Student Peer Review - Computer-Supported; Benefits, Potential, Challenges (e.g., Training): Part 1
Invited Planners/Contributors: Ed Gehringer, Dmytro Babik, Eric Ford, Jennifer Kidd, Ferry Pramudianto, David Tinapple
TLT Group Moderators: Steve Gilbert, Beth Dailey, Sally Gilbert
Time:
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)
Description:
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:
-
Hybrid/Online/Face-to-Face Courses
In what ways can Computer-Supported Student Peer Review Systems work most effectively in entirely online courses?
-
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?
-
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?
