The FeedBack project will set the foundations to define a clearer model of feedback to enhance learning and therefore act as leverage for the design of new learning programmes. The main goal of this project is to create innovative learning resources about the practice of feedback, supported by arts-based learning methods and deployed through different digital media, methods and techniques (e.g. digital storytelling, visual arts, animation, etc.). These digital learning resources can be easily implemented in formal and non-formal educational settings. By involving different partners with different expertises and cultural backgrounds, this project will contribute with innovative, cross-cultural and accessible learning resources on the practice of Feedback for educators and trainers. As set on the “Rethinking Education: Investing in skills for better socio-economic outcomes (COM(2012) 669 final)”, investment in education and training for skills development is essential to boost growth and competitiveness. Yet, European education and training systems continue to fall short in providing the right skills for employability, and are not working adequately with business or employers to bring the learning experience closer to the reality of the working environment. These skills mismatches are a growing concern for European industry's competitiveness. The project combines the joint efforts of the three sides of the knowledge triangle (promoting effective links between education, research and business as foreseen in the COM(2011) 567 final “Supporting growth and jobs – an agenda for the modernisation of Europe's higher education systems”) to deliver high quality and innovative learning outcomes. The project takes into consideration: - The practice of feedback during the learning cycle allowing trainees to have time to articulate and codify their experience through a task, an exercise that has a positive impact on both self efficacy and task understanding. Anseel, Lievens and Schollaert (2009) "show that when individuals are given feedback on their prior performance, they experience a higher self-efficacy and perform better in the future as result" (Making experience count, 2014). - Arts-based learning intending to develop artful ways of working, knowing and perceiving and involves creative skills, capacities and capabilities that incorporate reflection, awareness, imagination, collaboration and adaptability (Darsø 2004; Gibb 2006; Turner2006). - The relevance of concepts such as web based, open access, collaboration and creativity for the success of any learning activity designed for the new generations at work is critical. In this scenario, the FeedBack project, by involving different partners with different expertises and cultural backgrounds, will contribute with innovative, cross-cultural and accessible learning resources on the practice of Feedback for educators and trainers.
The document “Rethinking Education: Investing in skills for better socio-economic outcomes (COM(2012) 669 final)” supports the idea that the investment in education and training for skills development is essential to boost growth and competitiveness. At the same time it recognises that European education and training systems continue to fall short in providing the right skills for employability, and are not working adequately with business or employers to bring the learning experience closer to the reality of the working environment. These skills mismatches are a growing concern for European industry's competitiveness. The participation of all stakeholders, but most importantly of trainees/students, in rethinking and redesigning the Education is paramount, whether looking at the whole education and learning systems, or focusing at individual learning initiatives. In this context, FEEDBACK stands out as a very capable tool to collect the valuable contributions of these stakeholders and to decisively and systematically contribute to the much-needed reflection about learning initiatives and programmes. The practice of feedback during the learning cycle allowing trainees to have time to articulate and codify their experience through a task, an exercise that has a positive impact on both self-efficacy and task understanding, is of vital importance. Anseel, Lievens and Schollaert (2009) "show that when individuals are given feedback on their prior performance, they experience a higher self-efficacy and perform better in the future as result" (Making experience count, 2014). How to conduct a proper Feedback exercise is not, however, a usual subject matter in our education systems and the way feedback is done and information collected does matter for the quality and value of the data collected. Thus, even when feedback is used to collect information with the purpose of improving a learning programme, it is seldom in a way that proves to be useful. This is where the Project FEEDBACK is focused. The main goal of the project is to create an innovative digital learning resource about the practice of Feedback as a crucial part of the learning cycle, supported by an ARTS-BASED LEARNING approach and deployed through different methods and techniques. The use of the arts-based approach brings particular advantages to the feedback exercise, as it refers to a way of working, knowing and perceiving that involves creative skills, capacities and capabilities that incorporate reflection, awareness, imagination, collaboration and adaptability (Darsø 2004; Gibb 2006; Turner2006). Thus, an artful approach brings also a refreshing take on feedback, capable of giving a new perspective in the way problems are looked at and solutions are found. The FEEDBACK project sets the foundations to define a clearer model of feedback to enhance learning and therefore act as leverage for the design of new learning programmes. The project offers a comprehensive view, sustained by a sound research activity based in the collection of primary and secondary data sources, which provided a clearer picture of the state of the art of feedback practices and proposes a model for the use of arts-based approaches in feedback, serving as a foundation to the development of a Digital Toolkit. This Digital Toolkit is a OER available in the project’s website – www.thefeedbackproject.eu – which comprises nearly 40 activities, to collect feedback in a useful manner using art-based approaches, to consistently improve learning programmes. Throughout the project, more than 90.000 people are estimated to have been reached at some level. The partnership held and participated in several events, published numerous articles, held a pilot testing and communicated with its target audiences through the project’s website and social media (FB and Twitter). During the pilot testing, over 1.000 users engaged with the learning contexts of the Digital Toolkit. The project was a joint effort from 5 partners from 4 countries: • Advancis Business Services Lda (Portugal): consultancy and certified training company in areas like education & Training and HR management. • Politecnico di Milano (Italy): HEI established in 1863 in Milan and is one of the leading science and technology universities in Europe • Inova Consultancy (UK): female-owned SME which specialises in providing consultancy services and project work in the field of gender and non-traditional fields and entrepreneurship. • Regenerus (UK): registered charity and social enterprise whose aim is to support the regeneration of a community north of Liverpool. • International School for Social and Business Studies (Slovenia): Independent, private higher education institution founded in 2006.