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Its Good To Talk: Feedback, Dialogue and Learning

Its Good To Talk

Feedback, Dialogue and Learning


The Project

This National Teaching Fellowship (NTFS) project is being led by De Montfort University, with collaboration from the History Centre at the University of Warwick and London Metropolitan University and will run from October 2009 to September 2012. 

Only ten projects were funded in this strand of the NTFS, which provides funding for institutions to build on the expertise of National Teaching Fellows.


This project will explore how tutors and students can develop new ways of giving and using feedback.  The project aims to encourage teacher and peer dialogue around learning.

The project will particularly focus on feedback at a subject level by examining practice in History and Politics and International Relations. The novelty of this approach is that it will allow models of feedback to be developed which enhance student learning in these subjects as well as identifying how the practice can be transferred to cognate disciplines.

Feedback is widely perceived by students, tutors and in pedagogic literature, to be of enormous intrinsic value, impacting upon student learning, motivation, self-esteem and performance.


To identify ways of developing practices in feedback to students at a subject level which build upon the work in the SENLEF| project, ASKe|, the NUS| and elsewhere.

To develop models of feedback that enhance student learning and to demonstrate how they can be embedded in the student learning experience  and transferred to cognate disciplines.

Problems being addressed: 

How to replace the simple “transmission“ model of feedback, which regards feedback as primarily a means of justifying grades, with a model of feedback linked directly to learning and reflection;

How to implement more dynamic approaches to feedback, by developing practical strategies  for encouraging dialogue between staff and students to promote student learning and to enhance student motivations to learn.

    More information:

    The Higher Education Academy|

    Professor Alasdair Blair


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