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How to give feedback constructively and with criticism of their own work around

Even today I find it difficult to correctly deal with criticism. Secretly, I still hope that criticism of my work consists only of positive feedback. Especially in a communicative team but is not safe from criticism. For this reason, I've thought of the "how-to-feedback" model.

How-to-feedback model

In this model, I define the beginning of a feedback process, a minimum of two up to three levels at which I would like to provide feedback (eg, content and design performance in the assessment of an information graphic). Then I begin my assessment with at least one positive aspect. All critical elements I try to clearly state and to propose concrete change approaches.

But how do I deal with feedback to my work?

feedback model

The questions I thought that was good? I thought that was bad? are too narrow to in certain situations weiterzuhelfen. Krogerus Tschappeler and put in your book '50 success models " a model in which the aspects expressed in a four-field matrix can be entered. In it the aspects of the Feedback and my attitude can be added (negative and positive). The four resulting fields are the "Council", "compliment", "criticism" and "Note".

• A council is an aspect that was considered good, but still needs to be changed. (Optimize)
• A compliment is an aspect which was well received and will not be changed in the future must be. (Remove)
• criticism is something that led to the strong opposition. (Replace)
• A note is an aspect that has been criticized that I am convinced. (Hold)

A worksheet with the application of the two models can be downloaded here .

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My Highlights of the Campus Innovation 2010

This year's Innovation Campus was able to convince besides a large number of good talks with interesting projects and a good organization. The most memorable impressions I've listed here.

The most interesting lectures

"Studying as bargain hunting - The Science of a [good cut]"
Prof. Dr. Rolf Schulmeister , University of Hamburg, Mr.

schoolmaster in his presentation of the work and conclusions before his last-time project. Theme of the project was to determine the actual time load of students in bachelor's programs and possible consequences for the study design and organization.

Link to event record
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"eKlausuren in practice - the expectations and experiences"
Dr. Jens Bucking , University of Bremen

Mr. Bucking reported in this paper eKlausuren of his experience with the installation and implementation. For three years, his team at this service - and with great success. So in 5900 WS09/10 examinations were performed in 26 events in 11 of 12 departments.

Link to event record
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"OpenCourseWare and Facebook MBA: models for Lifelong Learning?" Dr. Jochen Robes
, HQ Interactive Media GmbH

The LSBF offers since September, an MBA from self-study course on Facebook. Dr. Robes provided an overview of professional, open-access self-learning formats and raised the interesting question of how advertising wrap introduced self-learning formats be worn after the end of funded initial stages itself.

Link to event record
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"Research clauses of the Federal Data Protection Act and its technical and organizational implementation in practice"
Peter Schaar, Federal Commissioner for Data Protection and Freedom of Information

Despite the tough issue was it Mr. Schaar, the scientific practice in handling sensitive data make to describe and clarify the needs in dealing with the same droplet.

Link to event record
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"building blocks of future funding of higher education - the courage to break new ground," Dr. Dieter Dohmen
, FiBS Institute for Education and Socio-Economic

Practical models for the future financing of the study and teaching are a hot iron. Dr. Dohmen presented an approach whereby the study by a percentage of income-related payment could be financed over seven years after the end of the course.

Link to event record

Interesting programs, pages and applications

"Mendely" - Platform for publication, discussion and follow up of quotations from scholarly texts

"Classroom Quiz - Powerpoint plug-in and Bluetooth mobile phone application that PowerPoints can be converted to quiz units

facts that have impressed me

The development, which also has on youtube-to-find 3D sequence "Flight of the skull" two developers employed for six months.

runs China's largest online lecture series in the world. In it offers a theory of content that are consumed by a million subscribers over the network and television.

China has 10 satellite television channels that broadcast 24 hours a day politically correct subject matter.

stated Prof. Dr. Oliver Vornberger establishes the following effect, after much of his lecture as screencast was made available, and large parts of his students no longer came to lecture: "The good students were better, the poor students have been worse"

Student protest

The theme of the Eröffungsrede "10 years unleashed University - arrived in virtuality" of Prof. Dr. Detlef Müller-Boering took some students a reason to complain too loudly about the conditions and the interdependence of business-oriented foundations in the funding framework of universities. Although I support student initiatives by conviction, but I doubt that using a megaphone to lead prayer-like repetition of one-sided argument to the intended target.

sidekick of the event

Despite my enthusiasm for Apple products, I keep some of the new usage habits ipads mystery. So for a visitor to the campus Innovation, the introduction speech of the time so to type in their e-mail with a pen on the pad, letter by letter. Whether that has Steve Jobs meant when he spoke of a "magical device" language? http://www.podcampus.de/nodes/show/3763

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Creative techniques: Alienation - How to motivate I mean students to work online?

have in my previous post I presented the creative technology "headstand". Another method of dealing with new content or persistent problems is the method of "alienation." Transfer In this technique, a thematic problem to another situation. This way, you break away from entrenched ways of thinking and also give new ideas a room to discuss and develop to be.

come What has the group led by Dr. Katja Kantelberg under the doctrine eko course, you can see here and download.

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Creative techniques: headstand - How do I motivate my students to work online?

An often discussed topic is the activation of students to online work, for example in the form of contributions in forums, or blogging from solved problems. In the third appointment of the presence eko-teaching course for high school teachers the answer to this question with the head of state-Creative Technology was approached.

headstand - It's all a matter of perspective

Come on in handling not a problem, can it help to think the exact opposite of the problem. Then gather arguments to answer this question negative. The next step, the solutions are transferred to the real problem. Particularly successful, this method can be used in imprecise questions. Another advantage of the end stand-Creative Technology is your application, even with small group sizes.

Under the direction of Dr. Marcus Hildebrandt the participants were asked to try out this method. The results You can see the brainstorming here as a PDF document and download it.

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basic rules for giving feedback asynchronous

The giving and receiving feedback is a situation that needs to be learned . This fact is replaced in the digital environment in a more difficult relevance as formulated in writing asynchronous criticism that disappear, for example, in forums, other important Kommunikationskänale. Avoid

any conflicts in the feedback in digital media, we recommend you the following tips to consider:

• Start your criticism with a positive aspect and justify these ...
• Constructive criticism is always focused on practical aspects ...
• The criticisms are justified, and supplemented with suggested amendments in the ideal case ...
• Distinguish between explicit errors in the concepts and possible changes in approaches
• Formulate questions to unclear issues to the potential criticized identify possible ...
• Do not use formulations ironic, since this may result in text-based online communication to misunderstandings ...
• Check out actively in dialogue and adjust to any questions or comments criticized by one ...
• Make it clear that it is your subjective opinion and not absolute statements ...

If you follow these basic rules of the asynchronous online feedback, is a constructive exchange of no more obstacles.

These rules were in preparation for the e-skills teaching course , an offer of eLearning Competence Center of the HTW .

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The Marshmallow Challenge - This is how to teach fun!

on one of my favorite sites "TED " I have become aware of the Marshmallow Challenge by Tom Wujec . In this team-building task, the participants are invited to make a marshmallow as high as possible, be positioned above the table top. I have taken this task as a basis for a focawa task. They should assess the students after their teamwork and their role in the team it with their own requirements for a team member . Compare The Marshmallow Challenge was a resounding success in my eyes. For the first time I had no great persuasion afford to move the students to participate.

The results

114 cm led to victory! Congratulations to the winners!

The overall winners were the marshmallow transport to a height of 114 cm. Not bad, when I consider that the group had until just before the finish still enormous problems with static.
is hindsight, I do wonder whether I have with the specifications communicated something wrong. Thus, the winner of the tape roll used as a base for spaghetti - although this use complies with the requirements, but I have seen in the photo blog of Tom Wujec a second time. The level is therefore higher by more than four inches as the best average set of Tom Wujec - that of structural engineers and architects.

from the first exercise group were able to build two of the three groups, a handsome tower. What cm to an average height of 68.6 resulted in the group. In the second group broke down all three towers. The average height was therefore, unfortunately, only 7.6 cm. How did it come to such differences?

A question of ambition

Improvised winners of the second group!
Shortly before the end of the Challenge bent at the tower!

Both exercise groups had the same problem and output items. So where is the difference in the quality of the building?

Last week I had the students tried to explain the negative consequences of rivalry. Dan Pink's candle problem was the perfect solution. I decided to suspend the participants in their own competition. So I informed the participants of the second group just before the start of the challenge the fact that the winning group had managed cm in the first Challenge 114th I emphasized however, that there is no question that value to beat, but to winners within their own practice group. The students were focused, but on the construction of an exercise-group cross-winner. So broke just before the end of working together all the towers.

Without wishing to be derived from this result, too many results, I learned that I would not be attending my event to the competitive comparison, but to encourage individual development of strengths. If this occurs an unrivaled product or a committed team, the better!

The official presentation of the results of the Marsh Mallow Challenge can downloaded as a pdf be.