I like this connection, that the ⇄ part of the framework is both a communication tool and a place to practise communication. It would be nice to make this more explicit for learners with a short paragraph under this heading, before moving into the diagram. For example, this section could highlight that engaging in ⇄ dialogue helps learners develop capabilities such as articulating their thinking, asking constructive questions, listening and responding to others, building confidence in discussing their learning, and making sense of feedback collaboratively. It could also acknowledge that these conversations can feel unfamiliar or uncomfortable at first, and that this is a normal part of developing these skills. Framing ⇄ dialogue as a practice — not a performance — may help learners approach it with greater confidence and openness.

One possible enhancement on this page (or on several pages) is to more explicitly normalise the emotional and cognitive responses learners may have when receiving feedback. While the module already acknowledges confidence and challenge, a brief statement that reassures learners that feelings such as uncertainty, discomfort, or frustration are common — and often signal meaningful learning — could help create a stronger sense of emotional safety.

This kind of framing supports feedback literacy by helping learners recognise that their reactions are part of the learning process, and that pausing to notice these responses can make it easier to engage productively with feedback rather than avoid it. Feeling uncertain or uncomfortable when receiving feedback is common and often signals meaningful learning.

At the end of the whole learning experience it would be helpful to more explicitly signal how learners will continue to use the SAG⇄E Insights for Learning framework beyond this module. The activities here are well designed for practice, and a brief forward-looking statement could help learners understand that this approach is intended to support learning across multiple tasks, units, and stages of their course — not just as a one-off activity.

For example, a short “What’s next?” message might highlight that learners will revisit SAG⇄E when they receive feedback in other units, use it to notice patterns over time, and draw on it when curating portfolio evidence. This helps reinforce continuity and supports learners in seeing feedback as something that accumulates and develops, rather than resetting with each task.

One possible enhancement to consider is making the learner-agency and identity dimension of the SAG⇄E Insights for Learning framework a little more explicit. Throughout the module, feedback is framed very effectively as something learners can use to improve their work; this could be strengthened further by also positioning feedback as a way of helping learners become more confident, independent decision-makers about their learning over time.

A short meta-statement somewhere in the module (for example near the conclusion) could help learners see the bigger purpose of SAG⇄E beyond individual tasks. For instance:

“Over time, using the SAG⇄E framework helps you build the confidence to interpret feedback, notice patterns, and decide for yourself what matters most for your learning — not just respond to individual comments.”

This kind of framing supports learners to see feedback as part of becoming an active, capable learner across their course, rather than something that only applies to one task or unit.

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.

The Feedback Action Plan Template is a strong and practical resource, and it’s an ideal place to make the three movements of Engagement (⇄E) explicit. Rather than renaming the template, we suggest lightly structuring it around Reflection, Inquiry, and Action — using labels or prompts to help learners see Engagement as a process they practise over time. Much of this is already present; the main enhancement would be distinguishing an initial reflection on how feedback lands (emotionally and cognitively) from later reflection on capability development, and clearly positioning SAG insights as part of the Inquiry move.

Suggested enhancements to the Feedback Action Plan Template 1. Keep the title “Feedback Action Plan Template” The title is clear and learner-friendly. Rather than renaming it, the conceptual work can be done through how the template is structured and framed. 2. Add a brief framing line at the top to connect the template to ⇄E For example: “This Action Plan helps you practise the Engagement (⇄E) part of the SAG⇄E Insights for Learning framework by guiding you through three moves: Reflection, Inquiry, and Action.” 3. Make the three ⇄E movements explicit through light section labelling or prompts This helps learners see Engagement as a process they practise, not just a single step. 4. Surface an initial Reflection move (before action planning) Add a short reflection prompt that invites learners to notice how feedback lands emotionally and cognitively, for example: • What stood out to you in this feedback? • How did it make you feel or think differently about your work or learning? This normalises reflection and supports learning from challenge or mistakes. 5. Position SAG insights as part of the Inquiry move Reframe the existing “SAG⇄E Insights” section as Inquiry, e.g.: Which Successes, Adjustments, or Growth insights matter most right now, and why? This reinforces that SAG insights are inputs to learner sense-making, not endpoints. 6. Retain the Action section with minimal change The current focus on specific, achievable steps is strong. Optional prompts could reinforce time-bounded action (e.g. “over the next week or two”). 7. Differentiate reflection on ‘how feedback landed’ from reflection on development over time The existing “Reflection on Capability Development” section works well as a later reflection, focused on noticing learning, growth, or changes in confidence after acting on feedback. 8. Keep Support Resources and Portfolio Annotation as they are, with minor connective language if helpful These sections already align well with ⇄E and portfolio learning; small wording tweaks could simply reinforce their role in supporting the Engagement process.

Across the module, the repeated use of the circular SAG⇄E diagram and recall-style quiz questions has been effective in reinforcing recognition of the framework. At this point in the learner journey, however, this repetition may be doing less conceptual work than earlier pages, as learners are already familiar with the core elements.

On this page in particular — where Engagement (⇄E) is being introduced more fully — there is an opportunity to shift the visual and interactive emphasis away from remembering the framework and toward understanding how ⇄E actually operates.

A left-to-right representation of the framework (from SAG insights to learner Engagement) works especially well here because it makes visible the balance and back-and-forth between the insight-giver side (Successes, Adjustments, Growth) and the learner side of the framework. It also provides a natural structure for introducing the three movements of ⇄E (Reflection, Inquiry, Action) as an active process, rather than as a single abstract concept. I've uploaded an image that I use in the Files area of this Canvas site.

Replacing the circular diagram on this page with a representation that foregrounds the three ⇄E movements would help learners see Engagement as something they do, and something that unfolds over time in response to insights. The existing visual could still be used earlier in the module to establish the overall framework shape.

Similarly, rather than another quiz focused on recalling SAG or ⇄E definitions, this page could use an interaction that helps learners distinguish and apply the three ⇄E movements — for example, identifying which movement is being demonstrated in short scenarios, or sequencing Reflection, Inquiry, and Action in response to a piece of feedback. This would extend understanding rather than repeat recall.

A small language point to consider: the term “toolkit” may unintentionally position this resource as something separate from, or parallel to, the SAG⇄E Insights for Learning framework. Conceptually, this Action Plan works best when it is understood as a way of enacting the Engagement (⇄E) component of the framework, rather than as an additional tool alongside it.

At first glance the SAG⇄E acronym looks unbalanced, like there is more 'weight' on the SAG side of the double arrow than on the E side. This is not a true reflection of the power of the ⇄E portion of the framework. The ⇄E component is actually made up of three 'movements', these are 1) Reflection, 2) Inquiry and 3) Action.

Across the module, the Inquiry and Action movements of ⇄E are already well supported. Learners are asked to identify meaningful insights, ask questions of feedback, engage in dialogue, and develop concrete next steps through activities such as the Engagement response, the Action Plan, and the dialogue and evidence pages.

What is less visible, but equally important, is the first movement: Reflection. This involves learners taking a brief pause to notice how feedback lands for them emotionally and cognitively, what stands out, and what those reactions might be telling them about their learning, confidence, or developing identity.

The ‘Getting started’ section on this page already leans strongly in this direction. With a small amount of reframing or an explicit prompt, this page could more clearly signal Reflection as a deliberate and valued part of ⇄E, setting learners up to engage more intentionally with the Inquiry and Action that follow.

From a structural perspective, this module already does several things very well: • It progresses logically from awareness → classification → action → dialogue → evidence • Learners do the framework, rather than just read about it • ⇄E is given substantial weight through: • Short written responses • An action plan • Dialogue • Demonstrating improvement over time • The activities align with realistic student needs (e.g. “this week”, concrete actions, templates)

In particular, the Analysing a variety of feedback → Engagement response → Action Plan sequence is pedagogically sound and consistent with programmatic learning.

SAG⇄E Insights for Learning framework

insights for learning

insight

Insight provided

SAG⇄E Insights for Learning