Struggling to learn something? Trying something complex or hard?  There is nothing like feedback to help you learn well.  For many of us teaching in higher education, however, providing feedback is an aspiration.  We know it is important, but we struggle to provide it early or sometimes at all, particularly in large classes.  Even when we have specifically designed an activity where students have an experience in an authentic context, we struggle to give timely feedback that students can use to improve their learning. Most of our feedback comes at the end when learning is done (e.g., final paper).  It’s laborious, and we question if students are even using it. …