ABSTRACT
This chapter explores how the five teachers manage feedback processes, and provide examples and commentaries from the cases. It discusses the architecture case in some detail because feedback was a central element of the signature pedagogy of the crit. In-class dialogic feedback was a particular feature of the Business case: instead of coming at the end of a cycle, feedback was firmly embedded within regular classroom interactions. Peer feedback also arose through the collaboration around oral presentations and written interaction through the course blog. In Geology and Business, peer learning mainly focused on the processes of working in teams towards assessed group tasks. Feedback, in the form of comments from professors and the teaching assistants, was also provided after the student's oral presentations. The History, Law and Geology cases all showcased different aspects of timeliness in feedback. The Business case illustrates some possibilities for dialogic and sustainable feedback strategies.
