Technology enhanced peer learning and peer assessment

Abstract

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.

Det 'hybride Zoom'

“…digital underviserfeedback og hvordan forskellige typer af underviser-feedback og "motivationel feedback" (Wang et al, 2021) bidrager til at øge de studerendes motivation for at arbejde med deres feedback. Eksempler på digitale feedback-former, der engagerer og motiverer de studerende til opgaveløsning samt gennemførelse af kurset, er videoprodukter (Henriksen et al, 2016), badges og andre gaming-elementer (Christensen et al, 2016).…”

Learning Design

“…I flere af artiklerne i LOM nr. 16 bliver de enkelte undervisningsscenarier udfoldet og belyst ud fra pedagogical patterns-tilgangen (Chuang et al, 2016;Harker-Schuch et al, 2016;Henriksen et al, 2016;Neutzsky-Wulff et al, 2016;Overgaard et al, 2016). Ovenstående figur (Figur 1) illustrerer et meta-pedagogical pattern på KU.…”

Online-based Rubric for Peer Assessment: Effectiveness and Implications

“…It can be achieved by introducing a rubric assessment system to the students before the assessment process. Henriksen et al (2016) define a rubric assessment system as "a matrix of explicit criteria used to evaluate student performance". The implementation of rubrics as part of assessment has been an increasingly popular practice in education across all levels and various disciplines such as the humanities, business, social sciences, natural and applied sciences (Reddy & Andrade, 2010).…”

“…The implementation of rubrics as part of assessment has been an increasingly popular practice in education across all levels and various disciplines such as the humanities, business, social sciences, natural and applied sciences (Reddy & Andrade, 2010). Assessment rubrics can then be used to provide qualitative feedback and ensure both lecturers and students focus on what is required within the learning outcomes (Henriksen et al, 2016).…”