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Getting runs on the board with student group work

Getting runs on the board with student group work. The affordances of Online Peer Evaluation tools. Introduction. Tim Allen (no relation to the Tool Man) Educational Developer at the School of Mining UNSW Career Highlights: 5 years at the Learning and Teaching units at Macquarie and UNSW

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Getting runs on the board with student group work

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  1. Getting runs on the board with student group work The affordances of Online Peer Evaluation tools

  2. Introduction Tim Allen (no relation to the Tool Man) Educational Developer at the School of Mining UNSW Career Highlights: • 5 years at the Learning and Teaching units at Macquarie and UNSW • ESL/EFL teacher in Sydney and Asia for 10 years Education: MAppLing(TESOL), BLitt (English), BBSc (Psych)

  3. Why Use Group Projects? Peer teaching – students learn from each other Develop important interpersonal skills: cooperation, communication, leadership, negotiation, conflict resolution, etc. Student-centred learning: taking more responsibility Passive knowledge is activated by testing it against other’s understandings and collaborative activities To prepare them for skills and qualities required in their future careers and lives

  4. UNSW Graduate Attributes

  5. Group work: common challenges Students don't understand what they should do even after it has been explained Students complain about their groups or make groups with their friends only Some groups are very active and cooperative while some are very passive and quiet Difficult for the instructor to know what is really happening within the group Students complain about their group members' effort Students complain that their group grade is unfair they are being penalised by weaker team members

  6. Strategies to manage challenges Provide a handout with an overview schedule and detailed instructions Require students to hand in a project plan and regular progress reports Explain why group work is important and point out learning objectives and graduate attributes Try to resolve interpersonal problems quickly Explain the grading rationale and method

  7. The problem of group grading: Online Peer Evaluation tools

  8. Online Peer Evaluation: How It Works Create a rubric (assessment criteria and standards) for students to use Create an assessment and schedule its opening and closing times Towards the end of the project, students login and anonymously peer-assess and (optionally) self-assess each other; the teacher also gives each group a mark From these self-assessment marks, each student gets a peer-assessment weighting, e.g. 1.1 The weighting is multiplied by the group mark to produce each student's final grade for the group project Optionally students can login and review their anonymous feedback

  9. Case Study: Trialling a New Tool at Mining UNSW Group projects are common Diverse international student body “SPARK PLUS” “WebPA”

  10. SPARK PLUS Problems: Complicated interface No integration with LMS: no SSO, manual user enrolment, manual grading Time-consuming and fiddly

  11. WebPA Advantages: Integrated with the UNSW LMS (Moodle): SSO, automatic enrolment & grade publishing More intuitive interface Open source software: can be customised locally

  12. Q&A Any Questions?

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