| CODE | ACA5061 | ||||||||||||
| TITLE | Peer learning in Open and Networked Higher Education | ||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||
| MQF LEVEL | 7 | ||||||||||||
| ECTS CREDITS | 5 | ||||||||||||
| DEPARTMENT | Arts, Open Communities and Adult Education | ||||||||||||
| DESCRIPTION | The study-unit adopts an open and networked learning approach incorporating cooperative, collaborative and collective inquiry effort to unpack the concept of peer learning in the contemporary open and networked higher education teaching and learning practices. Students will have the opportunity to reflect on their own thinking about peer learning, contextualise it within the broader relational view of learning, consider communication issues in peer learning, bring in their own experiences of peer learning into the learning module, and experience first hand a selection of peer learning, teaching and assessment forms. Study-Unit Aims: This study-unit aims at a comprehensive exploration of peer learning in open and networked higher education (HE) teaching and learning. It aims to provide a space for participants to reflect on their assumptions and beliefs about peer learning and participant roles in the formal learning context. It aims to facilitate students to broaden their knowledge understanding peer learning, how best to foster it and issues that need to be considered. It also aims to provide opportunities for the participants to experience first-hand a selection of peer learning methods and appraise them from a learners’ perspective first hand. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Discuss knowledge relating to relationships for learning in higher education teaching. Discuss knowledge relating to communication for learning and peer learning specifically. - Critically discuss knowledge relating to peer learning, what it stands for in higher education teaching and learning, the opportunities and challenges it creates, and how one may go about fostering it. - Critically discuss different interpretations on what it means to give constructive feedback, engage in peer reviewing processes and positively peer assess others’ work. - Critically consider from an outsider and an insider standpoint the potential of peer learning. - Recognise the risks brought about by peer learning. - Critically consider ways how to possibly minimise the possibility of hazard and maximize participant authentic engagement for learning. 2. Skills: By the end of the study-unit the student will be able to: - Discerningly question assumptions and beliefs, possibly leading to rethinking and repositioning. - Develop competence critically reviewing others' work, assessing it, and providing constructive feedback. - Develop competence collaborating with others to brainstorm, reflect and work towards set goals. - Discerningly use digital technologies for collaborating with others in learning and development. - Develop and strengthen digital citizenship skills. Main Text/s and any supplementary readings: Main Texts: - Ashwin, P., Boud, D., Coate, K., Hallett, F., Keane, E., Krause, K.-L., . . . McArthur, J. (2020). Reflective teaching in higher education (2nd ed.): Bloomsbury Publishing (Chapter 6, Chapter 12) - Boud, D., Cohen, R., & Sampson, J. (2014). Peer learning in higher education: Learning from and with each other: Routledge. - Cutajar, M. (2018). Variation in Students’ Perceptions of Others for Learning. In N. Bonderup Dohn, S. Cranmer, J.-A. Sime, M. de Laat, & T. Ryberg (Eds.), Networked Learning: Reflections and Challenges. Cham, Switzerland: Springer. - Nerantzi, C. (2020). The use of peer instruction and flipped learning to support flexible blended learning during and after the COVID-19 Pandemic. International Journal of Management and Applied Research, 7(2), 184-195. - Topping, K., Buchs, C., Duran, D., van Keer, H. (2017). Effective Peer Learning. London: Routledge, https://doi.org/10.4324/9781315695471 Supplementary Readings: - Josemaria, E.-G., & Katherina, G. (2020). Peer Feedback in Learner-Learner Interaction Practices. Mixed Methods Study on an xMOOC. Electronic journal of e-Learning, 18(2), 122-135. doi:10.34190/EJEL.20.18.2.002. - Olofsson, A. D., Lindberg, J. O., & Hauge, T. E. (2011). Blogs and the design of reflective peer‐to‐peer technology‐enhanced learning and formative assessment. Campus-Wide Information Systems, 28(3). - Jen, R., Christine, S., Jeremy, K., n, B., & Hamish, M. (2014). Teacher Experiences and Academic Identity: The Missing Components of MOOC Pedagogy. Journal of Online Learning and Teaching, 10(1), 57. - Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631-645. |
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| ADDITIONAL NOTES | Pre-requisite Qualifications: First Degree (MQF 6) at Second Upper Level or better (as per requirements of the postgraduate study programmes it relates to). | ||||||||||||
| STUDY-UNIT TYPE | Independent Study, Online Learning & Webinar | ||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Maria Cutajar |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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