ABSTRACT
Since this chapter focuses on intrinsic feedback, it is worth considering exactly what it means. In Part IIa, I argued that feedback on students’ actions is the weakest link in the traditional educational process. For the learning process to be fully supported, students should receive meaningful intrinsic feedback on their actions that relate to the nature of the task goal. The goal-action-feedback cycle constitutes the core of the interactive level of the Conversational Framework. The Shorter Oxford Dictionary defines ‘intrinsic’ as ‘inherent, belonging to the thing in itself, and ‘extrinsic’ as ‘not inherent, lying outside the object under consideration’. The two forms are distinct: • intrinsic feedback is feedback that is internal to the action, that cannot be
helped once the action occurs; • extrinsic feedback is feedback that is external to the action, which may occur
as a commentary on the action.
