Peer Review
Lit Review
lack of student confidence about giving good feedback (Brown, Guardado, soldiers)
Soldier give good model for how to combat that
Soldiers give model on clear rubric that expresses instructor's expectations
prospective and constructive vs. retrospective and judgemental
the MOOC problem
anonymous feedback as a solution (Brown and Guardado)
Students prefer it (Guard)
Sacrifice a sense of community (Brown)
Maybe bring in Innou into this conversation
Don't have to be mutually exclusive. You can use both strategically (Brown). This is even more important in a hybrid class where you can decide the moments where they do F2F vs. anonymous online.
Brown's process
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Steps they took in peer-review process:
- first draft received anonymous and named peer review. I like the idea of doing both synonymously.
- respond to the peer reviews (I also like this idea)
- instructor review (this is still part of it and addresses the MOOC problem of being a way to conveyer belt more students)
- response to the instructor
can still do peer review and have instructor response (Brown)
peer response is a good way for accountability
Become more comfortable putting name on assignment as they do more reviews. Reviewers need to build up confidence (Brown and soldiers).
Guardardo suggests F2F intervention to solve this issue. I think that would be helpful for a hybrid model. Look into their recommendation further.
Community building
Anonymous feedback
Hilliard
Gary - online sudio
QOI: What are the optimal ways to use anonymous versus named peer feedback when teaching in a hybrid classroom?
Online format for anonymous. Seems to be more optimal for more complete assignments. Not sure why.
Named feedback builds community
The more students do it, the more confident they get about being able to provide valuable feedback.
online vs. F2F when using named feedback? Even those that advocate for named feedback in a hybrid setting seem to still use the online approach instead of having it done in class.
Some research does show that intervention is needed to overcome this issue. This is why the hybrid model helps. Having that F2F conversation could alleviate the stress students face.
Perhaps start with the Brown approach (both anonymous and named), and then build by dropping the anonymous if it no longer becomes necessary?
Anoynmous does help alleviate anxiety.
By remaining in groups throughout the semester, the students become more comfortable responding to each other. Another source on the importance of frequency to build confidence (Gray).
Gray does in-progress writing
Gray's process
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Additional writing support in facilitator-guided
online Writing Studios. Small groups of students
(5-6) asynchronously post and respond to each other’s
works-in-progress during a week-long studio session
(2-3 studios per major assignment; 6-8 studios per
semester).
Gray- asynchronous gives students more time to create careful feedback & makes it feel less "daunting"
Grego and Thompson's idea of studio thirdspace. Small group of students meet with facilitator. Don't review end-stage writing. Conversations are student-centered and organic (as opposed to institutionally provided scripts and prompts).
Community of Inquiry
Hilliard and Stewart
Vast research on it being a positive force for blended learning
helps teach inquiry and build community
How inquiry works: need to engage in ongoing inquiry in order to integrate new knowledge within their existing knowledge
Writing is a social activity, thus why community is essential
CCCC Position Statement: the social nature of writing requires emphasis on "audiences and contexts for reception."
Cite CCCCs
CoI social knowledge construction happens through "teaching presence, social presence, and cognitive presence."
Teaching presence: instructional design, organization of the course, and providing feedback that "clarifies ideas and promotes learning."
teacher and student are equal participants
help students achieve their writing goals instead of the right way to do writing
Social presence: social presence involves developing sufficient trust to facilitate
genuine negotiation and collaboration
Open communication, affective communication, group cohesion.
View themselves as working towards a common goal. They should be comfortable enough to offer critical feedback.
Cognitive presence: Ultimate goal is knowledge contstruction and practicing "critical thinking"
Critically examining a text helps build good metacognition
This process helps them think about the reader when engaging in the revision process.
Pedagogy Project
The affordance of face-to-face: facilitate critical thinking, socially and emotionally rich forms of communication, nonverbal and paralinguistic cues
Written communication affordance: promotes high order thinking, gives students more time to be reflective (Garrison et al.)
divergent, creative thinking // sounding board for new ideas
convergent, in-depth thinking
Social presence marks a qualitative difference between a collaborative community of
inquiry and a simple process of downloading information. The difference (Garrison et al, 374).
self-disclosure // can talk anectdotally about this
Collaborative Script
A collaborative script is one form of scaffolds commonly used in CW. A
collaborative script is a series of instructions prescribing how students should form groups, how they
should interact and collaborate, and how they should solve the problem (Dillenbourg, 2002).
Soldiers and how they do this. Good prompt Qs.
social scripts
What they are: Social scripts facilitate the social processes by
specifying and sequencing the interactions of the learners (Weinberger, Fischer, & Mandl, 2007).
social scripts may facilitate divergent knowledge (Handayani)
Limitations
unequal participation //
Teaching Presence
student can play a role
Gray and how they allows students voice when doing this.