Global Peer Review

Global Peer Review-02.png

Abstract/Snapshot:

RMIT University is a global university of technology and design, with three campuses in Australia, two Vietnam and as well as worldwide partnerships.

Currently, there is little interaction between teaching staff/students in Australia and those in Vietnam. Peer review has been promoted for use among teaching staff; however it has not used as a tool among students, especially across campuses. Timetable and semester timing, different numbers of students across campuses, plus the variances in technology can lead to significant issues in sharing materials. This can have an impact on the students’ learning, the alignment with curriculum requirements and teaching delivery schedules.

Learning Context

The pattern can have wide application in regard to subject area and level.

It is most valuable for courses where the assessments across campuses are similar.
It can be implemented with a variety of online tools and digital channel.
It is most suitable for courses with small to medium size tutorials.

Rationale

This pattern aims to encourage cooperation between students from different campuses to support global collaboration through collection and sharing of primary data and peer assessment of each other’s work. Specifically:

Engaging students in the assessment process to help review and consolidate ideas using higher order thinking.
Working with video also enables students to engage with digital literacies which prepare them to work as global digital citizens in business.
Increase the use of digital channels in the Global Marketing course as currently it is limited.

Conditions/Critical Success Factors

Successful implementation of the pattern assumes that :

Each campus has access to the same digital technologies
Each campus share the same or similar curriculum, especially the assessment
Each location shares a similar academic calendar
Depending on the number of students, peer reviews can be done individually or by groups.

Resources/Technology

Support resources can be accessed via the Google site.

They include:

Peer review process for teaching staff
Peer review process for students
Uploading student videos to Blackboard via Google Drive guide
Marking rubric for students.

Case Studies/Implementation

The pattern involves the following steps:

Check when the semesters start on each campus. Semester 1 of each year is the most suitable semester as Melbourne and Vietnam campuses share a similar academic calendar.
Ensure that course offerings are scheduled for each location, and that student numbers are of sufficient size to facilitate a peer review activity.
Construct an assessment that is aligned with the learning outcomes and suitable for multiple locations (one semester before).
Update the Course Guide (Part B).
Teaching staff design the instructional videos in using technologies (e.g. for producing videos, uploading files, communicating online) if assistance with technologies is required by students (before the semester starts)
A peer review process and marking rubric are to be made and uploaded by the teaching staff, in order to support and guide the students (week 1).
Teaching staff finalise student teams and appoint a leader in each team. A shared document with the contact details is to be uploaded on Blackboard and Google Drive (week 2-3).
Teaching staff inform students of the tools that can be used for communication. Tutors encourage their students to write questions relevant to the research topic, to be directed to the international cohort each week (week 2-3).
Tutors facilitate communication between different cohorts and respond to questions received, as students work on their assessment (week 3-10).
Students submit their assessment via Blackboard (week 10).
Tutors review student assessments, and make appropriate submissions available for peer review process via Blackboard or Google Drive, dependent on location (week 11).
Students start peer review process using marking rubric.

Outcomes

The students’ experience will be enhanced through:

A global digital channel that will enable them to provide and receive peer support.
A piece of work that requires primary data collection and analysis, and that is assessed via online tools and posted for peer comments.
The design is based on technologies that are available in multiple locations and easy to use.

Learning engagement/activities

Global peer review.pdf

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Design Pattern

Global Peer Review

Global Peer Review-02.png

Global peer review.pdf