Step 9
Gather feedback: how can you let the participants evaluate the learning experience so you can improve it?
Step 9
Gather feedback: how can you let the participants evaluate the learning experience so you can improve it?
Step 9
Gather feedback: how can you let the participants evaluate the learning experience so you can improve it?
Finally, before beginning your learning experience, you will need to think about ways to ensure that participants can give feedback and that the format receives a proper evaluation. Given the open nature of the multilogue format, it is recommended to invite feedback not only at the end of the course (e.g., through a questionnaire) but also during the learning experience. This allows you to adjust the course design on the fly.
To achieve this, utilize established methods for gathering participants’ feedback, including surveys, group feedback sessions, and quick polls at the end of each meeting. Employ both open-ended and closed questions when collecting feedback. It is advisable to include at least one open-ended question, framed in a manner that encourages a positive and proactive response from participants. For example, following guidelines from Stanford University, ask, “What is one thing you would change about the learning activities in this course?” rather than, “What did you dislike about the lectures?” Additionally, make the questions clear and focused to avoid generalizations. For instance, it is more fruitful to ask for feedback on a specific learning material than to ask if the students enjoyed the learning materials in general.
As noted by Radboud University, to achieve high response rates, it is important to formally include the evaluation phase in the official program and encourage participants to complete the evaluation by discussing its purpose. This way, participants know that their feedback will be taken seriously and will be more likely to complete the evaluation. Offering small incentives for participating in the evaluation may also be helpful. You can find descriptions of tested methods and inspiration regarding the type of questions to be used in your evaluation in the “Further reading” section at the end of this document.
With this last of the nine steps completed, you should be all set to create your very own blended multilogue. We hope it will be a great learning experience for everyone involved—and not the last multilogue you organize!
Finally, before beginning your learning experience, you will need to think about ways to ensure that participants can give feedback and that the format receives a proper evaluation. Given the open nature of the multilogue format, it is recommended to invite feedback not only at the end of the course (e.g., through a questionnaire) but also during the learning experience. This allows you to adjust the course design on the fly.
To achieve this, utilize established methods for gathering participants’ feedback, including surveys, group feedback sessions, and quick polls at the end of each meeting. Employ both open-ended and closed questions when collecting feedback. It is advisable to include at least one open-ended question, framed in a manner that encourages a positive and proactive response from participants. For example, following guidelines from Stanford University, ask, “What is one thing you would change about the learning activities in this course?” rather than, “What did you dislike about the lectures?” Additionally, make the questions clear and focused to avoid generalizations. For instance, it is more fruitful to ask for feedback on a specific learning material than to ask if the students enjoyed the learning materials in general.
As noted by Radboud University, to achieve high response rates, it is important to formally include the evaluation phase in the official program and encourage participants to complete the evaluation by discussing its purpose. This way, participants know that their feedback will be taken seriously and will be more likely to complete the evaluation. Offering small incentives for participating in the evaluation may also be helpful. You can find descriptions of tested methods and inspiration regarding the type of questions to be used in your evaluation in the “Further reading” section at the end of this document.
With this last of the nine steps completed, you should be all set to create your very own blended multilogue. We hope it will be a great learning experience for everyone involved—and not the last multilogue you organize!
Finally, before beginning your learning experience, you will need to think about ways to ensure that participants can give feedback and that the format receives a proper evaluation. Given the open nature of the multilogue format, it is recommended to invite feedback not only at the end of the course (e.g., through a questionnaire) but also during the learning experience. This allows you to adjust the course design on the fly.
To achieve this, utilize established methods for gathering participants’ feedback, including surveys, group feedback sessions, and quick polls at the end of each meeting. Employ both open-ended and closed questions when collecting feedback. It is advisable to include at least one open-ended question, framed in a manner that encourages a positive and proactive response from participants. For example, following guidelines from Stanford University, ask, “What is one thing you would change about the learning activities in this course?” rather than, “What did you dislike about the lectures?” Additionally, make the questions clear and focused to avoid generalizations. For instance, it is more fruitful to ask for feedback on a specific learning material than to ask if the students enjoyed the learning materials in general.
As noted by Radboud University, to achieve high response rates, it is important to formally include the evaluation phase in the official program and encourage participants to complete the evaluation by discussing its purpose. This way, participants know that their feedback will be taken seriously and will be more likely to complete the evaluation. Offering small incentives for participating in the evaluation may also be helpful. You can find descriptions of tested methods and inspiration regarding the type of questions to be used in your evaluation in the “Further reading” section at the end of this document.
With this last of the nine steps completed, you should be all set to create your very own blended multilogue. We hope it will be a great learning experience for everyone involved—and not the last multilogue you organize!