No abstract

Background Feedback is one of the most powerful and essential tools for learning and assessment, particularly when it provides the information necessary to close an existing gap between actual and reference levels of performance. The literature on feedback has primarily focused on addressing strategies for providing effective feedback rather than aspects of students' readiness to engage with feedback. Purpose/Hypothesis This study investigated whether reflection, as a routine pedagogical intervention grounded in self‐regulated learning theory, promotes the frequency with which students view feedback. Design/Method A quasi‐experimental design was employed to examine the relationship between the use of four different reflection types, as well as no reflection, and students' feedback viewing behaviors in a first‐year engineering course that used standards‐based grading. Clickstream data were gathered through the learning management system to count the number of times students viewed feedback. The number of feedback views was compared by reflection type using descriptive statistics and a generalized linear model; weekly feedback viewing patterns were examined using time‐descriptive graphs and the time‐series cluster analysis. Results Findings suggest reflection has the potential to increase the frequency of feedback views. Reflection not only had a positive and significant effect on the number of times students viewed feedback but also resulted in less variability between course sections and instructors when structured reflections made explicit references to feedback. Conclusions Students need feedback to learn effectively, but many do not view feedback without formal prompting. The authors recommend instructors consistently administer reflections that include explicit pointers to feedback throughout the semester.

No abstract

No abstract

Technical books focus most of the times in technical stuff, as one should expect. However, this creates the illusion that technology is somewhat free of bias, always neutral, thus fitting everyone. Reality, later on, when the product is already there, proofs us otherwise. Inclusion and representation are crucial from the design and modeling stages. Visibility of minorities or underrepresented groups is on the rise, yet so much of the way is left for us technicians to walk. In this chapter, we will analyze, from an architectural point of view, which non-functional requirements are most sensible to this and how to start the conversation about them to maximize the possibilities for success of our software products.