FeedbackFruits lets you design structured interaction around course materials and assignments directly within Canvas. You can set up peer feedback, guided discussions, and reflection activities, helping you make student engagement visible and manageable across your course.
- Functions
- Collect student work | Create materials | Group collaboration | Peer review | Teacher feedback
- Via Canvas
- In Canvas
- Difficulty of use
- Moderate
Examples of use in your education
Use Interactive Document when you want students to read, respond and work through material inside one guided activity instead of downloading a separate file.
You can apply this tool in your teaching in several concrete ways:
Guided reading - Use an interactive document when students need to work through a text with embedded questions, comments or short response tasks.
Preparation task - Ask students to complete a document activity before class so they arrive having already engaged with the key ideas or cases.
Integrated prompts - Add short questions or reflection points inside the document when you want students to pause and process the material as they read.
Visible engagement - Use student responses in the document to see which parts of the material caused uncertainty or need more attention in the next session.
Tip 1
Keep the activity focused on a few key points in the text, so students do not experience the document as an overloaded reading quiz.
Tip 2
Use the follow-up session to refer back to patterns in the responses, so the document activity clearly connects to your teaching.
Use Interactive Video when you want students to watch a video actively rather than passively by responding to prompts during playback.
You can apply this tool in your teaching in several concrete ways:
In-video questions - Add short questions to a recorded lecture or clip so students check understanding while they watch.
Pre-class viewing - Use an interactive video before class when students need a guided introduction to a topic, case or explanation.
Attention checkpoints - Insert pauses or questions at key moments when you want students to slow down and process difficult parts of the video.
Follow-up teaching - Use the responses to decide which concepts or moments from the video need more explanation in class.
Tip 1
Use only a small number of questions per video, so the interaction supports attention instead of interrupting the viewing experience too often.
Tip 2
Place the questions after meaningful explanation segments, so students can respond based on actual understanding rather than guessing.
Use Peer Review when you want students to give structured feedback on each other’s drafts, ideas or intermediate products before final submission.
You can apply this tool in your teaching in several concrete ways:
Draft feedback - Ask students to review each other’s draft work before submission, so revision becomes part of the assignment process.
Shared criteria - Use criteria or rubrics to guide the feedback, so students respond to the same aspects of the work rather than giving vague comments.
Revision cycle - Build a feedback round into the assignment when you want students to improve their work after peer comments instead of only receiving feedback at the end.
Feedback literacy - Use peer review tasks when students need to learn how to recognise strong arguments, structure or evidence in academic or project work.
Tip 1
Keep the feedback criteria specific and limited in number, so students know what to look for and the comments stay comparable.
Tip 2
Require a short revision step after peer review, so students use the feedback rather than treating it as a separate task.
Use these tools when you want to support group work from the moment teams are formed to the moment students reflect on how collaboration went.
You can apply this tool in your teaching in several concrete ways:
Balanced group setup - Use group formation when students need to be organised into groups based on factors such as availability or self-reported skills.
Anonymous peer assessment - Run anonymous group member evaluations within student teams to support reflection on collaboration and responsibility in group projects.
Shared criteria - Ask students to evaluate each other’s contributions against criteria you set, so expectations about teamwork become explicit.
Early imbalance detection - Use the outcomes to identify imbalances in group work early and to support follow-up conversations about roles and contribution.
Tip 1
Use group formation criteria only for aspects that genuinely support the task, such as availability or relevant skills, so group setup stays purposeful and transparent.
Tip 2
Plan at least one evaluation halfway through the project and one near the end, so feedback can first improve teamwork and only later inform grading.
Use Discussion Assignment to structure online discussions around a question, case, or statement, so student contributions, replies, and follow-up interaction all stay in one organised activity.
You can apply this tool in your teaching in several concrete ways:
Structured discussion tasks - Set up structured discussion tasks where students post contributions and respond to each other’s ideas as part of the activity.
Open peer exchange - In more open setups, let students comment on and upvote peers’ input, which helps surface strong arguments and keeps the discussion moving.
Argumentation feedback - Combine discussion with mandatory peer review of argumentation, so students practise giving formative feedback on reasoning rather than only sharing opinions.
Teacher guidance - Once there is enough student activity, join the discussion to guide the direction, challenge assumptions, and connect contributions back to course concepts.
Tip 1
Use one clear prompt and require each student to reply to at least one peer to keep it dialogic.
Tip 2
Let students lead first, then step in later to synthesise patterns and steer the direction.
Use Comprehension of Documents to guide students through academic or professional texts by asking them to work actively with the content instead of only reading passively.
You can apply this tool in your teaching in several concrete ways:
Topic mapping - Ask students to link passages in a text to central topics, helping them learn how arguments and key themes are structured within academic reading.
Close reading - Have students annotate selected paragraphs and write short summaries, which supports close reading before seminars or tutorials.
In-text discussion - Let students discuss specific fragments of the text with each other inside the document, making reading preparation more interactive and visible to you.
Reading accountability - Use participation in annotation and discussion as part of the activity requirements, for example to ensure students engage with the reading before class and to see which sections need extra attention in the next session.
Tip 1
Pre-select key paragraphs for annotation to focus attention on the core concepts.
Tip 2
Add a short summary step in which students write one or two sentences about each key passage, so they move from simply highlighting to actively interpreting the text.
How-to videos
How to video to set up an interactive document (8 min)
How to video to set up a comprehension document (7 min)
How to video on setting up an interactive video (8 min)
Getting started
- You can find all the relevant information on the official site of FeedbackFruits.
Extra resources
Support
In case of educational questions, please contact your learning innovator or web team from your faculty.
In case of technical difficulty, please consult the FeedbackFruits Help Centre.
