386 Matching Annotations
  1. Mar 2021
    1. See this post's corresponding GitHub Issue for related media, aggregated links, and other minutia.

      It didn't occur to me until just this moment that GitHub might also make for the ideal commenting integration. And the... second-most ideal annotation integration, naturally.

      Basically, leave comments there!

  2. Feb 2021
    1. It is important to acknowledge that education is essentially a political activity.

      Re-reading this week's chapter, I keep getting hung-up on this line. While I agree that education is affected by political views, I don't know that it is necessarily appropriate to state that education is a political activity. By design (or perhaps, by hope), education should be decidedly non-political. The reality of education, perhaps, is very politically driven, but something about the wording of calling education itself a political activity doesn't feel truly accurate.

  3. Jan 2021
  4. Dec 2020
    1. These are valid comments. I think it is worth noting that svelte didn’t choose a non-javascript method for fun or because we think we should redesign the language. The additional constructs, for the most part, are there to allow svelte to more clearly work out exactly what is going on in the code in order to optimise. In short svelte needs a certain amount of information to do what it does and pure javascript is often difficult to analyse in this way. But I appreciate your concerns and comments and we try to take all feedback on board where we can. So thank you!
    1. Better community building: At the moment, MDN content edits are published instantly, and then reverted if they are not suitable. This is really bad for community relations. With a PR model, we can review edits and provide feedback, actually having conversations with contributors, building relationships with them, and helping them learn.
  5. Nov 2020
    1. In Rust, we use the "No New Rationale" rule, which says that the decision to merge (or not merge) an RFC is based only on rationale that was presented and debated in public. This avoids accidents where the community feels blindsided by a decision.
    2. I'd like to go with an RFC-based governance model (similar to Rust, Ember or Swift) that looks something like this: new features go through a public RFC that describes the motivation for the change, a detailed implementation description, a description on how to document or teach the change (for kpm, that would roughly be focused around how it affected the usual workflows), any drawbacks or alternatives, and any open questions that should be addressed before merging. the change is discussed until all of the relevant arguments have been debated and the arguments are starting to become repetitive (they "reach a steady state") the RFC goes into "final comment period", allowing people who weren't paying close attention to every proposal to have a chance to weigh in with new arguments. assuming no new arguments are presented, the RFC is merged by consensus of the core team and the feature is implemented. All changes, regardless of their source, go through this process, giving active community members who aren't on the core team an opportunity to participate directly in the future direction of the project. (both because of proposals they submit and ones from the core team that they contribute to)
  6. Oct 2020
    1. The authors noted that instructive or process feedback types were rarely observed in the instructors’ messages to students.

      Why?

      • time-consuming
      • the sense-making of students' learning
      • the ways to provide formative feedback
      • the sense-making of feedback by students What kind of feedback would be most useful to students? How can we make sure that students interpret the feedback correctly?
    1. When giving negative feedback, teachers can use the positive sandwich approach—starting and ending with a positive comment

      Compare and contrast to what Claude Steele calls the "Tom Ostrom strategy" - framing feedback in terms of "I have high standards; here is my feedback; I believe you can reach my high standards by taking this feedback."

  7. Sep 2020
    1. The present study demonstrated that there are differences between the quantity and quality of handwritten and electronic feedback

      The takeaway messages are the first with experimental evidence for the benefits of electronic feedback for coursework, electronic feedback is an adequate way to provide feedback, and the courses in COVID-19 will be an example of whether electronic feedback is adequate for strong academic performance.

  8. Aug 2020
    1. This means that while groups can generate high levels of solidarity, which can in principle be put to powerful political effect, it also becomes harder to express disagreement within the group. If, for example, an outspoken and popular member of a neighbourhood WhatsApp group begins to circulate misinformation about health risks, the general urge to maintain solidarity means that their messages are likely to be met with approval and thanks. When a claim or piece of content shows up in a group, there may be many members who view it as dubious; the question is whether they have the confidence to say as much. Meanwhile, the less sceptical can simply forward it on. It’s not hard, then, to understand why WhatsApp is a powerful distributor of “fake news” and conspiracy theories.

      Instead of positive feedback like this, is there a way to create negative feedback loops in these social media apps?

    1. I honestly don't know what you find unclear about this question. I think you initially misread. I edited out your title change because it wasn't what I'd intended and it misled others. I edited in two more sections to clarify. The last section makes it as clear as I can: A single question provokes 1 of 3 responses (not necessarily answers). To chose between them I need to understand acceptable scope of both question and answers. Yes this topic is a muddy one, that's why I'm asking! I want others to help me clarify the unclear!
  9. Jul 2020
  10. Jun 2020
    1. Just as journalists should be able to write about anything they want, comedians should be able to do the same and tell jokes about anything they please

      where's the line though? every output generates a feedback loop with the hivemind, turning into input to ourselves with our cracking, overwhelmed, filters

      it's unrealistic to wish everyone to see jokes are jokes, to rely on journalists to generate unbiased facts, and politicians as self serving leeches, err that's my bias speaking

    1. Note that we are not making the common argument that making new tools can lead to new subject matter insights for the toolmaker, and vice versa. This is correct, but is much weaker than what we are saying. Rather: making new tools can lead to new subject matter insights for humanity as a whole (i.e., significant original research insights), and vice versa, and this would ideally be a rapidly-turning loop to develop the most transformative tools.
    1. Most people think you build the product then you market it. Thinking in loops means you build the marketing into the product. The product doesn't precede the marketing. The product is the marketing.

      By thinking in loops Harry Dry refers to a way of thinking about your acquisition strategy as being part of your product.

      This reminds me of Brian Balfour's idea of product-channel fit and how stresses that the product gets shaped by its acquisition channel.

  11. May 2020
    1. One huge advantage to scaling up is that you’ll get far more feedback for your Insight through making process. It’s true that Effective system design requires insights drawn from serious contexts of use, but it’s possible to create small-scale serious contexts of use which will allow you to answer many core questions about your system.

      Even though a larger user base will increase your odds of getting more feedback, you can still get valuable contextual feedback with less users.

    1. Ericsson claims (2016, p. 98) that there is no deliberate practice possible for knowledge work because there are no objective criteria (so, poor feedback), because the skills aren’t clearly defined, and because techniques for focused skill improvement in these domains aren’t known.

      According to Ericsson deliberate practice for knowledge work is not possible because the criteria are not objective (you don't know if you're doing well).

      This collides with Dr. Sönke Ahrens' contention that note taking, specifically elaboration, instantiates two feedback loop. One feedback loop in that you can see whether you're capturing the essence of what you're trying to make a note on and a second feedback loop in that you can see whether your note is not only an accurate description of the original idea, but also a complete one.

      Put differently, note taking instantiates two feedback loops. One for precision and one for recall.

  12. Apr 2020
  13. Mar 2020
    1. Don't be discouraged when you get feedback about a method that isn't all sunshine and roses. Facets has been around long enough now that it needs to maintain a certain degree of quality control, and that means serious discernment about what goes into the library. That includes having in depth discussions the merits of methods, even about the best name for a method --even if the functionality has been accepted the name may not.

      about: merits

  14. Feb 2020
    1. Collaboration is not consensus When collaborating it is always important to stay above radar and work transparently, but collaboration is not consensus. You don't need to ask people for their input, and they shouldn't ask you "Why didn't you ask me?" You don't have to wait for people to provide input, if you did ask them. We believe in permissionless innovation- you don't need to involve people but everyone can contribute. This is core to how we iterate, since we want smaller teams moving quickly rather than large teams achieving consensus slowly.
    1. We check in our code at the entry point of a pipeline, version control (Git and Github in our case), and then it’s taken through a series of steps aimed at assuring quality and lowering risk of releases. Automation helps us keep these steps out of our way while maintaining control through fast feedback loops (context-switching is our enemy). If any step of the pipeline breaks (or fails) we want to be alerted in our communication channel of choice (in our case Slack), and it needs to happen as quickly as possible while we’re in the right context.
  15. Dec 2019
  16. Nov 2019
  17. Oct 2019
  18. Sep 2019
  19. Aug 2019
    1. F = ma qüvvənin obyektə necə təsir etdiyini izah edir, bu təsirin baş vermə səbəblərini yox. Təkamül nəzəriyyəsi (orijinal adı ilə desək, təbii seçmə nəzəriyyəsi) isə təbiətdə müşahidə olunan fenomenlərin səbəb mexanizmlərini açıqlayır.

      Bu paraqrafı bir az genişlətmək lazımdır. Bir düsturun təsvir etmə funksiyası ilə səbəb-nəticə əlaqəsini açıqlaması arasında nə fərq var tam olaraq? Nəticədə təbii seçmənin də riyazi modelləri var, onu da riyazi şəkildə formallaşdırmaq mümkündür (F=ma-dan daha qəlizdir, amma fərqli riyazi modellər hazırlayırlar adamlar. Burdan baxa bilərsən çox dərinə getmədən: https://www.quantamagazine.org/mathematics-shows-how-to-ensure-evolution-20180626/).

    2. Çağdaş təkamül nəzəriyyəsi Darvininkindən xeyli fərqlənir. 20-ci əsrin əvvəllərində Mendel genetikası və Darvinizmin birləşməsi ilə “modern sintez” ortaya çıxdı. Bu nailiyyətin arxasında Dobrjanski, Fisher, Huxley kimi elm adamları dururdu, Darvin yox.

      Çağdaş təkamül nəzəriyyəsi Darwininkindən necə fərqlənir? Sadaladığın adamların əsas töhfələri nə olub məsələyə? Modern sintez tam olaraq nədir? Bütün bunları açmaq lazımdır ictimaiyyət üçün yazılmış məqalədə, çünki bu şəkildə ancaq naməlum elmi səslənən şeylər və adam adları kimi gəlir adi oxucuya.

    3. üzərindən keçdiyimiz çox məqam var.

      Məncə miflər onların tarixçəsini öyrənmək üçün yaxşı bəhanədirlər. Ona görə, məncə bu paraqrafı genişlədib ideyanın necə yarandığını, fərqli dövrlərdə hansı forma aldığını, Darwinə qədər necə inkişaf etdiyini açsan çox əla olar.

    4. 19-cu əsrə qədər təkamül Dekart, Leybniz, Herber və hətta Darvinin babası Erasmus kimi bir çox intellektual tərəfindən müxtəlif formalarda müzakirə edilmişdi.

      Bu özü-özlüyündə çox maraqlı bir-iki paraqrafın mövzusudur. Əgər vaxtın varsa adlarını çəkdiyin adamların işlərində təkamül söhbəti necə keçib (yaxşı olardı ki, birbaşa sitat gətirərdin hansısa əsərlərindən) onu araşdırıb bunu bir paraqrafa çevirərdin. Çox maraqlı tarixi yazı olardı bu detalları genişləndirsən.

    5. Söhbət dünyanın yaranması ilə bağlı miflərdən getmir (bunların tarixi daha qədimə dayansa da mövzumuzla bir o qədər də əlaqəli deyil). Təkamül fikrinin elmi müstəvidə ilk təhlili Empedokla aid edilir. O, ibtidai formada da olsa, insanlar da daxil olmaqla bütün canlıların mənşəyini izah etməyə çalışır.

      Bunu bir az araşdırıb inkişaf etdirsən çox yaxşı olar. Məsələn, Empedokl özü nə yazıb, onun yazdıqları haqda hardan/kimdən öyrənirik, və s.

    6. Darvindən

      Orijinalı latın əlifbası ilə yazılan adları olduğu kimi yazırıq, yəni Darvin yox Darwin. Amma adın orijinalı başqa əlifbada yazılıbsa bunu transliterasiya edirik, məsələn, Puşkin.

  20. Mar 2019
    1. personalized mobile learning solutions to create effective learning paths This appears to blend personalized learning and mobile learning. It is prepared by a specific vendor, MagicBox, so they might be assumed to have their own agenda. This page describes some of the affordances of personalized mobile learning, such as the capacity to track and presumably respond to learner preferences. rating 2/5

  21. Feb 2019
  22. Jan 2019
    1. feedback conceptualization informed by sociocultural notions, in which students co-construct meaning from the teacher’s feedback comments through interaction over time, with each other, the teacher, and relevant resources

      Feedback definisjon

  23. Nov 2018
    1. SurveyMonkey

      SurveyMonkey is a FREE survey platform that allows for the collection of responses from targeted individuals that can be easily collected and used to create reports and quantify results. SurveyMonkey can be delivered via email, mobile, chat, web and social media. The platform is easy to use and can be used as an add on for large CRMs such as Salesforce. There are over 100 templates and the ability to develop customized templates to suit your needs. www.surveymonkey.com

      RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

  24. Sep 2018
  25. Jun 2018
  26. Mar 2018
    1. Prepare some inviting questions.

      This is perhaps the most important step in the process. DO NOT simply request "Thoughts?" or "Please check out my site and let me know what I can do to make it better." These types of messages offer the reviewer nothing to work with.

      The examples listed in this section are relevant to career evaluation/feedback, but here are some potential questions for requesting constructive critique of your ePortfolio:

      • *My goal is to emphasize my leadership skills and experience. Does this ePortfolio communicate that?
      • Does the order/organization of this site make sense? Are things located where you think they should be? For example, do you think my Collaboratory experience should be moved to the technology page?
      • Did you feel any of the reflections were insufficient in terms of detail and development? Were there any that you had questions about after reading?*
  27. Oct 2017
  28. Aug 2017
    1. Since CI begins immediately after a commit or merge hasbeen made, feedback needs to be fast to allow the developer(or team) responsible for the commit or merge to resolve thebreakage while his or her changes are still fresh in their mind

      Faz todo sentido o efeito positivo na produtividade se considerarmos que o ambiente de integração contínua notificar ao desenvolver qualquer tipo de desvio ou falha no código.

  29. May 2017
  30. Mar 2017
  31. Feb 2017
  32. Jan 2017
  33. Dec 2016
    1. Responding to criticism:

      • Acknowledge each point.
      • Explain how you agree, and what you intend to do to improve, or
      • explain why you object to that point.

      They might give you additional useful opinions. They might not respond at all. If you get a response that is antagonistic, it's time to let it drop.

    2. A good critic who pans your work should be doing it as a service to your potential audience while giving you honest feedback that you can use to improve (or move on to something else).

      Sometimes the problem isn’t with what you’re doing but how it is perceived by others, and even here the critic can show you how to tune your message so what people hear is what you intend to say.

    1. by inserting comments in the audio recordings they’d submit to me (as opposed to worrying about whether or not it was ok to correct their French in class in front of their peers… something I had always been hesitant to do in spite of – or perhaps because of – what had been done to me!) or by recording an audio walkthrough of suggestions and corrections to the first drafts of their compositions (instead of handing back a blood-red “fixed” version of a composition in class).

      Premium on teacher feedback.

  34. Sep 2016
    1. All of us recognize that students’ communication skills benefit greatly from substantial amounts of writing. But many faculty members limit the amount of assigned writing because drafting comments and grading is too time-consuming. But one can imagine other ways to give students more opportunities to write while ensuring that they receive valuable feedback. These might include peer or near peer feedback, using carefully designed rubrics, or even a degree of auto feedback.
    1. L’enseignant joue quatre rôles distincts : celui de client, qui juge l’adéquation du produit au cahier des charges, celui d’expert technique, en cas de difficulté bloquante, celui de chef d’entreprise lorsque cela s’impose et que des décisions autoritaires (concernant les coûts, les délais ou les méthodes) doivent être prises pour empêcher l’échec du projet, et enfin le rôle traditionnel de tuteur.
    1. The success of Arduino has had the perhaps retrograde effect of convincing an entire generation that the way to sense and actuate the physical world is through imperative method calls in C++, shuffling bits and writing to ports, instead of in an environment designed around signal processing, control theory, and rapid and visible exploration. As a result, software engineers find a fluid, responsive programming experience on the screen, and a crude and clumsy programming experience in the world.
    2. But the idea that you might implement a control system in an environment designed for designing control systems — it hasn’t been part of the thinking. This leads to long feedback loops, inflexible designs, and guesswork engineering. But most critically, it denies engineers the sort of exploratory environment that fosters novel ideas.

      On short feed back loops and modelling, this talk from Markus Denker, one of the main architects behind Pharo Smalltalk, can be enlightening: Perfection & Feedback Loops, or: why worse is better

  35. Jun 2016
    1. o often, the feedbackgiven is unrelated to achieving success on critical dimensions of the goal. Forexample, students are given feedback on presentation, spelling, and quantity inwriting when the criteria for success require, say, “creating mood in a story.” Su

      Importance of relevance of feedback to goals for exercise: e.g. spelling is not useful if the goal was "create a mood."

    2. ffective feedback must answer three major questions asked by ateacher and/or by a student: Where am I going? (What are the goals?), How am Igoing? (What progress is being made toward the goal?), and Where to next? (Whatactivities need to be undertaken to make better progress?) Th

      Three major questions that must be answered in effective feedback:

      1. Where am I going (what are the goals),
      2. how am I going (what progress is being made towards the goal)
      3. Where to next (what activities must be undertaken to make better progress?
    3. eedback is information with which a learner can confirm, add to,overwrite, tune, or restructure information in memory, whether that information isdomain knowledge, meta-cognitive knowledge, beliefs about self and tasks, or cog-nitive tactics and strategies”

      definition of feedback

    1. Nor- mative grades provide information about proficiency relative to others; they do not provide clear standards for self-evalua- tion or for constructive attribution (Nisan, 1981). Our finding that 50% of the pupils who received no feedback would rather have received a grade may seem compatible with the argu- ments of many teachers that pupils themselves want grades

      Grades provide information about relative proficiency not clear standards for self-evaluation.

      But students would still rather have then than nothing (50%). However, of graded students, 78.9% would rather have comments than grades.

    2. in the grades group, 26.7% attributed effort to the desire to avoid poor scores, and 34.4% attributed it to the importance of success, whereas among those who received no feedback only 7.2% attributed effort to the desire to avoid poor scores and 40% attributed it to the "positive" aspect of need achievement, the desire to succeed.

      Grades group:

      • 26.7% attributed effort to avoid failure
      • 34.4% to desire for success

      In non-grades group:

      • 7.2% to avoid failure
      • 40% to need for achievement, desire to succeed.
    3. subjects who received written comments expressed greater interest in the tasks than did those in the other two groups, especially for the question requiring greatest commitment -- the number of extra tasks chosen

      Subjects who received written comments expressed greater intrinsic motivation,

    4. Even though the findings of much previous research, which compared motivation after a single trial under extrinsic and no-incentive conditions, implied that if "left alone," in- trinsic motivation for an initially interesting task would remain stable and high, our conception suggested that, in fact, re- peated nonreceipt of feedback would undermine interest. We also predicted that numerical grades would foster extrinsic mo- tivation at the expense of intrinsic motivation. The results showed clearly differential effects of these kinds of feedback on per- formance.

      This is an interesting point with regard to my practice: 100% for effort and no feedback is worse than grades, because it means there really is no feedback.

    5. Most studies of extrinsic incentives and intrinsic motivation, including those men- tioned earlier, used as controls subjects who received no rewards or feedback, apparently on the assumption that un- der these conditions original levels of intrinsic motivation would be maintained.

      make an interesting point that most studies assume that no-feedback is a status quo.

    6. We expected that receipt of indiviaualized, specific, non-normative information about task performance, includ- ing both positive and negative comments, would maintain or even enhance subsequent motivation.

      Hypothesis: that individualized, non-normative information about performance would maintain or enhance motivation.

    1. InastudybySwann&Arthurs(1998),alargenumberoftheirstudentsseemedtotakeaninstrumentalviewoflearning,conceivingassessmenttasksasobstaclestoovercomeinthepursuitofgrades.Formativefeedbackwasviewedasameanstonegotiatetheseobstacles.InanearlierstudybyBeckeretal.(1968)ofAmericancollegelife,assessmentdemandswereubiquitous,andstudentbehaviourreectedtheinstrumentalandpragmaticstrategiestheyadoptedtocopewiththeparticularteachingandassessmentpracticesimposedonthem.Butisthistruefortoday’sstudentinthecontextoftheUK?Amajorityofthestudentsinourstudyperceivehighereducationasa‘service’,andfeltthatfeedbackconstitutespartofthatservice.Asonestudentnoted:TheywayIseeitiswe’repaying£1,000.It’smoreofaservicenow.Ifhighereducationisviewedasaservice,thenstudentsarearguablytheconsumersofthatservice.Butwhatdotheyexpecttheservicetoconsistof?Moststudentsinourstudylinkfeedbacktoattainingbettergrades.Thesestudentsperceivefeedbackcommentsasidentify-ingwhattheyaredoingrightandwrongand,therefore,helpingthemtoimprovetheirperformanceinsubsequentassessedassignmentsandexaminationsinordertoraisetheirmarks:Partofwritingtheessayquestionintheexamishavingtherighttechnique,andwhilstitwouldbeusefultosaythat‘yeah,you’rebringingingoodpartsoutsidethesubjectandit’sgoodthatyou’vebroughtinthis’,itwouldalsobegoodtoknow‘well,don’teverusethislanguageintheexam’causeit’sgoingtocountagainstyou’

      Students' consumerist, instrumental view of learning.

    2. ormativefeedbackcommentscanonlybeeffectiveifstudentsreadandmakeuseofthem.MostofthestudentsinvolvedinstudiesbyHyland(2000)andDing(1998)seemedtoreadtutors’comments.Ourquestionnairedatareectthis(seeTableI).Thetimespentreadingcommentsvaries,withthemajorityofstudentsclaimingtospendlessthan15minutesdoingso(although,ofcourse,ourdatadonottelluswhenthistakesplaceorwhetherstudentsreturntolookattheirfeedbackonmorethanoneoccasion).But,overall,97%ofstudentsindicatedthattheyusually‘read’thewrittenfeedbacktheyreceive.Furthermore,wecanseefromTableIIthat82%ofthestudentsclaimedto‘paycloseattention’tofeedback.Theinterviewdataalsosupportthis:Ialwayslookforwardtoseeingwhattheyhadtosay.NormallyIgetthegradeandthenlookthroughtheself-assessmentandthetutor’sassessment,readthecommentsand...seewhatcommentshe’smadeontheessay.ThisndingisreinforcedbyHyland’s(2000)study.Henotedthatthemajorityofthestudentsinvolved(fromarangeofinstitutions)seemedtotry(evenifonlyoccasionally)tousecommentsforfutureassignments

      Most students read feedback and try to make something of it.

  36. Apr 2016
  37. Feb 2016
  38. rubenaf.weebly.com rubenaf.weebly.com
  39. sammiecurtin.weebly.com sammiecurtin.weebly.com
    1. :)

      This gives me a feel for the casual tone you're working to strike, but I'm wondering if given the initial clause about letting us in on a secret, you might end the sentence with a ... for drama instead and to fend off some of the more conservative audience members who might judge you for using emoticons as a teacher (I don't, but have their imaginary lenses on my shoulder as I read).

    1. She is the reason I want to work with students.

      Sounds like a real inspiration. I wonder if you might quote her? I am also looking at this and wondering about balance. How can we fit you and your strengths back into this page before we leave it, as readers? Is there a way to bring us back to you through a moment mentioning the image or the metaphor it might illustrate, experience it conveys about you and who you are as an educator? (just brainstorming)

  40. Jan 2016
    1. People rightly tend to be mean to those they are sure are assholes, so continued interaction between them will probably only serve to reinforce their beliefs the other is acting in bad faith.

      This reminds me of the situation of a parrot in front of a mirror. Will he fall in love with the other, or will he start hating him, ignoring the fact that he is only seeing his reflection? Once he starts acting on one of the affections, positive feedback kicks in.

  41. Nov 2015
  42. Oct 2015
  43. Jul 2015
    1. Whether or not you take a constructivist view of education, feedback on performance is inevitably seen as a crucial component of the process. However, experience shows that students (and academic staff) often struggle with feedback, which all too often fails to translate into feed-forward actions leading to educational gains. Problems get worse as student cohort sizes increase. By building on the well-established principle of separating marks from feedback and by using a social network approach to amplify peer discussion of assessed tasks, this paper describes an efficient system for interactive student feedback. Although the majority of students remain passive recipients in this system, they are still exposed to deeper reflection on assessed tasks than in traditional one-to-one feedback processes.
  44. Jun 2015
  45. May 2014
  46. Nov 2013
  47. epubjs-reader.appspot.com epubjs-reader.appspot.com
    1. “Like Spencer’s Talus with his modern flail He threatens ruin with his ponderous tail.

      If I am using this to take notes for a classs, I want some way to print or collect all my annotations on a range of the book.

  48. Oct 2013
    1. This doesn’t mean gossip is always good.

      I'm glad to see a statement that the results from this experiment in "procosial gossip" does not translate into meaning that gossip is always good.

      I wonder what insights we can take away from this and turn into action in our own environment?

      I feel the antidote we need is more meaningful and real-time feedback, not gossip.