ABSTRACT
This chapter focuses on how feedback emerges from a complete learning and teaching context that includes comparable and visible professional practice. A visible, comparable, and professionally controlled understanding of the educational context makes educational practice clear. John's course serves multiple degrees, including a master of business administration (MBA) program, an educational leadership master's degree, and a public health doctoral program. John can use the history function on the blog to review all comments, receive ideas, and identify themes that will inform his decision-making about the design. John does not wait for a course approval or accreditation process or student feedback that may occur months after he designs the learning experience to receive important feedback about the work. The Veterinary Science Program Team at Cape Southern University is meeting to look at student performance on the first assessment item of their introductory online course on veterinary ethics.
