Us too!

Thanks a lot 😊

do tell us more 👀

And teachers can now upload their own templates in the Learning Design Community

Thanks! It's a work in progress so all feedback is useful

Right! We cant wait to start making some amazing learning designs available for more teachers and students!

Thanks Jan, will you be trying it out yourself?

The setup of this tool is indeed down to your instructor - while we allow attachments such as voice or video recordings both in the teacher-made instructions and when giving feedback, it's not madatory by default. Did your instructor mention in the instructions that these video or voice recordings are required? That could be good to check with them for sure.

If there's enough demand, we will add it to our roadmap!

What sort of account are you using?

We're glad you liked it!

Indeed, some would say that they both exist on the axis of empathy. That's another topic to explore!

Thanks for your feedback - I assume you're referring to the differences between the individual and the team test. As these are the same test (with the first one being taken alone, and the second, together with the team), things can look the same at a glance, but the difference is in the activity and group organisation. What do you think could make it clearer in the video? Or was the tool itself the point of concern?

@@Feedbackfruits To be more precise: The video title indicates team-based learning, so that's what I expected to see. Yet the content spends the first 2 minutes talking generically about setting up a test which, at first sight, looks like a regular individual quiz, and it's unclear how that's a teams-based activity. Only at 2:03, for a few seconds, we see clearly "oh, this is what you do for the teams stuff". But, in that case, the relationship between the individual part and the teams part remains unclear. Suppose a teams of 5. Do all 5 students take the same individual test, and the teams results are just an aggregation of the results? Do the 5 members talk to each other, and then one single member answers on behalf of everyone else? To understand the didactical possibilities, IMO, the specifics of the tool (in this case, how this would work out in a teams scenario) should be much clearer. I hope this helps.

@lindasegerious9248 your detailed explanation is highly valuable, thank you. With the start of the video, we could indeed have summarised how this tool supports the iRAT and tRAT steps of the TBL methodology as a concise introduction to make the context more clear. When I've time to update this video I'll defibitely take your feedback on board. Since producing this video, updates have come to the tool which include other steps of TBL such as pre-work and group assignments + reflections. For now, you might be interested how universities have used this tool to support their TBL approaches- I'd recommend you check out the Boston College use case: feedbackfruits.com/use-case/implementing-team-based-learning-at-boston-college And we've got many more resources on our website on this topic if you're interested to see how it works in practice. With regards to your question about 5 students taking the test - let me explain: first they will take the test individually with the correct answers hidden. Then at a later point they will come together in their teams to take the test together, appointing a 'leader' to answer on behalf of the group, and receiving chances to guess again if their response is incorrect. In this way, the individual vs team test performance can be compared, and used for follow-up activities

Yessir, this is going to make giving and receiving video feedback so much more efficient!

Same here

What's been your experience with this?