In line with wider Generation 21 is a DCU initiative to develop in students the attributes, skills and proficiencies that DCU Staff, students, and employers consider important in graduates today and in the future. The... [ view full abstract ]
In line with wider Generation 21 is a DCU initiative to develop in students the attributes, skills and proficiencies that DCU Staff, students, and employers consider important in graduates today and in the future. The attributes which DCU will foster in each of its graduates are: Creative and Enterprising, Solution-Oriented, Effective Communicators, Globally Engaged, Active Leaders, and Committed to Continuous Learning. The attainment of these attributes has resulted in the redesign of a number of common capstone modules within DCU Business School including the DICE module for first years and the Next Generation Management modules. These modules are multi-modal and emphasise peer-assisted and self-directed learning, reflective practice and critical self-awareness in line with Candy et al. (1994). Against this pedagogical backdrop, there are logistical and contextual challenges. Such capstone modules have relatively high student numbers while staffing is restricted due to government policy and financial pressures. Technology-mediated reciprocal peer learning presents itself as a solution to reduce pressure on physical infrastructure (classroom availability) and teaching input.
Peer learning refers to the use of education strategies in which students learn with and from each other without the immediate intervention of the educator (Boud et al. 1999). Boud et al. (2001) differentiate between peer teaching and reciprocal peer learning in that the former assumes a clear distinction between teaching and learning roles whereas in the latter students in a given cohort are both teachers and learners. Studies suggest that peer learning results in increased student effort (Astin), increased comprehension (Ruhl et al., Smith, Coetzee et al.), and collaboration (Boud et al. 1999). Boud et al. (1999) emphasise caution in the design of assessment for peer learning e.g. poorly designed assessment may result in lower engagement with the peer learning activities or collaboration.
The Online Peer Learning Personal Dashboard (PLDash) is an initiative to design an assessment system to support online reciprocal peer learning. In line with Boud et al. (1999), PLDash seeks to provide a peer learning support systems that balances collaborative activities and individual engagement, provides a continuous transparent self-monitoring device, avoid gaming or ‘beating the system’ and reduce assessment overloading.
Based on work initially undertaken at IBM to develop dashboards for employee social engagement (Wallace, 2014), PLDash applies data analytics techniques to a peer learning scenario to report student peer learning engagement both to the student and faculty and supplement conventional assessment practices. PLDash uses a combination of descriptive, content and network analytics, student engagement in online discussions, faculty and peer assessment of individual activity and contribution, and exercise performance to present performance signals in the form of scores. These scores are presented to (i) each student through a personal dashboard, and (ii) faculty through a class dashboard. Students are able to quickly visualise their weekly and aggregate performance against their immediate peers and other cohorts generally.
This presentation will present our research on the online peer learning personal dashboard including the extant literature and analytical methods employed for analysing peer learning engagement. Conceptual dashboard designs including results from initial experimentation will be presented. The presentation will conclude with a discussion of our roadmap for implementation, challenges and expected outcomes. This project is supported by What Works & Why.
Online Education (teaching, learning & assessment) , Data analytics for learning
