The TLT Group
A Non-Profit Organization

Student Peer Review - Computer-Supported; Benefits, Potential, Challenges, (e.g., Training): May 5th

  • 05 May 2017
  • 2:00 PM - 3:30 PM
  • online


  • Please join us!

Registration is closed

Student Peer Review - Computer-Supported;  Benefits, Potential, Challenges (e.g., Training): Part 1

Invited Planners/Contributors:  Ed Gehringer, Dmytro BabikEric Ford, Jennifer Kidd, Ferry Pramudianto, David Tinapple

TLT Group Moderators: Steve Gilbert, Beth Dailey, Sally Gilbert

1:30 Pre-session activities
2:00 Main event
3:00-3:30 Extension if needed

Please do Preparatory Survey (2 mult. choice; 4 short answer)


Each invited guest has experience and expertise with Computer-Supported Student Peer Review, and has participated in an NSF-funded project to develop related Web-based services.  The group will begin to answer these questions:

  1. Hybrid/Onli​​ne/Face-to-Face Courses

    In what ways can Computer-Supported Student Peer Review Systems work most effectively in entirely online courses?  
  1. Class Size
    Which benefits/challenges associated with large/small classes could be well-supported by Computer-Supported Student Peer-Review Systems?
    How could a course be structured to use student peer review such that a larger class size would be better (for everyone) than a smaller class size?

  1. Advice, First Steps for Beginners, Especially Training
    Recommended first steps for colleague who is interested in beginning to apply this approach in a course?  A colleague who is from

A.  An institution that has not yet begun any such activities?  

B.  Your own institution?
What kinds of training, if any, would you recommend to a beginner colleague for him/herself?  For his/her students?

4.  Grading. How can BOTH computer-supported grading of students’ work and computer-supported peer-reviewing of students’ work provide more and better feedback to students?  Deepen learning?  While decreasing, or at least not increasing, faculty workload?  

Compare/contrast "peer-review" systems -vs- "crowd-grading" systems

5.  Feedback. Have you found any of the following especially helpful or unhelpful for giving feedback:  Emojis, Badges, Text, Audio, Video...?  

Which academic disciplines seem best aligned with which kind of feedback? E.g., differences in requirements for peer critiques in studio art courses vs. computer science courses? [Other issues about feedback:  privacy, anonymity, legal restrictions, liability, ..]

6.  Workload Implications for Faculty, Staff, Students

How does workload for faculty and support staff vary before, during, after first-time use of Computer-Supported Student Peer-Review Systems?

How does workload for students vary before, during, after first-time use of Computer-Supported Student Peer-Review Systems?

How apply "efficiency" -vs- "leverage" arguments?  - Change faculty role vs. workload?  Student role vs. workload?
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