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Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
Using Online Asynchronous Discussions for Peer-Feedback
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Using Online Asynchronous Discussions for Peer-Feedback

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Slides presented at the international conference Langages – Cultures – Sociétés : interrogations didactiques 20, 21 & 22 June 2012 …

Slides presented at the international conference Langages – Cultures – Sociétés : interrogations didactiques 20, 21 & 22 June 2012
Université Paris 3 – Sorbonne Nouvelle-­‐ DILTEC (EA 2288)

Some rights reserved - Benoît Guilbaud 2012

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  • 1. Benoît Guilbaud, Manchester Metropolitan University (UK), 2012 UsingOnline Asynchronous Discussions for Peer-Feedback a Case-Study Benoît Guilbaud b.guilbaud@mmu.ac.uk @benguilbaud 1
  • 2. Benoît Guilbaud, Manchester Metropolitan University (UK), 2012This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. To view acopy of this license, visit http://creativecommons.org/licenses/by-nc-nd/3.0/ or send a letter to Creative Commons 444 CastroStreet, Suite 900, Mountain View, California, 94041, USA. Benoît Guilbaud, 2012 2
  • 3. #diltec12 Benoît Guilbaud, Manchester Metropolitan University (UK), 20123
  • 4. “More group work” “I don’t know thepeople on my course” “I feel isolated when I work” Picture by pennstatelive via flickr.com 4
  • 5. Making things better Benoît Guilbaud, Manchester Metropolitan University (UK), 20125
  • 6. Benoît Guilbaud, Manchester Metropolitan University (UK), 2012 Public learning DistanceFace-to-face Peer-feedback OpennessSharing Error correction Transparency Social 6
  • 7. Benoît Guilbaud, Manchester Metropolitan University (UK), 2012 Context English ⇢ French 25 final year September 2011 -translation (L1 ⇢ L2) undergraduates (C1) March 2012 1 hour / week 18 texts Weekly contributions contact time 18 weeks to discussion forums 7
  • 8. Benoît Guilbaud, Manchester Metropolitan University (UK), 2012 Weekly task Sharing part of the Commenting on onehomework on the forums another’s contributions 8
  • 9. Benoît Guilbaud, Manchester Metropolitan University (UK), 2012 The studyCollect student feedback on use of OADs for peer-feedbackMeasure student engagement with OADsEvaluate impact on performance (contributions / marks)Gauge if interactions lead to deep, collaborative learning (Wheeler, 2012) 9
  • 10. Benoît Guilbaud, Manchester Metropolitan University (UK), 2012 Methodology Using$social$media$in$an$undergraduate$translation$class$–$a$case$study Preliminary$questionnaire$X$Benoît$Guilbaud$X$2011Section(2(–(Social(networking(sites(7(for!all!purposes!other!than!translation 3 feedback questionnaires assessing2a.$Are$you$a$member$of$one$or$more$social$networking$sites$(Facebook,$Twitter,$Google+,$etc.)?$Which$one(s)?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2b.$If$you$answered$‘yes’$in$2a,$please$place$one$tick$per$line$in$the$following$table: When using social networking sites (not for translation purposes) Never Rarely Sometimes Often Very often Always Not applicable / don’t know expectations & satisfaction I log in to my existing member account. I read other members’ contributions and pre / mid / post-study existing discussions. I post contributions in response to other members’ activity. I engage in longer discussions (more than 2 posts) with other members. quantitative + open questions When another member has a question, I try and answer it. Page 4 of 5 10
  • 11. Benoît Guilbaud, Manchester Metropolitan University (UK), 2012Methodology Collection and analysis of contributions to OADs using Murphy’s collaboration model (2004) 11
  • 12. Platform Benoît Guilbaud, Manchester Metropolitan University (UK), 201212
  • 13. CMS The problem with Moodle Benoît Guilbaud, Manchester Metropolitan University (UK), 201213
  • 14. Benoît Guilbaud, Manchester Metropolitan University (UK), 2012CMS No possible communication between units, programmes, cohorts Discussion forum Discussion forum Unit A Unit B 14
  • 15. CMS year after year not carried over User-generated content Benoît Guilbaud, Manchester Metropolitan University (UK), 201215
  • 16. www.jonmott.com/blog/ @jonmott 16
  • 17. learner Personal Learning Network (PLN) Benoît Guilbaud, Manchester Metropolitan University (UK), 201217
  • 18. learner Personal Learning Network (PLN) Benoît Guilbaud, Manchester Metropolitan University (UK), 201218
  • 19. Social media Benoît Guilbaud, Manchester Metropolitan University (UK), 201219
  • 20. Benoît Guilbaud, Manchester Metropolitan University (UK), 2012 Why social media?Encourage networked, open learning (Couros, 2011)Introduce students to the concept of PLNDevelop learners’ digital literacies (Belshaw, 2011) 20
  • 21. Platform Benoît Guilbaud, Manchester Metropolitan University (UK), 201221
  • 22. P RI VA TE Benoît Guilbaud, Manchester Metropolitan University (UK), 201222
  • 23. Benoît Guilbaud, Manchester Metropolitan University (UK), 2012 Dedicated space Content preserved year after year Web 2.0 AffordableNon-instrusive Student-curated Customisable Open or closed 23
  • 24. Benoît Guilbaud, Manchester Metropolitan University (UK), 201224
  • 25. Benoît Guilbaud, Manchester Metropolitan University (UK), 201225
  • 26. Findings Benoît Guilbaud, Manchester Metropolitan University (UK), 201226
  • 27. Feedback Benoît Guilbaud, Manchester Metropolitan University (UK), 201227
  • 28. 84% Feedback September 2011: “The platform could be useful” Benoît Guilbaud, Manchester Metropolitan University (UK), 201228
  • 29. March 2012: “The platform was useful” 92% Feedback Benoît Guilbaud, Manchester Metropolitan University (UK), 201229
  • 30. Benoît Guilbaud, Manchester Metropolitan University (UK), 2012 Feedback“I think it works really well and is easy to access.” “Working really well - maybe we could have a similar thing on other modules.”“It would be useful to have it for other courses.” “Very useful.” 30
  • 31. Benoît Guilbaud, Manchester Metropolitan University (UK), 2012 Feedback “Not enough students use it for it to be wholly effective. I think most students just rely on the contributions of others.”“It is just down to ourselves to make more ofan effort this term, which I will attempt to do.” “Very useful. No improvements needed.” 31
  • 32. Benoît Guilbaud, Manchester Metropolitan University (UK), 2012 Feedback from students who did not find the platform useful“Make it more easily accessible - link on Moodle?” “I have tried to log in a few times but it won’t work so I gave up out of frustration!” “No one really uses it so it’s not very useful. Maybe if you integrate it into the lesson.” 32
  • 33. Engagement Benoît Guilbaud, Manchester Metropolitan University (UK), 201233
  • 34. Number of contributions to forums 0 13 25 38 50 1 2 3 4 5 6 7 8 9 10 Week number 11 12 13 14 Contributions per week 15 16 17 Ideal 18 Actual Benoît Guilbaud, Manchester Metropolitan University (UK), 201234
  • 35. Impact of (non)assessment Benoît Guilbaud, Manchester Metropolitan University (UK), 201235
  • 36. Benoît Guilbaud, Manchester Metropolitan University (UK), 2012 Impact of assessment on number of contributions Guilbaud, 2012 McNeilly & Zhok, 2012 Level: BA Level: MA Blended learning Distance learning Not assessed Assessed (10% of unit)Feedback mostly positive (92%) Feedback “overwhelmingly positive” Average no. of contributions Average no. of contributionsper student per week = 0,27 per student per week ≃1 36
  • 37. Impact on student marks Benoît Guilbaud, Manchester Metropolitan University (UK), 201237
  • 38. Benoît Guilbaud, Manchester Metropolitan University (UK), 2012 Number of contributions to OADs vs average mark 80 70Average mark (in %) 60 50 40 30 0 15 30 45 60 Total number of contributions to forums 38
  • 39. Analysis of contributions Benoît Guilbaud, Manchester Metropolitan University (UK), 201239
  • 40. Murphy’s collaboration model(2004) 40
  • 41. Benoît Guilbaud, Manchester Metropolitan University (UK), 2012 Distribution of contributions per category (% of total) A Producing shared artefacts 0% B Building shared goals and purposes 0%Collaboration C Co-constructing shared perspectives and meanings 33% P Accommodating or reflecting the perspectives of others 2% I Articulating individual perspectives 23% S Social presence 41% 41
  • 42. Benoît Guilbaud, Manchester Metropolitan University (UK), 2012 Articulating individual perspectives (I)A Summarising or reporting on content without reference toB 5% the perspectives of others (S)CP Statement of personal opinion or beliefs making no referenceI 18% to perspectives of others (O)S 42
  • 43. Benoît Guilbaud, Manchester Metropolitan University (UK), 2012Accommodating or reflecting the perspectives of others (P)A Coordinating perspectives (C) 1%B Introducing new perspectives (N) 0%CP Indirectly disagreeing with challenging statements made by 1% another participant (I)I Directly disagreeing with challenging statements made by 1%S another participant (D) 43
  • 44. Benoît Guilbaud, Manchester Metropolitan University (UK), 2012 Co-constructing shared perspectives and meanings (C)A Sharing advice (S) 0%B Responding to questions (R) 11%C Provoking thought and discussion (P) 0%P Soliciting feedback (F) 9% Posing rhetorical questions (Q) 0%I Asking for clarification/ elaboration (A) 10%S Sharing information and resources (I) 4% 44
  • 45. Conclusions Benoît Guilbaud, Manchester Metropolitan University (UK), 201245
  • 46. Benoît Guilbaud, Manchester Metropolitan University (UK), 2012 SharingFoster a culture of participation within the group Promote sharing resources & crediting sources Picture by ryancr via flickr.com 46
  • 47. Motivation State goals to be attained as a group rather than individuallyEncourage challenging perspectives & reward initiative © Rovio 2012 47
  • 48. Limitations Impact of non-assessment on student engagement Correlation between contribution and performance difficult to establish Students’ technical ability not to be overestimated Picture by marc falardeau via flickr.com 48
  • 49. Benoît Guilbaud, Manchester Metropolitan University (UK), 2012and beyond... Extend use of OADs to promote open learning Train critically-competent and digitally-literate learners Promote participation 49
  • 50. Benoît Guilbaud, Manchester Metropolitan University (UK), 2012Belshaw, D., 2011. What is digital literacy? A Pragmatic investigation. Doctoral thesis, Durham University. Available at http://neverendingthesis.com and http://etheses.dur.ac.uk/cgi/latest [accessed 28th March 2012].Couros, A., 2011. Why networked learning matters. Education in a Changing Environment (ECE) 6th InternationalConference, Creativity and Engagement in Higher Education, 6-8 July 2011, University of Salford, Greater Manchester, UK.McNeilly, E. & Zhok, A., 2012. The Online Discussion Board for Translation - An Undergraduate MFL Perspective for theStudy of Italian and Russian. In: LLAS: 7th e-learning symposium. University of Southampton, 26-27 January 2012.Mott, John., 2011. The End In Mind. www.jonmott.com [blog].Murphy, E., 2004. Recognising and promoting collaboration in an online asynchronous discussion. In: British Journal ofEducational Technology, 35(4) pp.421–431.O’Reilly, T., 2005. Web 2.0. Exteme Interfaces, TTI Vanguard. Geneva, Switzerland 16 September 2005.Vygotsky, L.S., 1978. Mind in society: The development of higher mental processes. Cambridge, MA: Harvard University Press.Wheeler, S., Yeomans, P. and Wheeler, D., 2008. The Good, the Bad and the Wiki: Evaluating Student Generated Content asa Collaborative Learning Tool. In: British Journal of Educational Technology, 39(6), pp.987-995.Wheeler, S., 2012. Digital Pedagogy: Content is a Tyrant, Context is King. In: NAACE 2012 Annual Conference, 9 March2012, Leicester, United Kingdom. 50

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