Relevant bibliographies by topics / Constructive feedback

Academic literature on the topic 'Constructive feedback'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Constructive feedback"

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Percival, Jennifer. "Constructive feedback." Nursing Standard 20, no. 28 (March 22, 2006): 72. http://dx.doi.org/10.7748/ns2006.03.20.28.72.c4098.

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Percival, Jennifer. "Constructive feedback." Nursing Standard 20, no. 28 (March 22, 2006): 72. http://dx.doi.org/10.7748/ns.20.28.72.s66.

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Ovando, Martha N. "Constructive Feedback." International Journal of Educational Management 8, no. 6 (December 1994): 19–22. http://dx.doi.org/10.1108/09513549410069185.

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Dryden, Lisa. "Constructive feedback." Nursing Standard 28, no. 11 (November 13, 2013): 61. http://dx.doi.org/10.7748/ns2013.11.28.11.61.s51.

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Trempe, James P. "Providing constructive feedback." Biochemical Education 20, no. 3 (July 1992): 184–85. http://dx.doi.org/10.1016/0307-4412(92)90077-y.

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Rider, Elizabeth A. "Giving Constructive Feedback." JAMA: The Journal of the American Medical Association 274, no. 11 (September 20, 1995): 867f. http://dx.doi.org/10.1001/jama.1995.03530110025010.

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Altmiller, Gerry, Belinda Deal, Nancy Ebersole, Randi Flexner, Janet Jordan, Vicki Jowell, Tommie Norris, et al. "Constructive Feedback Teaching Strategy." Nursing Education Perspectives 39, no. 5 (2018): 291–96. http://dx.doi.org/10.1097/01.nep.0000000000000385.

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Sugiarto, Sugiarto, Sri Sundari, and Lisa Musharyanti. "EFEKTIFITAS METODE SIMULASI DAN FEEDBACK YANG KONSTRUKTIF DALAM PELATIHAN CARDIOPULMONARY RESPIRATORY UNTUK MENINGKATKAN PENGETAHUAN DAN KETERAMPILAN MAHASISWA." DINAMIKA KESEHATAN JURNAL KEBIDANAN DAN KEPERAWATAN 10, no. 1 (January 2, 2020): 388–401. http://dx.doi.org/10.33859/dksm.v10i1.299.

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Constructive feedback is an effort to increase knowledge and skills so that instructors can find out how to provide constructive feedback. Constructive feedback of simulation methods needs to be given to students in order that they are motivated to increase their knowledge and skill. The objective of this study is to understand increasing of student’s knowledge and skill in simulation methods with and without constructive feedbacks. Methods used in this study is Quasi Experiment using pretest and posttest with control group. Total respondents used in this study are 77 respondents with 40 students of intervention group and 37 students of control group using purposive sampling technique. Respondents were given interventions such as constructive feedback.The results of study using paired sample t-test indicate that there was significant effect on giving constructive feedback to students before and after giving interventions with p-value result of 0.05. It is expected that feedback is continuously given by an educator to grow learning spirit and self-introspection to students.
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Brooks, Janine. "Constructive feedback, evaluation and assessment." BDJ In Practice 35, no. 7 (July 4, 2022): 16–18. http://dx.doi.org/10.1038/s41404-022-1186-0.

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Bowman, Keith A. "Constructive Feedback, Positive Influence [People]." IEEE Solid-State Circuits Magazine 13, no. 1 (2021): 64. http://dx.doi.org/10.1109/mssc.2020.3036271.

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Dissertations / Theses on the topic "Constructive feedback"

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Guuled, Hassan. "Constructive Alignment and FocusedFormative Feedback on an L2 EnglishBeginner Undergraduate AcademicWriting Course." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-45747.

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Although academic writing skills are central in the core content of the Swedish nationalcurriculum for English, Swedish upper-secondary school pupils struggle withcomposing academic texts. Both international and national research have formulatedseveral models for effectively constructing ESL (English as a second language)academic writing modules. However, these models in the school are often notimplemented or misinterpreted in the Swedish school. Therefore, to find a best practiceexample that can be implemented in the English upper-secondary classroom, this studyinvestigates the research-based design of a beginner ESL academic writing course atMalmö University with focus on constructive alignment and instructor feedback. Thedata included three data sets: i) lectures and other course materials, ii) ten studentpapers across three drafts, 30 draft submissions in total, and iii) instructor feedback onthe first two drafts. All data was subjected to different types of content analysis. Afeedback classification system synthesized from previous research was specificallydeveloped for the data analysis of instructor feedback. The main findings were that theacademic writing course investigated was in-fact constructively aligned providing thestudents with qualitative academic writing instruction; therefore, it may arguably serveas a model for academic writing interventions also in the school. Furthermore, themulti-dimensional feedback classification system developed for this study may guideeducators’ reflection over their feedback practices.
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Donohue, John J. "Impact of descriptive versus evaluative constructive feedback on public speakers' performance self-efficacy." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ66146.pdf.

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Croft, Alyssa. "The feedback withholding bias : How and when evaluators deny constructive criticism to minority students." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/36795.

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How can we learn from our mistakes if we’re unaware they exist? Past research has proposed that teachers’ preconceptions guide interactions with their students. Consequently, we believe negative stereotypes might lead evaluators to provide biased feedback to stigmatized students, particularly when they are giving this feedback directly to the students. The present research sought to distinguish whether non-stigmatized evaluators over-represent positive feedback or under-represent negative feedback on minority writing. We also explored the role of prejudice and motivations to control it, and a desire to protect stigmatized students as possible predictors of these biases. Across two studies, participants highlighted instances of good/bad writing in essays purportedly written by a White or a minority student (Study 1: Aboriginal; Study 2: Black). Results showed that although participants provided equivalent gestalt evaluations and positive feedback to both authors, they provided less negative feedback overall to a minority student author (Study 2). Furthermore, this feedback withholding bias was strongest among evaluators who were externally but not internally motivated to control their biases (Studies 1 & 2). Participants with these motivations also provided inflated global appraisals of minority student writing in an effort to maintain consistency after withholding negative feedback. These findings suggest that stigmatized students might sometimes fail to receive the criticism necessary to identify areas needing improvement, particularly when evaluators are concerned about appearing prejudiced. Implications for minority student motivation, learning and performance will be discussed. Potential future directions are suggested for reducing the feedback withholding bias via practical interventions.
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Reynders, Gilbert John. "Developing resources to assess and provide feedback on student process skills." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/7018.

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Process skills such as problem solving, critical thinking, information processing, teamwork, and communication are important for student success in their coursework and eventually the workplace, but these skills are not always explicitly taught or assessed in undergraduate courses. These skills should be assessed in order to identify areas for student improvement and because assessment practices can provide clear goals to students. However, my analysis of the current literature suggests that instructors do not have the tools necessary to effectively assess and provide feedback on these skills, particularly in science, technology, engineering, and mathematics (STEM) undergraduate courses. To meet this need of assessing and providing feedback to students, rubrics and other instructional resources have been developed to assess process skills as part of the Enhancing Learning by Improving Process Skills in STEM (ELIPSS) Project. Surveys and interview data indicated that the rubrics were practical for instructors to use to provide feedback to students, represented all relevant aspects of the skills, measured the processes that students used when completing tasks, and could be reliably used by multiple raters. During rubric development, the resources were propagated to the STEM instructor community, and the effectiveness of the propagation methods were examined. The highest rates of adoption resulted from hearing about the rubrics from a colleague or attending a presentation about the rubrics. Additionally, running the ELIPSS workshops and creating the ELIPSS website that people found from searching the internet each led to moderate adoption rates. These results support the idea that a multifaceted propagation strategy may be most effective for researchers who are developing assessment tools. When studying the ways in which STEM instructors were implementing the ELIPSS rubrics, it was found that the instructors each developed different strategies that suited their intended learning outcomes and instructional environments by assessing and providing feedback to students in a variety of ways. Instructors with different class sizes, course levels, online course management systems, and access to teaching assistants all adapted the rubric implementation strategy to fit their unique classroom environments. Multiple instructors reported that they were better able to articulate professional skill expectations to their students through the use of the rubrics. Additionally, they were more aware of how their students interacted with one another in groups after using the interaction rubrics. These results indicate that ELIPSS rubrics can encourage more reflective practice in undergraduate instructors by providing them with more information about their students that can be used to modify their teaching methods. Further work was done to examine how students developed process skills in a first-year chemistry laboratory course. Students in a first-year chemistry laboratory course used the ELIPSS rubrics to assess their own process skills, and they were also assessed by a teaching assistant. Additionally, students reported their understanding of process skills and their perceived improvements over the course of the semester. The results suggest that students understand interpersonal process skills such as teamwork and communication better than they understand cognitive process skills such as critical thinking and information processing. While the evidence further suggests that students improved their process skills, and students reported that they improved their process skills, the students showed inconsistent abilities to self-assess and provide justification for their assessment using rubrics.
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Schnauß, Jörg. "Audience Response Systeme und Online Self-Assessments zur Aktivierung und Evaluationdes Plenums." Hochschuldidaktisches Zentrum Sachsen (HDS), 2020. https://ul.qucosa.de/id/qucosa%3A72769.

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Der vorliegende Beitrag beleuchtet als Teil eines Blended-Learning Ansatzes vorrangig den Einsatz von Live-Umfragen (ARS – Audience Responce Systems) im Vorlesungsrahmen. Gerade naturwissenschaftlich geprägte Studiengänge (hier die Fachrichtung Physik) sind häufig durch Frontalunterricht geprägt. Das maßgebliche Ziel des Projektes war es, das Format durch gezielte Einbindung der Studierenden aufzulockern und die Diskussionskultur in der Lehrveranstaltung zu stärken. Einhergehend mit der Aktivierung erhalten die Lernenden eine unmittelbare Rückmeldung zu ihrem Wissensstand und die/ der Lehrende ein Feedback zu möglichen Wissenslücken. Die Live-Umfragen fanden über die Online- Plattform invote.de in Form von Single-Choice-Fragen statt. Erweitert wurde dieser Ansatz, indem diese Inhalte ebenfalls für eine asynchrone Wissensvermittlung im Lernmanagement-System (LMS) Moodle implementiert und mit Feedback flankiert wurden. Dies führte im Vergleich zu früheren Iterationen der Lehrveranstaltung zu einem höheren Aktivitätslevel des Plenums und fachlich fundierten Diskussionen. In Evaluationen zum Ende des Semesters sowie in persönlichen Gesprächen mit den Studierenden, wurde der Einsatz der Fragen in synchroner sowie asynchroner Form explizit als Zugewinn für die Qualität der Lehrveranstaltung herausgestellt.
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Kasper-Brauer, Kati, Margit Enke, and Jennifer Glinka. "Entwicklung eines kooperativen Seminarmoduls im Konferenzformat (Kosemko)." Hochschuldidaktisches Zentrum Sachsen (HDS), 2020. https://ul.qucosa.de/id/qucosa%3A72686.

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Proseminar- und Seminarmodule für Studierende bilden das wissenschaftliche Arbeiten oftmals nicht umfassend ab. Zudem besteht die Herausforderung, dass Studierende heterogene Wissensstände aufweisen, häufig geringes Interesse an ihren Seminarthemen zeigen und gelernte Inhalte nach Abschluss eines Seminars meist nicht mehr präsent sind. Daher war es das Ziel des hochschulübergreifenden Projektes KoSemKo, Studierenden mit dem Schwerpunkt Marketing die Möglichkeit zu geben, interessante Ergebnisse, die sie im Rahmen ihrer Seminararbeiten selbst entwickeln, in einer professionellen Konferenz- Atmosphäre zu präsentieren. Studierende sammeln dadurch nicht nur Erfahrung im wissenschaftlichen Schreiben, sondern schlüpfen gleichzeitig bei der Durchführung eines Peer-Reviews in die Rolle der Gutachter_innen und auf der Konferenz in die Rollen der Vortragenden und Teilnehmer_innen. Durch das Einnehmen dieser verschiedenen Perspektiven setzen sich die Studierenden kritisch und tiefer greifend mit ihren Themen auseinander. Dadurch wird zudem die Motivation gesteigert und gleichzeitig die inhaltliche sowie wissenschaftlich/methodische Komponente der Proseminar- und Seminararbeiten verbessert. Ein im Rahmen des Projektes entwickeltes Online-Lernmodul zum wissenschaftlichen Arbeiten unterstützt den Lernprozess der Studierenden und dient im Nachgang der Verstetigung des Gelernten. Das Projekt wurde von der Fachgruppe Marketing der Westsächsischen Hochschule Zwickau sowie der Professur Marketing und Internationaler Handel der Technischen Universität Bergakademie Freiberg realisiert.
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Sampson, Susan Jane. "Influence tactics and leader effectiveness : how effective, contemporary leaders influence subordinates." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/52770/1/Susan_Sampson_Thesis.pdf.

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Defining the difference between successful and mediocre leaders is a quest that has attracted many renowned scholars, drawing vast amounts of research effort. Yet while there are excellent theoretical explanations of what leaders should do: exhibit transformational behaviours, demonstrate authenticity, build productive relationships with followers and so on; there is still a scarcity of empirically-based research advising practicing leaders how to do these things. This study seeks to provide guidance about the fine-grained processes that effective leaders use on a daily basis to undertake the core process of all leadership activity; influencing followers. Using a grounded research approach, this study employs qualitative methods to capture the detail of effective leader behaviour and the micro-level influence processes that leaders use to create effective follower outcomes. Conducted in the health services industry with medical and allied health leaders, the study sought to answer the question: What influence methods might effective, contemporary leaders be using? The study builds on existing influence research, seeking to extend and update the typology of 11 influence tactics originally developed by Yukl and others, and which has been static since the late 1990s. Eight new influence tactics were identified, offering practicing leaders a powerful suite of potential strategies and representing a significant contribution to the field. Further research is recommended to confirm the identified influence constructs and test the generalisability of these findings to broader leader populations in health organisations and other knowledge-based organisations.
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Walkup, Katie Lynn. "Constructing Health Narratives: Patient Feedback in Online Communities." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6634.

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This project examines user-generated health narratives through corpus analysis of 246 reviews posted on Midwestern Hospital’s Yelp page. Understanding how different stakeholders act and interact within online health communities models a shift in new conceptions of health, and provides evidence of health ecologies’ ability to determine patient perceptions of care. Documents produced by users in these health communities represent health narratives comprised of a user’s health experience, that user’s treatment perceptions, and the community’s perceptions of the user’s experience. Author uses corpus methods to interpret user trace data and rhetorical moves embedded in health narratives. Findings suggest that users who interact with the Yelp community produce different health narratives than less engaged users. Understanding how different stakeholders act and interact within online health communities models a shift in new conceptions of health, and provides evidence of health ecologies’ ability to determine patient perceptions of care.
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Jansson, Anton, and Fredrik Karlsson. "Erfarenhetsåterföring : Erfarenhetsåterföring mellan aktörer i byggprojekt." Thesis, KTH, Byggvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-174141.

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Detta examensarbete har utförts i samarbete med företaget Erfator Projektledning AB och syftar till att belysa och undersöka hur erfarenhetsåterföringen mellan olika aktörer fungerar inom byggbranschen idag. Arbetet bygger främst på ett dussintal kvalitativa intervjuer och faktainsamling som har inhämtats via facklitteratur i form av böcker och från internet. Respondenterna har representerat sju olika arbetsroller för att författarna ska få en god informationsgrund. Arbetet har visat att många företag har tydliga och fungerande system för den interna erfarenhetsåterföringen. Men att den externa erfarenhetsåterföringen är bristfällig och det är något som saknas av de flesta aktörerna inom byggbranschen. Att belysa hur erfarenhetsåterföringen fungerar idag har varit i förgrunden och lösningar till problemet har legat i bakgrunden av arbetet med denna rapport.  Som avslutning i rapporten har författarna rekommenderat olika förslag på hur man skulle kunna arbeta för en förbättring på problemet.
The degree project report has been carried out in cooperation with the company Erfator and aims to highlight and examine how the experience feedback between the different actors working in the construction industry looks today. The degree project is mainly based on dozen qualitative interviews. Other facts have been obtained through the literature in the form of books and from the Internet. To get a good information base the respondents represented six different job roles. The studies have showed that many companies have clear and effective system of internal experience feedback. But the external experience feedback is deficient and is lacking from a lot of actors in the construction industry. To illustrate how the experience feedback work today has been the main focus of the report. In conclusion, the report authors recommended a number of different suggestions how to work for the improvement of the problem.
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Dantsiou, Dimitra. "(De)constructing and transforming workplace practices : feedback as an intervention." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/266740.

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Little empirical work has been conducted on workplace practices in university settings. Meanwhile, the impact of feedback on changing consumption patterns has been mainly studied through individualistic approaches. The academic workplace with its variety of users offers a setting that could provide a range of insights as to how practices form and change under the impact of efficiency interventions and, in turn, how relevant policies could be formed. This research looks at workplace practices related to the regulation of indoor temperature and the use of office equipment. It examines the potential of reducing energy usage in the workplace through a case study on the understanding of and interventions in practices using consumption feedback. A framework based on social practice theory is applied where daily practices are configured by routines, technologies, knowledge and meanings. The research takes place in a UK university building, where the provision of real-time consumption feedback through a display is employed to raise energy awareness. It follows a case study approach featuring three different office typologies and associated user groups: the shared, enclosed administrative office; the PhD open-plan office, and the post-doctoral cellular office. The study begins with an examination of the thermal characteristics and comfort preferences in the case study offices. It then examines how users shape their practices in the workplace. Finally, it observes the impact of feedback through real-time displays on the reduction of energy consumption. A mixed methods approach is employed combining qualitative and quantitative data. Semi- structured interviews and on-site observations are cross-related to environmental conditions monitoring, electricity audits and thermal comfort diaries. Data collection takes place in two phases— (February 2014 and July 2014) —to capture differences in practices between the winter and summer as well as before and after the installation of real-time displays. By exploring the empirical evidence through a practice theory framework, this research shows how social dynamics, the difference between the notion of comfort at home and work, and striving for productivity can prefigure ‘passive’ thermal comfort practices in the workplace. The real-time displays did not trigger change despite the fact electricity audits revealed a savings potential related to high standby use. The inadequacy of building maintenance structures, significant installation delays and the type of projected information were the main factors restricting change. The use of a practice approach advanced the understanding as to why it is so difficult to save energy at work and use feedback as a successful intervention. The combination of qualitative enquiry and energy audits meanwhile indicated the potential source of savings.
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Books on the topic "Constructive feedback"

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Inc, Zenger-Miller. Giving and receiving constructive feedback. [San Jose, CA]: Zenger-Miller, 1995.

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Giving and receiving feedback: Building constructive communication. Menlo Park, Calif: Crisp Publications, 1998.

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Constructive feedback: Learning the art : the story of Oliver and Taylor. Toronto, Ont: OISE Press, 1990.

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Kilbourn, Brent. Constructive feedback: Learning the art : and the story of Oliver and Taylor. Toronto, Ont: OISE Press, 1990.

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Kilbourn, Brent. Constructive feedback: Learning the art : the story of Oliver and Taylor. Toronto: Ontario Institute for Studies in Education, 1990.

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Multivariable feedback design. Wokingham, England: Addison-Wesley, 1989.

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Design of feedback control systems. San Diego: Harcourt Brace Jovanovich, 1989.

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Salvatore, Pennisi, ed. Feedback amplifiers: Theory and design. Boston, Mass: Kluwer Academic, 2002.

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Nordholt, Ernst H. Design of high-performance negative-feedback amplifiers. Delft: VSSD, 2006.

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J, Verhoeven C., ed. Structured electronic design: Negative-feedback amplifiers. Boston: Kluwer Academic Publishers, 2003.

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Book chapters on the topic "Constructive feedback"

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O'Brien, Kristen Merrill, Michelle M. Cumming, Gino D. Binkert, and Daniel R. Oré. "Providing Positive and Constructive Feedback." In High Leverage Practices for Inclusive Classrooms, 343–56. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003148609-28.

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Lubega, Jude T., and Shirley Williams. "Integrating Constructive Feedback in Personalised E-Learning." In Hybrid Learning and Education, 218–29. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03697-2_21.

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Zhou, Yun, James Bailey, Ioanna Ioannou, Sudanthi Wijewickrema, Gregor Kennedy, and Stephen O’Leary. "Constructive Real Time Feedback for a Temporal Bone Simulator." In Medical Image Computing and Computer-Assisted Intervention – MICCAI 2013, 315–22. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-40760-4_40.

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Fontana, Federico, Hanna Järveläinen, and Stefano Papetti. "Augmenting Sonic Experiences Through Haptic Feedback." In Sonic Interactions in Virtual Environments, 353–81. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04021-4_12.

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AbstractSonic experiences are usually considered as the result of auditory feedback alone. From a psychological standpoint, however, this is true only when a listener is kept isolated from concurrent stimuli targeting the other senses. Such stimuli, in fact, may either interfere with the sonic experience if they distract the listener, or conversely enhance it if they convey sensations coherent with what is being heard. This chapter is concerned with haptic augmentations having effects on auditory perception, for example how different vibrotactile cues provided by an electronic musical instrument may affect its perceived sound quality or the playing experience. Results from different experiments are reviewed showing that the auditory and somatosensory channels together can produce constructive effects resulting in measurable perceptual enhancement. That may affect sonic dimensions ranging from basic auditory parameters, such as the perceived intensity of frequency components, up to more complex perceptions which contribute to forming our ecology of everyday or musical sounds.
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Aritajati, Chulakorn, and Mary Beth Rosson. "Smile! Positive Emojis Improve Reception and Intention to Use Constructive Feedback." In Diversity, Divergence, Dialogue, 248–67. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71292-1_21.

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Pennington, Robert, Melissa Tapp, and Janet Sanchez Enriquez. "Provide Positive and Constructive Feedback to Guide Students' Learning and Behavior." In High Leverage Practices and Students with Extensive Support Needs, 95–106. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003175735-9.

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Fang, Qian, Zhang Bo, and Lin Fuzong. "Constructive Learning Algorithm-Based RBF Network for Relevance Feedback in Image Retrieval." In Lecture Notes in Computer Science, 352–61. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/3-540-45113-7_35.

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Caudwell, Kim M. "Dealing with Rejection: Critical Thinking, Constructive Feedback, and Criticism in the Peer-Review Process." In Survival Guide for Early Career Researchers, 143–54. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10754-2_13.

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Clark, Lou, Gayle Gliva-McConvey, and Adam S. Richards. "Cultivating Compassionate Communication with Clinical Competence: Utilizing Human Simulation to Provide Constructive Feedback to Learners." In Comprehensive Healthcare Simulation: Implementing Best Practices in Standardized Patient Methodology, 117–68. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43826-5_9.

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Ternblad, Eva-Maria, and Betty Tärning. "Far from Success – Far from Feedback Acceptance? The Influence of Game Performance on Young Students’ Willingness to Accept Critical Constructive Feedback During Play." In Lecture Notes in Computer Science, 537–48. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52237-7_43.

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Conference papers on the topic "Constructive feedback"

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Pedrosa-de-Jesus, Helena, Cecília Guerra, and Mike Watts. "Active co-constructive written feedback." In TEEM'19: Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3362789.3362825.

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Hamadeh, Abdullah, Guy-Bart Stan, and Jorge Goncalves. "Constructive synchronization of networked feedback systems." In 2010 49th IEEE Conference on Decision and Control (CDC). IEEE, 2010. http://dx.doi.org/10.1109/cdc.2010.5717337.

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Battilotti, Stefano. "Constructive Lyapunov design of dynamic state feedback controllers." In 2008 47th IEEE Conference on Decision and Control. IEEE, 2008. http://dx.doi.org/10.1109/cdc.2008.4738831.

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Dragone, Paolo. "Constructive Recommendation." In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/748.

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Constructive recommendation is the task of recommending object “configurations”, i.e. objects that can be assembled from their components on the basis of the user preferences. Examples include: PC configurations, recipes, travel plans, layouts, and other structured objects. Recommended objects are created by maximizing a learned utility function over an exponentially (or even infinitely) large combinatorial space of configurations. The utility function is learned through preference elicitation, an interactive process for collecting user feedback about recommended objects. Constructive recommendation brings up a wide range of possible applications as well as many untackled research problems, ranging from the unprecedented complexity of the inference problem to the nontrivial choice of the type of user interaction.
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Xiushan Cai, Shaoqing Su, Pingfan Dai, Lihua Lin, and Rong Lin. "Constructive Lyapunov functions and stabilizing feedback for nonlinear systems." In 2009 Chinese Control and Decision Conference (CCDC). IEEE, 2009. http://dx.doi.org/10.1109/ccdc.2009.5195076.

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Faghihi, Ehsan, Mohammad Behdadfar, and Mohammad Ebrahim Sadeghi. "Sender based adaptive VoIP quality improvement using constructive feedback." In 2015 7th Conference on Information and Knowledge Technology (IKT). IEEE, 2015. http://dx.doi.org/10.1109/ikt.2015.7288752.

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Terlemezian, Hilda, and Stoika Spasova. "A MODEL FOR PROVIDING CONSTRUCTIVE FEEDBACK DURING CLASSROOM OBSERVATIONS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2758.

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Glassey, Richard, and Olof Balter. "Put the Students to Work: Generating Questions with Constructive Feedback." In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9274110.

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Knodel, Jens, Dirk Muthig, and Dominik Rost. "Constructive architecture compliance checking — an experiment on support by live feedback." In 2008 IEEE International Conference on Software Maintenance (ICSM). IEEE, 2008. http://dx.doi.org/10.1109/icsm.2008.4658077.

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Sousa, Tahir, Lucie Flekova, Margot Mieskes, and Iryna Gurevych. "Constructive feedback, thinking process and cooperation: assessing the quality of classroom interaction." In Interspeech 2015. ISCA: ISCA, 2015. http://dx.doi.org/10.21437/interspeech.2015-577.

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Reports on the topic "Constructive feedback"

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Samji, Salimah, and Mansi Kapoor. Funda Wande through the Lens of PDIA: Showcasing a Flexible and Iterative Learning Approach to Improving Educational Outcomes. Research on Improving Systems of Education (RISE), January 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/036.

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Funda Wande has adopted a ‘learning by doing’ strategy that is similar to the Problem Driven Iterative Adaptation (PDIA) approach to solving complex problems. PDIA is a high-impact process of innovation that helps organisations develop the capability to solve complex problems while they are solving such problems. It is a step-by-step framework that helps break down problems into their root causes, identify entry points, search for possible solutions, take action, reflect upon what is learned, adapt, and then act again. Its dynamic process and tight feedback loops enable teams to find and fit solutions to the local context. This case provides a narrative of the Funda Wande story with boxes illustrating how PDIA principles and tools like problem construction, deconstruction, entry point analysis, iteration, and building authorisation would have been applied in practice. The sources of this case include a literature review of education in South Africa, related research documents, and conversations with staff at Funda Wande.
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Joint Action Plan for the Implementation of the Statement on the Prior Consultation Process for the Pak Beng Hydropower Project. Vientiane, Lao PDR: Mekong River Commission Secretariat, April 2019. http://dx.doi.org/10.52107/mrc.ajg6bo.

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The Joint Action Plan provides mechanisms for ongoing feedback and data exchange and sharing of knowledge between Lao PDR and the MRC, with regard to the ongoing design, construction and operation of the Pak Beng Hydropower Project.
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