synergy induction to pedagogy programme - criteria of peer learning (english)

Induction to Pedagogy

Criteria of Peer Learning

Introduction

SYNERGY Exchange (http://synergyexchange.eu/)

Created for “SYNERGY”, an ERASMUS+ project

• Introduction - Module Scope

• Unit I – Peer Learning and Peers

• Unit II – Peer Learning Models

Overview

• Introduction to Peer Learning by the discussion of definitions (EHLERS and TOPPING)

• Planning of Peer Learning-Environments, based on criteria catalogues (TOPPING 2007)

• Planning, Implementing, and Evaluation of Peer Learning-Environments.

Module Scope



Unit I: Peer Learning and Peers



Within the first phase we would like to introduce you into the topic of Peer Learning in general. Therefore, we will outline the relevance of peer learning and how it can be defined:

1) TOPPING, K. J. 2007: Trends in Peer Learning. Educational Psychology, 25, 6. Pp. 631-645.

2) EHLERS, U.-D. 2013: Open Learning Cultures. A Guide to Quality, Evaluation, and Assessment of Future Learning. Springer, Heidelberg.

Scope

Based on some kind of meta-analysis carried out by TOPPING the following can be said (p. 635):

• Evidence shows that peer learning influences academic achievements positively, when organised and delivered appropriately and correctly.

• Peer learners gain transferable social and communicative skills and effective functioning as well.

• Cost-effective learning strategy: learning can have tangible benefits and real impact but at low delivery cost

Positive Effects

• Peer Learning provides equal opportunities for all participants and the fact that everyone can participate and share their knowledge can also be empowering for individuals.

• Peer learners are more likely to become peer teachers at a later stage.

• Peer teachers need to have in-depth knowledge of the topic which they are tutoring on; this practice enhances their knowledge as they teach it. However, through peer tutoring, they also acquire skills in communication, etc. that are transferable.

Positive Effects

Peer Learning:

“the acquisition of knowledge and skill through active helping and supporting among status equals or matched companions.” (p. 631).

‘status equals or matched companions’:

“people from similar social groupings, who are not professional teachers, helping each other to learn” (p. 631).

Definitions from K.J. Topping

• General definition which highlights that the idea behind Peer Learning is not a new or innovative one.

• Peer Learning is not a concept for online scenarios only.

• Peer Learning focusses on actively giving help and support to a peer, or someone of equal status – it is a quid-pro-quo process.

• There are no professional teachers or trainers within the peer group.

Topping on Peer Learning

The importance of Peers:

“Peers are indispensable for the learning process. They do not only stimulate your own learning process by providing recommendations on materials, Weblinks, any kind of content, they have generated which you can use to introduce yourself to any topic but also they can provide reflection of your own learning, a point of discussion, and validation for yourself.” (p. 104)

Ehlers on Peer Learning

Characteristics of the Peers:

“…a peer is, or should be, open-minded, perceptive, and aware of his competencies and responsibilities in terms of effort, attention, and reaction rate. Peers are expected to possess strong relational and auto-critical skills, and exhibit good relationship management, and a deep subject matter competence in a specific sector of knowledge.” (p. 104)


Characteristics of the Peers:

“Peer group members in a learning process are willing to share materials, re-edit existing ones, and create knowledge. They have a clear and explicit objective to support each other in order to grow together. Authority within the group is very seldom based on a hierarchy of roles.” (p. 104)


Main activity within a Peer group:

“Furthermore, openness along with recognizing and exploiting ways of shared communication and operational modalities are considered to be essential for a peer group to prosper. This is even more evident in face of the understanding that sharing should not be limited to the exchange of learning products but also explicitly address the sharing of experiences concerning learning processes, paths and projects.” (p. 105)


Characteristics of a Peer production:

“The most significant characteristics of Peer production are recognizing the value and necessity of complex processes within Peer production, such as creating, sharing, and editing and the readiness to be open and receptive towards inputs from different individuals, fields and directions.” (p. 105)


• Peer Learning is not a new concept; however the Internet and online learning and networking provides new opportunities for peer learning, although still based on the original concept.

• Peers are found in groups who have equal status.

• There is no teacher or trainer; instead the learning is led by experts.

• To have a successful peer group each of the individuals needs to fulfil several requirements.

• Active participation is pivotal to the learning process.

Conclusion



Unit II: Peer Learning Models



In this unit, we are concerned with the characteristics of Peer Learning Environments and the planning and realization of such. Content is primarily based on the concepts of TOPPING 2007; namely:

• 13 organizational dimensions

• 12 aspects of organisation

• A Theoretical Model of Peer Learning

Scope

In 2007 TOPPING outlined 13 so-called organisational dimensions (p. 633).

These dimensions describe the central factors in which different peer learning-methods can vary. These dimensions are as follows:

1. Curriculum content;

2. Contact constellation;

3. Within or between institutions;

4. Year of study

Organisational Dimensions

Organisational Dimensions

5. Ability

6. Role continuity

7. Time

8. Place

9. Characteristics of the Peer Tutor (Helper)

10. Characteristics of the Peer Learner (Helped)

11. Objectives

12. Voluntary or compulsory

13. Reinforcement

Based on these criteria and the concept that peer learning needs to emphasise equality and equal opportunities among the participants of the learning, TOPPING also created a list of aspects that need to be considered when planning peer learning. These are as follows:

1. Context

2. Objectives

3. Curriculum area

Planning Peer Learning

Planning Peer Learning

4. Participants

5. Helping technique

6. Contact

7. Materials

8. Training

9. Process monitoring

10. Assessment of students

11. Evaluation

12. Feedback

Theoretical Model

• There are numerous positive effects that can be achieved by developing a well-planned and well-implemented Peer Learning environment.

• But what does this environment look like, besides the theoretical knowledge we have acquired about the organizational dimensions?

TOPPING and EHLY (2001) have created a single model that gives us a good basis for building this ideal environment, based on the synthesis of existing research.

Theoretical Model ORGANISATION &

ENGAGEMENT COGNITIVE CONFLICT

SCAFFOLDING & ERROR MAN

COMMUNICATION AFFECT

SELF-ATTRIBUTION SELF-ESTEEM

METACOGNITION

SITUATED ACCRETION, RETUNING, RESTRUCTURING

INTER-SUBJECTIVE COGNITIVE CO-CONSTRUCTION

SELF-MONITORING SELF-REGULATION

FEEDBACK AND REINFORCEMENT

GENERALISATION GENERALISATION

Conclusion

• Peer Learning has numerous applications and potentials.

• To harness the potential of Peer Learning, it is important to plan and implement an effective environment in which the learning takes place.

• These environments need to be tailor-made to the type of Peer Learning/the Peers and fit for purpose.

• Theoretical or conceptual models (like the one presented) are highly valuable when it comes to creating such an environment.

Thank you for your interest and attention

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Literature

Ehlers, U.-D. (2013): Open Learning Cultures. A Guide to Quality, Evaluation and Assessment of Future Learning.

Topping, K. J. (2007):Trends in Peer Learning. In: Educational Psychology, 25 (6). Pp. 631-645.

Topping, K. J./ Ehly, S. W. (2001): Peer assisted learning.