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Futurelab was set-up in 2001 with start-up funding from the Department for Education. Our initial remit was to capitalise on the UK's strength in digital media and content to enhance the learning experience for school children. The remit of the organisation evolved to focus on learning and teaching innovation, maintaining its specialist knowledge of digital technologies but expanding into new areas such as social justice, and digital literacy and participation. In November 2011 Futurelab Education merged with the National Foundation for Educational Research (NFER). NFER's established track record for reliable and authoritative world-class research and assessment combined with Futurelab's reputation for creativity and use of technology create a unique force for driving change in education. Coming together, the charities offer unrivalled research capacity that will benefit young people, schools and educationalists in the UK and wider afield. Some really good research here applicable to all fields.

Futurelab was set-up in 2001 with start-up funding from the Department for Education. Our initial remit was to capitalise on the UK's strength in digital media and content to enhance the learning experience for school children. The remit of the organisation evolved to focus on learning and teaching innovation, maintaining its specialist knowledge of digital technologies but expanding into new areas such as social justice, and digital literacy and participation. In November 2011 Futurelab Education merged with the National Foundation for Educational Research (NFER). NFER's established track record for reliable and authoritative world-class research and assessment combined with Futurelab's reputation for creativity and use of technology create a unique force for driving change in education. Coming together, the charities offer unrivalled research capacity that will benefit young people, schools and educationalists in the UK and wider afield. Some really good research here applicable to all fields.

"Formative feedback is instrumental in the learning experience of a student. It can be effective in promoting learning if it is timely, personal, manageable, motivational, and in direct relation with assessment criteria. Despite its importance, however, research suggests that students are discouraged from engaging in the feedback process primarily for reasons that relate to lack of motivation and difficulty in relating to and reflecting on the feedback comments. In this paper we present Online FEdback System (OFES), an e-learning tool that effectively supports the provision of formative feedback. Our aims are to enhance feedback reception and to strengthen the quality of feedback through the way feedback is communicated to the students. We propose that an effective feedback communication mechanism should be integrated into a student's online learning space and it is anticipated that this provision will motivate students to engage with feedback. Empirical evidence suggests that the developed system successfully addressed the issues of student engagement and motivation and achieved its objectives. The results of using the system for two years indicate a positive perception of the students which, in turn, encourage us to further explore its effectiveness by extending its functionality and integrating it into a an open source learning management system"