Downloaded 18 times
Uploaded byAleksandra Lazareva
Peer assessment in online collaborative learning
The document discusses peer assessment in online collaborative learning, emphasizing the importance of social interaction and deep learning through constructive alignment of content, process, and assessment. It outlines challenges for both teachers and students, highlighting the need for effective collaboration and communication strategies in diverse learning environments. Additionally, it describes the structure and assessment methods of international online e-teaching courses, focusing on active student engagement and formative feedback.
More Related Content
Similar to Peer assessment in online collaborative learning
More from Aleksandra Lazareva
Peer assessment in online collaborative learning
- 1. Peer Assessment inOnline Collaborative Learning Increasing performance Sven Ake Bjørke & Aleksandra Lazareva
- 2. Communities of practice Learningis at least partly a social activity, and depends on interaction with other human beings
- 3. Knowledge • There isa vast difference between information and knowledge • To gain knowledge, learning must take place • Deep learning requires advanced cognitive processes • Constructive alignment between content, process and assessment
- 4. Traditional teaching • Theteacher transmits information to the students covering the curriculum • Individual learning • Competition for grades • CCR: Copy, Cram and Reproduce • Knowledge perceived as objective • Learning relation is between student - teacher
- 5. The four Cs Fourkey qualities for the Information Age Creative, efficient Communicator, Critical thinker and Collaborator
- 6. Scaffolding • Two categoriesof legitimate peripheral participants: – Those who actually want to join – Those who free-ride • Scaffolding does not solve problems in case of free- riding or social loafing • What to do with free riders and social loafers to help them become part of the CoP? • Increase social pressure from the peers (e.g., peer assessment) – In the breakout session: practical introduction
- 7. Challenges for teachers •From transmission of information to co- constructing knowledge • More responsibility to students • From teacher-centred to learning-centred collaboration
- 8. Challenges for students •Information literacy – critical assessment • Peers are collaborators, not competitors • Manage group work – be proactive • Intercultural communication • Give feedback/assessment to peers
- 9. Learning • Through elaboratingon content, speculating, solving problems, expressing and negotiating meaning, reciprocal questioning • Through formative feedback from tutors and peers • Through reflection
- 10. The international onlineE-teaching course
- 11. E-teaching 1 &2 courses • International online courses • Heterogeneous student groups • Learning-focused • Process- and product-oriented • Learning is increased participation
- 12. High quality learningsituation - ”Productive interaction” • Active engagement • Frequent teamwork • Regular interaction and feedback • Basis in realistic and motivating tasks • Contextualised • Dynamic and adapted for change • Peer assessment
- 13. Collaborative learning circle Read Discuss Assess Reflect Do/ Make Assess Discuss
- 14. Important points • Coursedescriptions with clear ILOs • Comprehensive study guides • Caring and easily accessible online tutors • Continuous formative feedback – See the feedback form
- 15. How to workin a group • Select the weaver • Rotate responsibilities • Divide work • Set deadlines • Plan ahead • Keep each other informed
- 16. Weaving • The “weaver”pulls together “threads” contributed by all group members • Good quality cloth needs good quality threads • Weaver is an editor, not the sole author • Don't put all the load on the weaver!
- 17. Typical steps ina group project • Plan, schedule, divide responsibilities • Background reading and research • Discussion • Group members send inputs to weaver • Weaver writes first draft and circulates to group • Discussion and comments to weaver • Weaver produces final report and hands in
- 18. Assessment E-teaching 1 • 60%home exam • 30% group hand-in • 10% individual portfolio: – Online quizzes – Participation statistics – Contributions in discussion forum & group hand-ins E-teaching 2 • 70% own course description, study guide & blog • 30% individual portfolio
- 19. Peer assessment • ExperienceE-teaching 1 – Resistance – Outside comfort zone: ordinary communication line teacher-student • Experience ET2 – Written assessment of (at least) 2 peers • Course description • Study guide • Blog • Course room in LMS
- 20. Summative assessment • Externalsensors have access to the LMS & individual portfolios and grade according to the quality of – Course description – Study guide – Blog – Peer assessments • Students demonstrate empathy and ability to give effective formative assessment to peers (part of the COP) – Course room in LMS
- 21. Thank you • Imagesin the presentation – https://pixabay.com/ – https://stocksnap.io/