Education guide 'Eindhoven designs' - Technische Universiteit ...

Eindhoven designs / volume two
105
(design) activities, the ‘path’ students
choose (which activities and in what
order), the extent to which they connect
the activities to one another, and the
extent to which they are in control of their
(design) activities as well as the process
as a whole. The point of reference for this
feedback is the objectives of the learning
activity concerned as well as the goals
which students themselves set for their
competency development.
Whether or not feedback facilitates,
supports and enhances students’
learning depends on various
factors: frequency, timing, purpose,
communication, and last but not least,
acceptance by the learner. Since we
distinguish two different purposes for the
feedback related to learning activities,
we use two communication media: verbal
and written feedback.
In order to facilitate, support and
enhance students’ learning within
the learning activity concerned, staff
members give students specific feedback
on a regular basis during the learning
activity. This verbal feedback helps
students understand their design and
learning process, their competency
development, the relations between the
design activities and the competency
areas, and the relations between their
process, competency development and
deliverables. Students can use this
feedback to determine what they have
achieved so far and how to proceed