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'Providing comments' to students who 'receive them': @DocWinstone on the dominance of transition- focused language and processes in #HigherEd feedback practice at @Deakin's #DeakinLT2019 conference... (1 of ??)
This 'feedback graveyard' looks eerily familiar to what I saw years ago as a sessional tutor when a large number of students never picked up their marked assignments at the end of a semester. The faculty office looked *exactly* like this each and every time...
Love the critique of the 'feedback sandwich' - and not just because of this entertaining image! 
The sandwich might make things taste nicer, but it doesn't in itself lead to better feedback and learning.
The sandwich might make things taste nicer, but it doesn't in itself lead to better feedback and learning.
Emotion management also key to feedback: @DocWinstone makes a clear case for not trying to avoid emotion, but to help students learn how to harness and use it.
'Credibility' and 'authenticity': some terms popping up here may well suggest social media performances can offer us a lot of value in working out effective feedback practices that will be perceived as 'authentic'...
Storytelling might also play an important role in helping students engage with feedback and the challenges of receiving it. No teacher lacks these stories, so *vulnerability* works both ways here...
Awesome question from @DocWinstone: How can feedback be *collated* to form an ongoing feedback conversation, rather than a fragmented series of comments not necessarily engaged with closely or at all? (paraphrased)
A major aspect of feedback literacy I would add is the need to motivate students to care about the feedback. Affect plays a crucial role in personalising feedback in a way that might help ensure it is used. New technologues can help in this too...
Thanks for a really compelling presentation @DocWinstone - lots of terrific work you've been up to!! 
