Peer assessment in online collaborative learning

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PowerPoint-presentasjonPeer Assessment in Online Collaborative LearningIncreasing performance Sven Ake Bjrke & Aleksandra LazarevaCommunities of practiceLearning is at least partly a social activity, and depends on interaction with other human beings 2KnowledgeThere is a vast difference between information and knowledgeTo gain knowledge, learning must take placeDeep learning requires advanced cognitive processesConstructive alignment between content, process and assessment3Traditional teachingThe teacher transmits information to the students covering the curriculumIndividual learningCompetition for gradesCCR: Copy, Cram and ReproduceKnowledge perceived as objectiveLearning relation is between student - teacherThe four CsFour key qualities for the Information AgeCreative, efficientCommunicator,Critical thinkerandCollaboratorScaffoldingTwo categories of legitimate peripheral participants:Those who actually want to joinThose who free-ride Scaffolding does not solve problems in case of free-riding or social loafingWhat 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 introductionChallenges for teachersFrom transmission of information to co-constructing knowledgeMore responsibility to studentsFrom teacher-centred to learning-centred collaboration7Challenges for studentsInformation literacy critical assessmentPeers are collaborators, not competitorsManage group work be proactiveIntercultural communicationGive feedback/assessment to peersLearningThrough elaborating on content, speculating, solving problems, expressing and negotiating meaning, reciprocal questioningThrough formative feedback from tutors and peersThrough reflection9The international online E-teaching courseE-teaching 1 & 2 coursesInternational online coursesHeterogeneous student groupsLearning-focusedProcess- and product-orientedLearning is increased participationHigh quality learning situation -Productive interactionActive engagementFrequent teamworkRegular interaction and feedbackBasis in realistic and motivating tasksContextualisedDynamic and adapted for changePeer assessment12Collaborative learning circleImportant pointsCourse descriptions with clear ILOsComprehensive study guidesCaring and easily accessible online tutorsContinuous formative feedbackSee the feedback formHow to work in a groupSelect the weaverRotate responsibilitiesDivide workSet deadlinesPlan aheadKeep each other informedWeavingThe weaver pulls together threads contributed by all group membersGood quality cloth needs good quality threadsWeaver is an editor, not the sole authorDon't put all the load on the weaver!Typical steps in a group projectPlan, schedule, divide responsibilitiesBackground reading and researchDiscussionGroup members send inputs to weaverWeaver writes first draft and circulates to groupDiscussion and comments to weaverWeaver produces final report and hands inAssessmentE-teaching 160% home exam30% group hand-in 10% individual portfolio:Online quizzesParticipation statisticsContributions in discussion forum & group hand-insE-teaching 270% own course description, study guide & blog30% individual portfolioPeer assessmentExperience E-teaching 1ResistanceOutside comfort zone: ordinary communication line teacher-studentExperience ET2Written assessment of (at least) 2 peersCourse descriptionStudy guideBlogCourse room in LMSSummative assessmentExternal sensors have access to the LMS & individual portfolios and grade according to the quality ofCourse descriptionStudy guideBlogPeer assessmentsStudents demonstrate empathy and ability to give effective formative assessment to peers (part of the COP)Course room in LMSThank youImages in the presentation