This was for a training that talked about using various tools in Blackboard to execute peer-learning strategies.

1. Using Collaborative Tools to Transform
the Process of Peer-Learning
Adam Barragato, Senior Instructional Designer

2. Please go to the Nursing Portal in BB
How far we get is up to you.
Let us know if you need us to
slow down or stop!

3. Today’s kind of like...
How far we get is up to you.
Let us know if you need us to
slow down or stop!

4. Blogs!
Today’s Ingredients
Wikis! Discussion
Boards!
20 minutes for each ingredient!

5. Today’s Goals
How far we get is up to you.
Let us know if you need us to
slow down or stop!
1. Explain the value of peer-learning in the
classroom.
1. Use 3 “common ingredients” in
Blackboard to transform “Peer-Learning”
activities.
1. Apply what you’ve learned today (via our
simulations), NEXT SEMESTER :)

6. What is Peer-Learning
“The use of teaching and
learning strategies in
which students learn with
and from each other
without the immediate
intervention of a teacher”
(Boud, Cohen, & Sampson,
1999).

7. What is Peer-Learning (cont.)
● Mutually beneficial,
● Involves sharing
knowledge, ideas and
experience between
participants,
● Moves from independent to
interdependent or mutual
learning (Boud, 1988).
Sounds fun (and scary) right?

8. Today’s Peer-Learning Strategies
Peer-Review -
Discussion Board
Jigsaw -
Wiki
Individual Content Creation -
Blog

9. Jigsaw
● Home Groups:
groups of people
who have the same
topic, get on the
same page.
● Expert Groups:
groups of people
who all have
different topics,
teach each other.
Home Groups
1 2
3 4
1 2
3 4
Expert Groups

10. Jigsaw - Using the Wiki tool
● Shows the history of
who said what, and
when.
● Provides an
archived, digital
repository of
information.
● You can easily check
accuracy of content.

11. Jigsaw - Your Turn!
● Home Groups: Each
home group learn about
1 part of Emotional
Intelligence in…TEAMS!
● 5 mins to read
(individually)
● 15 mins to write (as a
group)

12. Jigsaw - Your Turn!
● Home Groups: Each
home group learn about
1 part of Emotional
Intelligence in…TEAMS!
● 5 mins to read
(individually)
● 15 mins to write (as a
group)

13. Jigsaw - Your Turn! (cont.)
1. Have one person from
each team click on the
Wiki (in activity 1 folder).
1. Click the “Create a Page”
button (top left corner).
1. Label the page.
1. Click “Edit Wiki Content”
button, then answer two
questions from the
directions.

14. Jigsaw - Your Turn! (cont.)
1. Have one person from
each team click on the
Wiki (in activity 1 folder).
1. Click the “Create a Page”
button (top left corner).
1. Label the page.
1. Click “Edit Wiki Content”
button, then answer two
questions from the
directions.

15. Collaborative Content Creation
● Students
share the
content in
their own
words w/
other
students
● Let’s the
instructor
know
“what’s
relevant” to
students

16. Collaborative Content Creation - Using a Blog
● Blogs allow for
easy addition of
multimedia
● Promotes writing
● Easily shareable
w/ others (public
or private)
● Students know
Blogs better than
we do

17. Collaborative Content Creation - Your Turn!
● Go back to the
Wiki and learn
about the other 2
parts of EQ (5
mins)
● Quickly, write a
blog post about
what you think
this looks like! (10-
15 mins)

18. Collaborative Content Creation - Your Turn!
1. Click the “Create Blog
Entry” button.
1. Begin writing (in your
own words) what the
three parts to EQ in
teams mean to you
(review the WIKI)
1. Add media if time
permits. See blog
instructions.

19. Collaborative Content Creation - Your Turn!
1. Click the “Create Blog
Entry” button.
1. Begin writing (in your
own words) what the
three parts to EQ in
teams mean to you
(review the WIKI)
1. Add media if time
permits. See blog
instructions.

20. Peer-Review
● Helps students “gauge”
their understanding of
the expectations.
● If implemented well,
this process can
inform learning for
students & instructors.
● For a great resource
on peer-review click
here.

21. Peer-Review Using Discussion Board
1. If groups are created, it
provides a “safe space” for
students to share feedback.
1. Puts “onus” on students
from start to finish. (You’re
JUST responsible for
creating the groups).
1. Makes it easy to check peer
feedback if you have
concerns/doubts.

22. Peer-Review - Your Turn!
1. Go back to your blog.
2. Copy your entire blog
post.
3. Find your group in the
Nursing Portal.
4. Click on the “group
discussion board.”
5. Follow the instructions
from there.

23. Peer-Review - Your Turn!
1. Go back to your blog.
2. Copy your entire blog
post.
3. Find your group in the
Nursing Portal.
4. Click on the “group
discussion board.”
5. Follow the instructions
from there.

24. Wrap-up!
Take a minute and reflect on the following questions with someone
close to you:
1. How did it feel to take part in these various peer-learning
activities - did you feel like you learned anything?
1. Which peer-learning activity (if any) do you think you could
utilize in one of your courses, and why?
1. What (if any) adjustments would you make to the peer-learning
activity you chose?

25. It all stems back to peer learning…
1. Part 1 - Students must build mutual
respect for and trust...so that they “feel
free to express opinions, test ideas, and ask
for, or offer help when it is needed” (Smith,
1983).
1. Part 2 - Students are individually and
collectively accountable for optimising
their own learning and achievements.
1. Part 3 - Peer learning can be further
enhanced if the “environment of mutual
help…continues over time and beyond the
classroom” (Boud, 2001).
Why Did We learn about EQ?

26. But seriously...

27. Thank you
&
A survey is coming, please take it :)