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Peer review of learning designs : Interdisciplinary SoTEL
Wheeler, Penny Jarrott, Mary Daddow, Angela
Wheeler, Penny
Jarrott, Mary
Daddow, Angela
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Abstract
For academics participating in graduate certificates of higher education, the advice and feedback of their teacher peers is a potentially powerful resource. This paper reports on an evaluation-in-progress of one subject in a graduate certificate for university teaching, a fully online unit on the scholarship of technology-enhanced learning (SoTEL). Two demands are made of participants in this unit: that they should develop a prototype activity using technology for learning and teaching, and that they should review and receive a review from a class peer to enhance these individual prototypes. The assumption at the heart of this unit design is that, by undertaking a review of a colleague’s learning design, the teacher learns from these additional perspectives and can then improve their own designs for learning. Challenging this assumption are multiple aspects of the context, including the relative value of design reviews from academic developers versus less experienced peers; the multiple criteria by which a design might be evaluated; and interdisciplinary work between peers. Artefacts from participants and the academic developers teaching them are analysed to probe this underlying assumption, and to consider the value of peer review in SoTEL.
Keywords
academic development, interdisciplinarity, learning design, peer review, SoTEL
Date
2018
Type
Conference paper
Journal
Book
Conference proceedings : Open Oceans : Learning without borders : 35th International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education
Volume
Issue
Page Range
538-542
Article Number
ACU Department
Centre for Education and Innovation
Collections
Relation URI
DOI
Source URL
Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY 4.0
File Access
Open