Technology enhanced peer learning and peer assessment
| Autor: | Inez Harker-Schuch, Susanne Rosthøj, Søren Larsen, Ingelise Andersen, Henrik Bregnhøj, Michael May, Christian Bugge Henriksen, Alejandro Ceballos, Henrik Kaas |
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| Rok vydání: | 2016 |
| Předmět: |
Knowledge management
Peer feedback Computer science business.industry 05 social sciences 050301 education 02 engineering and technology Focus group lcsh:LB5-3640 Knowledge sharing lcsh:Theory and practice of education Peer assessment 020204 information systems 0202 electrical engineering electronic engineering information engineering Peer learning business 0503 education Learning design |
| Zdroj: | Henriksen, C B, Bregnhøj, H, Rosthøj, S, Ceballos Garcia, A R, Kaas, H, Harker-Schuch, I E P, Andersen, I, Larsen, S & May, M 2016, ' Technology enhanced peer learning and peer assessment ', Læring og Medier, vol. 9, no. 16 . < https://tidsskrift.dk/lom/article/download/24415/22404 > University of Southern Denmark Henriksen, C B, Bregnhøj, H, Rosthøj, S, Ceballos Garcia, A R, Kaas, H, Harker-Schuch, I E P, Andersen, I, Larsen, S & May, M 2016, ' Technology enhanced peer learning and peer assessment ', Læring og Medier (LOM), vol. 9, no. 16 . https://doi.org/10.7146/lom.v9i16.24415 Læring og Medier, Vol 9, Iss 16 (2016) |
| ISSN: | 1903-248X |
| Popis: | This paper explores the application of learning designs featuring formalised and structured technology enhanced peer learning. These include student produced learning elements, peer review discussions and peer assessment in the BSc/MSc level summer course Restoration of European Ecosystems and Freshwaters (REEF), the Master thesis preparation seminars for the Master of Public Health (MPH) and the MOOC course Global Environmental Management (GEM). The application of student produced learning elements and peer review discussions is investigated by analyzing quotes from course evaluations and performing focus group interviews. The application of peer assessment is investigated by analyzing the agreement of peer assessment between students assessing the same assignment. Our analyses confirm previous research on the value of peer learning and peer assessment and we argue that there could also be a huge benefit from developing learning design patterns that facilitate informal peer learning and reinforce knowledge sharing practices. This paper explores the application of learning designs featuring formalised and structured technology enhanced peer learning. These include student produced learning elements, peer review discussions and peer assessment in the BSc/MSc level summer course Restoration of European Ecosystems and Freshwaters (REEF), the Master thesis preparation seminars for the Master of Public Health (MPH) and the MOOC course Global Environmental Management (GEM). The application of student produced learning elements and peer review discussions is investigated by analyzing quotes from course evaluations and performing focus group interviews. The application of peer assessment is investigated by analyzing the agreement of peer assessment between students assessing the same assignment. Our analyses confirm previous research on the value of peer learning and peer assessment and we argue that there could also be a huge benefit from developing learning design patterns that facilitate informal peer learning and reinforce knowledge sharing practices. |
| Databáze: | OpenAIRE |
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