SAG⇄E Insights for Learning

this isn't active enough. suggest 'by actively making sense of those insights and deciding what to do next'

This is way too obvious. Perhaps the question could focus on the Growth element. "Which part of the SAG⇄E Insights framework focuses on recognising what you are learning over time — including what you learn from mistakes or challenges?

Growth is about recognising how you’re developing over time. This includes what you’re learning from mistakes, challenges, or things that didn’t go as planned, and what those experiences are teaching you about your learning and capabilities

These SAG prompts are contextualised to a learner doing a self-review. This is a nice way to introduce the insight-giving, less threatening. But it would be helpful to have a page that gives example prompts that show how the teacher will focus their insights, and to introduce prompts to shape peer-to-peer insights.

To date, I have visualised the framework with a simple left to right representation. This helps to preserve the back and forth dialogic function of the ⇄.

I have uploaded the image I use (graphically quite simple) to the files area of the Canvas sight. https://courses.ecu.edu.au/courses/64682/files?preview=11007312

The title of the diagram should either be the full name or (because the diagram includes the SAG⇄E part it can simply be titled 'Insights for Learning Framework'.

'your life after you graduate' We need to be cognisant that not all courses lead to a profession. University learning also influence their non-work lives too. This is particularly true of this framework which can shape how they interact with others regardless of context.

insights

offered each other some insights

this feels like an AI generated interpretation of 'engagement'. Suggested edit 'and how you actively make sense of those insights and decide what to do next'. This also introduces the shift from 'feedback' to 'insights' a key differentiator of this approach.

This sentence captures only a narrow subset of feedback literacy:

✔ Making sense of feedback ✔ Taking action based on feedback (implicitly, and framed narrowly as “improve your work”)

The dimensions of feedback literacy that are missing are: * Appreciating feedback as a valuable part of learning * Managing emotional responses * Seeking feedback proactively * Curating and connecting feedback across time * Using feedback to support identity development and capability narratives

We might not want to complicate this intro video, instead it would be helpful to have a page on Feedback literacy where this is expanded to include all of the dimensions and discussed further. This also lifts the importance and cognisant awareness of users of the module of Feedback Literacy as a construct (something to be working on).

self review or reflection

here it might be useful to use 'an assignment'.

'on your work' is more useful. One of the things we want to set up here is that feedback isn't just about assignment/assessments. The framework has been specifically designed to support insight giving in a variety of learning moments including work-in-development.

as this is the first time the referring to the framework I would (as the author of the framework) prefer that the full name be used. SAG⇄E Insights for Learning framework. I will make annotations throughout this module on how to correctly refer to the framework.

same as page title

This should probably be sources of feedback. For me type of feedback would typically refer to things like written comments, audio or video recording or verbal in person. The intro video quite correctly/and usefully identifies that what we want learners to recognise is that feedback/insights can come from several different sources. This ties in with how the framework is setup where the SAG portion is intended for the insight giver.