Blended Learning: A Framework for Peer Review

Title

Blended Learning: A Framework for Peer Review

Author(s)

Dr Elizabeth Shannon, Dr Nazlee Siddiqui

Presentation Goals

There are clear and concise linkages to the Teaching Matters 2015 themes, and the spotlight also offers a useful conversation around how some individuals managed the journey and how others might also undertake a similar personal development pathway. Specifically:

• To demonstrate the UTAS Blended Learning Framework as a tool for the peer review of teaching part-time postgraduate students
• Reflect on the linkages between the Framework and other relevant theories and practices

Subtheme

UTAS Blended Learning Model

Presentation Type

Spotlight on Practice

Keywords

peer review, UTAS BLended Learning Model Framework, Quality Matters, social learning,

Room

Social Sciences 210

Time

11.30-12.10

Abstract

The presenters undertook a peer review of online and blended units as part of their participation in ELT502 Enhancing Professional Practice in University Learning and Teaching. The process involved observing and critically reflecting on another teacher's teaching practices and associated rationales, in order to enhance each other's knowledge for better ways of teaching and learning.  Together, they applied the UTAS Blended Learning Framework ('the Framework') as a tool in this process of review, assessing the units against the Framework requirements of components at Level 3 (i.e. unit foundations, quality online resources, communication opportunities and high impact learning experiences).

In this presentation they will demonstrate the use of the Framework in the review and share the ways in which it changed their teaching and learning practice; leading them to new sources and understandings within the literature. Examples of the latter are: cautions against 'surface learning' in on-line discussion forums; attempting synchronous and high impact learning against Framework guidelines; and exploration of the background to the Framework and Quality Matters material.  

The presenters feel that using Framework in the peer review has helped them in different ways. It has given a structure to identify specific areas of improvements in their units. In the first instance, it gave the presenters an opportunity to reflect on how the units, as analysed against the Framework, are aligned with the theory of social learning (i.e. learning as doing, learning as belonging, learning as becoming and learning as experience). The presenters found such reflection, along with the overall peer review process, inspiring as it opened up opportunities for mutual benefits between teachers and students. In the second instance, the incorporation of student-generated content as required for Level 4 quality online resources, aligned with the specific teaching perspectives promoted by units developed for part-time postgraduate adult learners.