Within the educational processes, it is important that the social actors involved in the educational community have an understanding of the progress in the design of knowledge and how strongly meaning is being given to the way in which knowledge is intended to be created. Faced with this, digital ecologies, digital documentation and social access that the network, the Internet, constitute means that allow feedback, which is so fundamental for learning, in a more open, broad and accessible way.

Feedback is not a final part of a project or product, but rather is part of the development of ideas, projects or artifacts. Therefore, it is key that while working on any particular subject area, feedback arrives as knowledge is produced and designed. Because if in the end we are simply allowed to produce it, given a test, or someone tells us if we were right or wrong, we will have lost an extraordinary opportunity in the process of creating that knowledge.

Testing matters, but it doesn't matter as much when it comes to the end of a process as it does whether we can provide feedback as a student produces any type of text or artifact for a particular purpose. Digital ecologies allow us to document, track, and provide feedback in multiple ways. And feedback allows us to document how a student has changed, grown, and progressed.

Digital technology creates infinite capabilities for interaction and immediate feedback, and that is something we must consider how to leverage to achieve our students' goals. The importance of feedback in knowledge production processes and their design can be exemplified by peer review. An example of this is the Education Development Trust's School Partnership Program (SPP) whose approach used is based on the principle that systematic peer review must be part of the answer and has the potential to transform our schools.

Searle explains that peer review must be guided by rigorous, research-based research if it is to uncover actionable new learning and ultimately drive impactful school improvements. Where the final objective is to promote "responsibility based on culture" it is also a key space for the identification of leaders within the communities and the creation of links based on interests and knowledge.

Searle, A. (2023, March 20). How can peer review best serve school improvement? Retrieved from https://schoolsweek.co.uk/how-can-peer-review-best-serve-school-improvement/