

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