A dialogic technology-mediated model of feedback uptake and literacy

Despite the importance of feedback uptake in higher education, there is still much to be learned about supporting it. Recent perspectives hold that guiding learners through uptake-oriented activities may also help them develop literacy. However, due acceleration digitisation trends an increasing need explore and literacy development exploiting opportunities offered by digital environments. This constitutes a significant gap immediate practitioners teaching online will crucial post-COVID-19 context which use blended learning only expected increase. conceptual article draws on synthesis existing uptake, formative assessment technology literature offer technology-mediated dialogic model Focused how technological mediation can enrich for co-regulation processes involved intended designing classroom practices embedded standard curricula. The serves inform discussion nascent teacher settings education now frequently take place.