As we pivot towards a HyFlex curriculum model and online teaching, there is an increasing emphasis on activities aimed at improving the quality of teaching and learning, course/unit design and delivery, and the student experience. One such activity to support this is that of peer review. This ideally involves observations of teaching and online engagement as well as broader elements of online curriculum design and student assessment (Thomas, Chie, Abraham, Raj, and Beh 2014). The underlying purpose of the peer review process is to encourage pedagogical discourse through self- and mutual reflection, rather than judgement of others (White, Boehm & Chester 2014).
There is a vast amount of literature around the benefits of peer review. White, Boehm & Chester (2014) argue that while academics seek scrutiny and constructive external feedback as part of their research practice, they should also seek these benefits from peer review of teaching (POT) and educational practice (PREP). They further argue that rather than keeping peer review behind closed doors, it is most beneficial to have an open and structured mechanism for reviewing ones teaching and learning practice (White, Boehm & Chester 2014). The constructive review of teaching and curriculum offers a personal mechanism to enhance or recognise innovative educational practice as well as creating effective professional learning opportunities (Thomas, Chie, Abraham, Raj, and Beh 2014).
Supported by 21C, we would like to invite you to participate in our Peer Review with a Buddy initiative!
Getting started!
Step 1: Be inspired by others that have completed the process and review their experiences in participating in this process. You can access Western peer review case study exemplars on our Peer Review Case Studies(opens in a new window) page.
Step 2: All teaching staff are invited to pair up with a buddy and engage in reciprocal peer observation and review of online teaching. It can either be someone from within your school or discipline or to make it even more interesting why not buddy up with someone outside of your discipline. You can register with Learning Futures at Peer Review of Teaching Registration Form (opens in a new window). If you don't have a Buddy, we can help find you one!
Step 3: Download a copy of the Collegial Peer Review of Online Teaching Practice Template (DOCX, 37.5 KB)(opens in a new window) to help facilitate your collegial peer review experience.
Step 4: Once you have completed the collegial peer review process with your buddy and completed the reflection activities on the template, we ask that you submit it to the Peer Review Template Submission Portal(opens in a new window). We are building peer review case studies to promote the initiative and we would like to consider yours as part of this process!
Step 5: Join the Collegial Peer Review Community of Practice(opens in a new window) on Yammer!
Next steps?
We are keen to build a Peer Review Community of Practice and to develop some of your collegial peer review experiences into case studies. So please engage with us and your colleagues in the Yammer page, and keep an eye out for more exciting opportunities to engage in collegial peer review!
You can also view the Collegial Peer Review Slidepack that's being presented at Schools this month: Collegial Peer Review Slidedeck (PDF, 1450.74 KB) (opens in a new window)
If you have any questions about Collegial Peer Review or the Peer Review Buddies Scheme please contact Gina Saliba (opens in a new window)(Lecturer, Learning Futures).
For any administrative support, please contact Gavin Smith(opens in a new window)(Project Officer, Learning Futures)