At Aarhus University the assessment and learning method of Peer review is well established and used. These two presentations will discuss two different paths of implementing Peer review activities based on learning culture and pedagogical goals.
Free-Selection Double-Blinded Peer Review (20 minutes)
Presenters: Pantelis Papadopoulos, Karen Louise Møller
Peer review is a widely used instructional tool that can be used both effectively and efficiently in different contexts, serving a range of learning goals. Extended literature on the subject suggests that peer reviewing offers to students the opportunity for a constructive and collaborative learning experience, by engaging them in an active learning exercise. In its most common form, peer review entails four steps orchestrated by the teacher: (a) production of the initial student work, (b) assigning of reviewers, (c) feedback production, and (d) revisions.
The session will discuss the design requirements, from the teacher’s point of view inside Blackboard, of open, single-blinded, and double-blinded peer review settings, and of single/multiple reviews. Particular attention will be given on the free-selection double-blinded setting, in which students have the opportunity to freely select which peer work to review, anonymously. This approach has been proven beneficial in studies providing evidence that in such settings (a) highly engaged students tend to read and review more peer work that the required minimum, producing also peer feedback of higher quality, while (b) low engaged students usually opt for lower effort strategies, not exceeding minimum requirements, thus shifting into the paired review paradigm, which is, still, the most common peer review setting employed by the teachers.
The session will provide a basic theoretical framework for the learning benefits of peer reviewing, alongside a practical guide on how to implement the method in Blackboard.
Peer-Feedback, the Blackboard Blog Tool (20 minutes)
Presenters: Mette Thunø, Karen Louise Møller
There is general consensus that feedback is a key to improving students’ performances, and students at Aarhus University vocally request more feedback. One way to increase the amount of feedback that students receive without overloading teachers is peer-feedback, which recent research suggests as a powerful resource both for the students who receive and for those who give feedback.
Many teachers find it challenging to organize peer feedback processes in their teaching, especially with the use of digital tools. Digital tools make it easy for students to share their products and give and receive feedback, while the teacher can keep an eye on the process. At Aarhus University, Faculty of Arts we offer a course for teachers with the title: “Peer feedback”. The course focuses on presenting research on peer-feedback processes and on how to organize peer feedback with the use of Blackboard Learn. In addition to that examples from practice will be shared.
There are different tools in Blackboard that can be used in peer feedback processes. In this session, we will present our experiences with the Blackboard blog tool to encourage peer-feedback activities in between lessons. We find that the blog tool is easy to use for teachers and students and deliver transparency – which means that all participants will be able to read all blog posts and comments. In addition, we will present the “peer feedback”-course for teachers at Faculty of Arts at Aarhus University, Denmark.