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Peer to Peer – The Full Cycle: Investigating OnlinePeer Assessment through Action ResearchJulia Fotheringham and Elaine Mo...
Where were we?
Seminar Design              Moderation Skillso Overall look and feel     o Nature of welcome                            o ...
What did we do?
reflect          observe                                                                evaluate                          ...
How do students  experience high     stakes peer assessment in anonline environment?
reflect          observe                                                                    evaluate                      ...
Leadership in Compassionate Care ProgrammeUsing Emotional Touchpoints to learn about the experience of receiving care  htt...
Self-assessing your                             own seminar                Peer                                           ...
Pleased                             AnxiousSuspicious                   Shocked                                  Relieved ...
What did we discover?
I was more than satisfied                       with my peer feedback                     ... it’s the most important     ...
Peer feedback can develop a sense of community of helping each other and a  feeling of equal value.
So what next?
reflect          observe                                                                         evaluate                 ...
The ‘Swiss Cheese’ model of risk assessment (Reason, 1990)
Lecture room, University of Edinburgh, 1940s
Thank you!  @BOEbuzz
Nautilus shell cut in half – Wikimedia Commonshttp://commons.wikimedia.org/wiki/File:NautilusCutawayLogarithmicSpiral.jpgD...
Lecture room, University of Edinburgh, 1940s©The University of Edinburgh. Licensor www.scran.ac.uk.
Peer-to-peer - The full cycle: Investigating online peer assessment through action research
Peer-to-peer - The full cycle: Investigating online peer assessment through action research
Peer-to-peer - The full cycle: Investigating online peer assessment through action research
Peer-to-peer - The full cycle: Investigating online peer assessment through action research
Peer-to-peer - The full cycle: Investigating online peer assessment through action research
Peer-to-peer - The full cycle: Investigating online peer assessment through action research
Peer-to-peer - The full cycle: Investigating online peer assessment through action research
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Peer-to-peer - The full cycle: Investigating online peer assessment through action research

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Presentation for session at ECEL 2012 http://academic-conferences.org/ecel/ecel2012/ecel12-home.htm

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Peer-to-peer - The full cycle: Investigating online peer assessment through action research

  1. 1. Peer to Peer – The Full Cycle: Investigating OnlinePeer Assessment through Action ResearchJulia Fotheringham and Elaine Mowat, Edinburgh Napier University,
  2. 2. Where were we?
  3. 3. Seminar Design Moderation Skillso Overall look and feel o Nature of welcome o Clarity of instructionso Clarity of purpose and o Visiblity and learning objectives responsiveness of tutors o Opportunities foro Quality of resources interaction with peers o Encouragement of criticalo Level of engagement thought and reflection with seminar activities o Cultural diversity and internationalism o Keeping discussion on track o Bringing it all together
  4. 4. What did we do?
  5. 5. reflect observe evaluate act reflect observe plan evaluate act reflect observe planevaluate act plan Action Research Cycle
  6. 6. How do students experience high stakes peer assessment in anonline environment?
  7. 7. reflect observe evaluate act reflect observe plan evaluate act reflect observe planevaluate act plan Action Research Cycle
  8. 8. Leadership in Compassionate Care ProgrammeUsing Emotional Touchpoints to learn about the experience of receiving care http://www.napier.ac.uk/fhlss/NMSC/compassionatecare/practicemethods/Pages/EmotionalTouchpoints.aspx
  9. 9. Self-assessing your own seminar Peer Receiving marking peer other feedback The students’ Current from othersprospect of seminars attitude to peer peer marking marking SEMINARS
  10. 10. Pleased AnxiousSuspicious Shocked Relieved Curious Surprised Interested Encouraged FrustratedDisappointed Inadequate
  11. 11. What did we discover?
  12. 12. I was more than satisfied with my peer feedback ... it’s the most important thing if we want to learn from each other. I was anxious – Ithought ‘am I good enough to assess someone else?’
  13. 13. Peer feedback can develop a sense of community of helping each other and a feeling of equal value.
  14. 14. So what next?
  15. 15. reflect observe evaluate act reflect observe plan evaluate act reflect observe planevaluate act plan Action Research Cycle
  16. 16. The ‘Swiss Cheese’ model of risk assessment (Reason, 1990)
  17. 17. Lecture room, University of Edinburgh, 1940s
  18. 18. Thank you! @BOEbuzz
  19. 19. Nautilus shell cut in half – Wikimedia Commonshttp://commons.wikimedia.org/wiki/File:NautilusCutawayLogarithmicSpiral.jpgDoyle Spiral+Inversion - fdecomitehttp://www.flickr.com/photos/fdecomite/2357432848/in/photostream/The Monument by thtstudioshttp://www.flickr.com/photos/thtstudios/306969579/in/photostream/Tendril – Hamed Saber http://www.flickr.com/photos/hamed/174369514/in/photostream/Mob – Jenny Downinghttp://www.flickr.com/photos/jenny-pics/5327580280/in/photostream/
  20. 20. Lecture room, University of Edinburgh, 1940s©The University of Edinburgh. Licensor www.scran.ac.uk.

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