News
In this space we share outputs created in the context of EFICCA3 (infographs etc.), the appearance of EFICCA3 in other spaces and project events.
This week we’ve had another opportunity to listen to one of the members of EFICCA3, this time our Main Researcher Maite Fernández-Ferrer, within the framework of the workshop: “Enhancing digital education in the Mediterranean | Designing inclusive and quality digital learning: trends, tools, and competencies for Higher Education. A course for teaching and research staff“. The free webinar of 6.5 hours is part of a series of trainings promoted by the UOC and the Union for the Mediterranean to contribute to the digitization of University Education in the area. All the material and presentations are available here. Above all in session 2, Maite shared more details on the topic of feedback. We hope you can find a lot of inspiration and tools to facilitate practical application!
Our colleague Ludmila Martins has represented EFICCA3 at the VI. International Conference on Educational Research (IDU-ICER 2024) with the presentation “Exploring teaching practices that promote internal feedback”.
When? 15/11/2024
Where? IDU-ICER 2024, Turkey and online
Who? Ludmila Martins
What? Presentation “Exploring teaching practices that promote internal feedback”.
Keywords: self-regulation, feedback, basic education, competence development
We share a summary of her presentation, highlighting the following:
- Theoretical foundation:
- Importance of internal feedback: According to Nicol and other researchers, students must learn to interpret and apply feedback effectively to improve their performance, developing the ability to generate self-feedback and evaluating their own work and progress.
- Active role of students: Carless & Boud (2018) emphasize that students must play an active role in the evaluation process, as this improves academic performance, fosters responsibility and autonomy, and allows them to take control of their own learning.
- Objectives of the EFICCA3 project:
- Based on research evidence, improve learning processes, promoting internal feedback practices that encourage student self-regulation.
- Identify key characteristics and factors of internalized feedback practices, developing an instrument to detect success stories and identify successful practices in international and local schools.
- Offer, based on the analysis of the key processes identified, guidelines to ensure and transfer effective feedback practices in secondary schools.
- Methodology and expected results: A bibliographic and documentary analysis has been carried out to develop an instrument that collects characteristics and key factors of educational practices that promote internal feedback in secondary education classrooms. Based on an analysis of these successful practices, it is expected to develop teaching materials that encourage the development of practices working on the learning to learn competency and the self-regulation of learning, through formative assessment and feedback.
Presentation by Ludmila Martins
Seminar “Recerca i innovació docent sobre feedback per una avaluació formativa”
24/10/2024 at the UOC.
Seminar Recerca i innovació docent sobre feedback per una avaluació formativa
We held last Thursday, 24/10/2024, the Seminar with 124 registered participants at the UOC. Among others, we were able to enjoy the presentation of the EFICCA3 project, carried out by our colleague and member of the EFICCA3 team, Ludmila Martins. Would you want to read her presentation? We share it in another entry on this blog.
In the Seminar we were able to listen to the presentation of Ernesto Panadero “Participación del alumnado en su evaluación: auto y entre pares” and the presentations of the research projects “Understanding internal feedback processes of university students” (COFE-I) and “El poder del feedback interno en educación online: la integración de recursos y comparadores dialógicos para prácticas sostenibles” (IN-Feed4Sustain), in addition, of course, to our project “Internal feedback strategies for the deployment of the new competence curricula: towards the self-regulation of student learning” (EFICCA3). Moreover, the seminar was attended by lecturers from different Catalan universities who shared their experiences of teaching innovation in different areas of knowledge. In the final conclusion, our leading researcher Maite Fernández-Ferrer reminded us of the importance not only of what we learn, but also of how we learn, highly linked to the competence to learn to learn and therefore key to lifelong learning.
Publication of the entry “El poder del feedback intern: com les comparacions impulsen l’aprenentatge autònom” in the blog of Estudis de Psicologia i Ciències de l’Educació (UOC).
Seminar Recerca i innovació docent sobre feedback per una avaluació formativa
24/10/2024, Universitat Oberta de Catalunya, Carrer Perú, 52 08018 Barcelona, Edifici U, Sala U0.2
Organized by Estudis Psicologia i Ciències de l’Educació
Programme out now!
Register here.
