*Subject: Media Studies, Journalism practice. Course: Practical Journalism Methods. Level: MA. Course size: 24.*

If I should give one-to-one feedback to all the weekly products that students create then there would be very little time left to prepare a weekly lecture. Secondly, the working environment of journalism, media and communications is geared towards group work and it's essential to implement product collaboration as part of the teachings.

For the evaluation of examined work focus will be on whether the student:

- Can use a relevant journalistic method for a personal project.
- Can judge limits of the students' own analysis and make an accurate conclusion.
- Shows knowledge of the literature within this particular field of journalism studies.
- Shows ability to formulate a relevant research question.
- Can plan a relevant methodological design.

- To use each other as critics – and to use critique in practice.
- To collaborate in groups.
- To renew and better a written product.
- Also: To learn to give good feedback.

The activity span over three weeks – in which time is also spent on lecturing.

I ask the students to make a written product (in this case it was a news report on a PhD defense we went to, but it could be any written product).

The written products are uploaded to me online. I then print the written products out in two copies. One copy I write comments on myself, and the other copy I bring to the class.

In class I give a short lecture on the benefits of feedback – making clear that feedback should never be personal but text-based and constructive.

I put each student in groups of two – focusing on students not being in a group with whoever they sit next to as this may often be a close friend.

In each group I give the students back their written product without comments, and ask the students to give feedback on each-others' product.

In order to make the feedback as structured as possible I make a sheet outlining specific points that feedback should concentrate on.

Feedback take about fifteen minutes for each student (so 30 mins. in total). At the end of the students' feedback sessions I give back my comments to their product.

After the feedback, all students are asked to rewrite their product and upload it to our website within a day.

After I receive the rewritten pieces I print out one copy of each. Arriving to class I put the students in groups of two again. This time I specify that the students should form groups with whoever they sat next to at the time, making sure that they were not in a group with the same person as last week.

Now each student give 10 minutes feedback to each-others product according to the same sheet of feedback-points from last week.

After the students' feedback sessions I give some overall points to the class about the rewritten products.

After the first feedback session it was great to see how my comments were the same as the ones that the students had found in their own feedback session.

At the end of the three week exercise it was great to see how much better the students' products had become in the process, and also it transpired that students had become much better at giving constructive feedback.

Also, the exercise showed the students the benefit of using each other for feedback and constructive product-discussions.

The feedback takes a little time, but when evaluating the exercise with the students they were very positive about it, and said they had learnt much more about writing and giving feedback than they would if they had received lectures only.

- THEME: Activities in sessions
- THEME: Teaching and digital media
- THEME: Exam and forms of examination
- THEME: Teaching evaluation
- THEME: Feedback
- THEME: Student teachers
- THEME: Internationalisation
- THEME: Activities between sessions
- THEME: Questions in sessions
- THEME: Teaching strategies of studying
- THEME: Conducting research with students
- THEME: Supervision
- Example of practice: Academic skills development
- Example of practice: Academic speed dating
- Example of practice: Academic weekend
- Example of practice: Academic quiz
- Example of practice: Analysis introduction
- Example of practice: Asking questions in academia
- Example of practice: Bridging cultural periods, teachers or courses
- Example of practice: Classroom activity with Prezi as a collaboration tool
- Example of practice: Classroom fieldwork
- Example of practice: Collective supervision
- Example of practice: Conceptual speeddating
- Example of practice: Discussion practice
- Example of practice: Exercises in oral presentation
- Example of practice: Extracurricular student presentations
- Example of practice: European Capital of Culture on the curriculum
- Example of practice: Facilitating study groups
- Example of practice: Feedback on written exercises
- Example of practice: Feedback on web communication
- Example of practice: Fieldwork in rural districts
- Example of practice: Form for assessment and feedback
- Example of practice: Group feedback on individual papers
- Example of practice: Group supervision on individual projects
- Example of practice: Guidelines for beginning your master's thesis
- Example of practice: Handling language issues
- Example of practice: Ideas for master’s thesis at graduate intro
- Example of practice: Interdisciplinarity in teaching
- Example of practice: Interpretation with hermeneutic shock
- Example of practice: Language education with relevant digressions
- Example of practice: Learning diary
- Example of practice: Learning with blogging
- Example of practice: Lightning round evaluation
- Example of practice: Logbook course
- Example of practice: Looped feedback on student products
- Example of practice: Master´s thesis idea bank
- Example of practice: Master’s thesis supervision - Matching the writers and the supervisors
- Example of practice: Material exercises: Study of archaeological source material
- Example of practice: Memory exercise
- Example of practice: Mentor instruction
- Example of practice: Multicultural group work
- Example of practice: Neighbour discussion
- Example of practice: Online intercultural exchange
- Example of practice: Oral feedback on audio file
- Example of practice: Oxford Debate
- Example of practice: Participation in Aarhus Food Festival
- Example of practice: Participatory academic communities
- Example of practice: Peer feedback with the Text Feedback Game
- Example of practice: Peer-to-peer feedback with Google Docs
- Example of practice: Portfolio for research and academic methods
- Example of practice: Poster session
- Example of practice: Presentation with response
- Example of practice: Questioning texts I
- Example of practice: Questioning texts II
- Example of practice: Repetition sheet
- Example of practice: Research workshop with students
- Example of practice: Round Table
- Example of practice: Search exercise with student teachers
- Example of practice: Scheduled group assignments
- Example of practice: Semester reflections
- Example of practice: Situated Learning: Focus on Process Work in Teaching
- Example of practice: Student seminars about youtube
- Example of practice: Student teachers in language courses
- Example of practice: Students as guest lecturers
- Example of practice: Students collaborating with Aarhus 2017
- Example of practice: Students collect research data
- Example of practice: Students contribute to web portal
- Example of practice: Study group and feedback guidelines
- Example of practice: Submission with audio or video file
- Example of practice: Supervision on supervision
- Example of practice: Supervision seminar for lecturers
- Example of practice: The academic youtube video
- Example of practice: The art of asking questions
- Example of practice: Treasure hunt at the library
- Example of practice: Wiki for preparation and presentation
- Example of practice: Working with student teachers
- Example of practice: Written exercise with peer assessment