Learning Conversations to Support Peer Review in Online and Blended Learning Environments

Andrews, Trish, Wilson, Gail and Sheldon, Neroli (2014). Learning Conversations to Support Peer Review in Online and Blended Learning Environments. In: Proceedings of the 13th European Conference On E-Learning (Ecel 2014). 13th European Conference on e-Learning (ECEL), Copenhagen Denmark, (29-35). 30-31 October 2014.

Author Andrews, Trish
Wilson, Gail
Sheldon, Neroli
Title of paper Learning Conversations to Support Peer Review in Online and Blended Learning Environments
Conference name 13th European Conference on e-Learning (ECEL)
Conference location Copenhagen Denmark
Conference dates 30-31 October 2014
Proceedings title Proceedings of the 13th European Conference On E-Learning (Ecel 2014)
Publisher Academic Conferences
Publication Year 2014
Sub-type Fully published paper
Open Access Status Not yet assessed
ISBN 9781910309674
ISSN 2048-8637
Start page 29
End page 35
Total pages 7
Language eng
Abstract/Summary As a consequence of the continual adoption of Technology Enhanced Learning (TEL) online and blended learning have become commonplace activities in higher education. While TEL can provide many benefits for learners, many staff struggle to develop the skills and understanding necessary to design, develop and deliver high quality learning in these environments. Peer review of teaching and learning is acknowledged as a powerful professional learning tool for online and blended learning environments that can be utilised to assist staff to develop their skills in relation to teaching and learning. Peer review can be particularly powerful in recognising and addressing specific areas for professional learning about one's teaching practice. However, staff can find such approaches judgmental and focused on metrics and show reluctance to participate in such activities. There is also a view that once a development task such as peer review becomes formalised, the meaning of development is changed lessening the benefits of engagement in the process. This paper reports on a work in progress relating to a funded Australian Government Office of Learning and Teaching (OLT) project in two universities that piloted a reciprocal 'learning conversation' approach to peer review. This approach encourages the development of an ongoing dialogue around teaching and learning that goes beyond an exchange of facts and ideas and creates an opportunity for mutual and reciprocal learning - a collaborative as opposed to a developmental model of peer learning. The paper provides a definition of peer learning, examines the literature in relation to peer review of online teaching, and provides a rational for exploring "learning conversations" as an approach to peer review. It outlines the project features, processes, and progress to date. A second paper will report on the project's deliverables and evaluation findings.
Keyword peer review
teaching
learning conversations
professional learning
Q-Index Code E1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Conference Paper
Collection: School of Education Publications
 
Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in Thomson Reuters Web of Science Article
Scopus Citation Count Cited 0 times in Scopus Article
Google Scholar Search Google Scholar
Created: Sun, 03 May 2015, 11:31:00 EST by System User on behalf of Learning and Research Services (UQ Library)