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Deciding how often to provide feedback to your learners is a fundamental condition for maintaining engagement and rapport despite the distance inherent in digital learning.There are three ways to think about feedback: integrated and automated along the learning path, linked to collaborative spaces, and done in learning communities.
The Feedback, Assistance, and Mentoring module believes that for training practice to be effective, trainees must be able to say how they are doing. This is particularly important for skill development because practicing something incorrectly can be worse than not practicing. The incorrect skill can become ingrained, and then correcting that skill later will require the deconstruction of habits that have become automatic.
Feedback Components
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Frecuency
Deciding how often to provide feedback to your learners is a fundamental condition for maintaining engagement and rapport despite the distance inherent in digital learning.
There are three ways to think about feedback: integrated and automated along the learning path, linked to collaborative spaces, and done in learning communities.
Follow-up
The assistance model can be synchronous or asynchronous, the former having greater complexities due to the need for time alignment among the participants. Among the possibilities of non-synchronous attendance, there are three primary modalities:
Micro-Learning Feedback Units
The production of micro-learning units that solve recurring student questions and pitfalls for asynchronous and on-demand consumption.
Learning Communities
The animation of learning communities is articulated around a specific learning objective, where the tutor contributes to generating questions or adjustments to the trajectory when there are problems of conception.
Collaborative Content Curation
The development of collaborative content curation (context-pedia) through social bookmarking tools allows the building of digital collections open to everyone's participation and consultation.
Progress Monitoring
To monitor the participant's progress, the platform offers multiple tracking possibilities:
1- Progress of units and courses per participant
2- Performance and progress in each class and even in each unit.
3- Consumption, recurrence, and participation data for each group of participants.
4- Consumption reports filtered by periods, types of users, and specific courses or training sessions.
It is essential to mention that it is up to the program developer to decide what they want to monitor and with what periodicity for automation on the platform.
Coaching
The coaching component requires familiarity and proximity, the most accurate term is Authenticity; here are some elements to achieve it:
1- Coaching and mentoring should promote knowledge integration;
2- Leverage performance and interaction data to deliver informed alternatives;
3- Promote divergent thinking and creativity;
4- Address the practical and transfer issues presented by the learner.
5- Explore options around How and Why, not just What.
Frecuency
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Feedback Design
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Testing Course
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Testing Course
Frecuency
Detail the feedback frequency, considering which of these moments you should incorporate: per session, module, unit, or subject.
Monitoring
Specify which interaction, consumption, and progress reports you wish to receive of your program and how often.
Follow-up
Detail if your assistance model requires synchronous and asynchronous moments. How many meetings for the former, and how many learning communities for the latter?
COACHING
Specify whether your training program requires one-on-one attention from participants and the nature of the meetings.
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