FeedbackFruits
FeedbackFruits is a powerful, easy to use tool suite, that can support you in creating and facilitating quality and engaging learning experiences. These tools are fully integrated with CloudDeakin and can be used for any course or unit, for any cohort size and use case. Additionally, the suite offers a variety of features designed to enhance collaboration and streamline the feedback process.
There are 15 tools available, with tools focused on:
- assessment and feedback (including peer and automated feedback);
- collaborative learning and social annotation;
- engagement and interaction.
AI elements
FeedbackFruits uses advanced AI models, specifically Large Language Models provided by Azure OpenAI Service, to enhance its tool suite. The components help students improve the quality of their written works and feedback. It enables submissions to leverage AI features to provide advice to help students improve their academic writing. For more information on these features, click on the ‘Find Out More’ button now.
You can also find more at the AI resources hub for higher education (external) page.
Create engaging, pedagogically driven learning experiences for every student need and use case, with tools that will save you time to focus on what matters.
List of functions
Key features of FeedbackFruits are:
- Learn via feedback from peers, from the teacher or automated and instantaneously;
- Engage with and better understand content and study resources;
- Collaborate and share ideas and discussion;
- Reflect on and review their own work, abilities, and skills.
- Embed tools within CloudDeakin;
- Create, copy and share activities, templates and activities;
- Provide criteria for student to evaluate their own and peers’ work; and
- Monitor real-time analytics to review students’ participation and progress.
FeedbackFruits can be used in the following ways:
- Self and peer assessment: a suite of tools designed to build capability to evaluate their own and peers work through critical thinking and self-reflection.
- Active learning: various interactive activities within feedback fruits facilitate active learning and collaborative learning.
Support resources
Deakin Resources:
Developing feedback literacy and evaluative judgement using self and peer assessment
Vendor Resources:
What FeedbackFruits Tool Is Best For Me?: it can be challenging to understand what tool to use
FeedbackFruits use cases: get inspired by case studies of innovative educators around the world
Learning Design Community: a central place to learn about the best teaching and learning practices
Examples
The use cases for FeedbackFruits are many. Please see their website for use case inspiration, including examples from Deakin staff. Here are some ways you can use FeedbackFruits in your practice:
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Knowledge Acquisition
Active reading – guide students to interact with key readings before a scheduled session
As a teacher I want my students to prepare for their lecture/tutorial by not only completing the reading but by thinking critically about it also.
My students can actively engage with the reading by pausing to think and answer teacher-set questions and by posting summaries and discussion posts at key points in the document.
Example design considerations for active reading using FeedbackFruits interactive document:
- Encourage students to annotate by way of well-placed open and closed questions and discussion prompts, to help to establish good study habits for critically thinking about the material presented.
- Provide questions that help students to check their understanding throughout the reading, for example:
- to pause, think and act on key ideas or core concepts
- a deliberation question placed where a challenging threshold concept is introduced.
- Consider locking a key question to ensure students contribute before they continue to read on.
- Once students have contributed to an activity, the teacher can review responses to questions and discussion topics to determine where to address formative feedback, such as which key areas need additional attention and discussion in the subsequent scheduled session.
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Inquiry
Critical viewing – guide students to interact with video content with an inquiring mind
As a teacher I want to expose my students to new material presented in audio and visual contexts via video, and to guide them to think critically about the content.
My students can make inquiries into the material presented via video, critically analyse and interpret the content, apply core concepts, and test their learning.
Example design considerations for critical viewing using FeedbackFruits interactive video:
- Add critical thinking questions to a video to create opportunities for students to interpret the material and apply core concepts as they view the content.
- Place a question at a point where an idea or concept presents that has proven to be challenging to previous students.
- Take opportunities to embed questions or prompts to help students to develop outcomes related to critical thinking and/or digital literacy.
- Add comments to or highlight areas that require particular attention and leave discussion prompts for students to add comments to embed their own responses and reflections on the material.
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Discussion
Artefact-centred discussion – promote granular analysis and focussed discussion on a document, video, or audio file
As a teacher I want to build cohort discussions involving granular analysis of key learning materials and to promote social learning opportunities.
My students can ask questions on a specific portion of a media artefact (document, video, audio file), and commence and/or contribute to discussions that remain anchored to the specific detail under focus.
Example design considerations for artefact-centred discussion using FeedbackFruits interactive documents, video, or audio:
- Beyond student-teacher interactions, FeedbackFruits now allows students to interact with each other for all three types of study material (document, video, or audio). Used as a collaborative tool, students can see their own comments, those from their teachers, plus those from their peers.
- Artefacts presented in document, video, or audio format that require intense or granular analysis are ideal to consider for focused discussion (e.g. historical artefacts, video or audio capture of rare occurrences or incidents, representations of situations otherwise difficult to access).
- Artefacts can be student-generated work for peer discussion (alternatively, for full peer review functionality see FeedbackFruits Peer Review
- Consider whether students will learn best by self-discovery and student-led discussion on key features of the artefact, or whether you as teacher need to draw attention to focal features.
- To draw attention to features to discuss, consider:
- a structured approach via embedded questions or discussion prompts, or
- a semi-structured approach, providing a guide for what to seek and discuss by way of analysis categories (e.g. six essential elements to determine if a business contract document is legal and ethical; eight specific factors of good teaching practice to seek in a video recorded teaching episode).
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Collaboration -
Practice
Collaborate on practical skills – guide students to create a media artefact to demonstrate, peer review, and reflect upon their practice of industry-relevant communication skills
As a teacher I want my students to collaborate to demonstrate their industry-relevant communication skills, create a video/audio file to capture their skill, and use their recording as a tool to receive peer review and to reflect on practice.
My students can practice and record (video/audio) their communication skills in collaboration with others, reflect upon their recorded practice, and post questions at places in the recording where they would like to receive peer feedback in order to improve their performance.
Example design considerations for collaboration and practice using FeedbackFruits interactive video or audio:
- Students can collaborate in small groups as they:
- prepare for and create media artefacts to demonstrate their skills (communication and/or other skills)
- review their peers’ skills and receive peer feedback.
- Student can develop their reflection and critical evaluation skills, supported by FeedbackFruits interactive functions, when they:
- revise their own practice to determine where to specifically place requests for feedback along their video/audio timeline and formulate questions regarding what feedback they are seeking at those points
- respond to their peers’ questions and prompts for feedback on their recorded practice
- review the feedback received from their peers, as embedded across their video/audio timeline
- write a reflective report including evaluation of opportunities for future improvement.
