Gossip Based Streaming with Incentives for Peer Collaboration

2006 ◽  
Author(s):  
Sachin Agarwal ◽  
Shruti Dube
Keyword(s):  
Peer Collaboration

9. PEER-PEER DIALOGUE AS A MEANS OF SECOND LANGUAGE LEARNING

2002 ◽  
Vol 22 ◽  
pp. 171-185 ◽  
Author(s):  
Merrill Swain ◽  
Lindsay Brooks ◽  
Agustina Tocalli-Beller
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Theoretical Perspective ◽  
Peer Collaboration ◽  
Mediated Learning ◽  
Collaborative Dialogue ◽  
Peer Dialogue ◽  
Reading Activities ◽  
Cognition And Knowledge

From the theoretical perspective of a sociocultural theory of mind, cognition and knowledge are dialogically constructed. Embedded in this theoretical framework, this chapter reviews research studies in which peer-peer dialogue is linked to second language learning as students engage in writing, speaking, listening and reading activities. The review takes the stance that the type of dialogue of particular significance in the language learning process is collaborative dialogue, or that which occurs when learners encounter linguistic problems and attempt to solve them together. In such conditions language is used both as a communicative and cognitive tool. From the studies reviewed, we conclude that peer-peer collaborative dialogue mediates second language learning. We also conclude that although the studies reported few adverse effects of peer collaboration, teaching learners how and why to collaborate may be important to enhance peer-mediated learning. The chapter calls for more research which provides clear evidence of the connections between peer-peer dialogue and second language learning and more studies which investigate longer term learning. Such studies linking peer-peer dialogue to language learning can be instructive for teachers, researchers, and learners, and make us all more aware of the process of learning a second language.

Assessment as Learning in Medical Education: Feasibility and perceived impact of student-generated formative assessments (Preprint)

2021 ◽  
Author(s):  
RITU LAKHTAKIA ◽  
Farah Otaki ◽  
Laila Alsuwaidi ◽  
Nabil Zary
Keyword(s):  
Medical Education ◽  
Critical Thinking ◽  
Lifelong Learning ◽  
Educational Intervention ◽  
Flipped Classroom ◽  
Peer Collaboration ◽  
Formative Assessments ◽  
Deep Dive ◽  
Assessment As Learning

BACKGROUND Self-regulated learning (SRL) is a vital competency, desirable to sustain lifelong learning in health professions education. Contemporary education practices emphasize this aspect of undergraduate medical education through innovative designs of teaching and learning like the flipped classroom and team-based learning. Assessment as learning (AaL) can be a unique way to inculcate SRL through active learning habits. It charges the student to create formative assessments reinforcing student-centered deep learning, and critical thinking. OBJECTIVE This study aims to explore, from the learners’ perspective, the feasibility and perceived learning impact of student generated formative assessments. METHODS The study relied on a convergent mixed methods approach to research. An educational intervention was deployed on a cohort of students in the second year of a six-year undergraduate medical program as part of a single course curriculum delivery. This AaL intervention engaged students in generating assessments using peer-collaboration, tutor facilitation, and feedback. Quantitative and qualitative data of student perceptions were collected through a survey. Quantitative survey data was analysed using SPSS. Qualitative inputs underwent thematic analysis. RESULTS Students’ overall score of satisfaction with the AaL educational intervention was 84%. On quantitative analysis, this was strongly correlated with scores for ease and impact on a 5-point Likert-type scale. The themes that emerged from the qualitative analysis, included: prominent characteristics, immediate gains, and expected long-term benefits of their engagement. The prominent characteristics included individuals’ engagement, effective interdependencies, novelty, and time requirement. The identified immediate gains highlighted increased motivation, and acquisition of knowledge and skills. The expected long-term benefits, included critical thinking and problem solving, and clinical reasoning. CONCLUSIONS As a form of AaL, student-generated assessments were perceived as viable, constructive, and a stimulating educational exercise by the student-authors. In the short term, the activity provided students a fun, challenging opportunity to deep dive into the content, be creative in designing questions, and improve exam-taking skills. In the long-term students expected an enhancement of critical thinking, and inculcation of student-centred attributes of self-regulated lifelong learning and peer collaboration, vital to the practice of medicine.

Differences Between Non-Aggressive, Rejected Children and Popular Children During Peer Collaboration

2011 ◽  
Vol 33 (1) ◽  
pp. 1-19
Author(s):  
Kimberly A. Crosby ◽  
Gary D. Fireman ◽  
James R. Clopton
Keyword(s):  
Peer Collaboration

scholarly journals Estrategias de colaboración entre iguales: Pure Print (2013-2018) | Strategies for peer collaboration: Pure Print (2013-2018)

Pós-Limiar ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 27
Author(s):  
Marta Aguilar Moreno ◽  
Eva Figueras Ferrer
Keyword(s):  
Peer Collaboration ◽  
Porto Alegre ◽  
Enseñanza Superior ◽  
Comunidades De Práctica ◽  
Trabajo Colaborativo

En el seguiente artículo se presenta un modelo de trabajo colaborativo entre docentes e investigadoras grabadoras de diferentes instituciones de enseñanza superior de Bellas Artes, reunidas para pensar conjuntamente una propuesta editorial. Para ello, tomaremos el modelo Pure Print, que tiene como objetivo dar continuidad al lanzamiento de publicaciones y proyectos editoriales relacionados con el Libro Arte. El ámbito de estudio abarca desde los procesos tradicionales del grabado y la estampación hasta las nuevastecnologías de la gráfica contemporánea experimental y edición. En el artículo haremos un breve repaso de la historia y evolución de Pure Print, desde sus inicios hasta llegar a Porto Alegre en 2018. Entre los factores que han impulsado y expandido el proyecto destaca, especialmente, el trabajo colaborativo como constructor de propuestas entre iguales que permite constituir comunidades de práctica y de discurso. Las propuestas artísticas y su proyección internacional, las exposiciones colectivas, la edición de dossiers,catálogos y revistas especializadas, los proyectos interdisciplinares, la relevancia del proyecto artístico, de su itinerancia, del comisariado y de los artistas e investigadores participantes, la creación de talleres, conferencias y ponencias de calidad, así como la vinculación a proyectos de investigación relevantes concedidos en convocatoria pública competitiva, hace que el proyecto Pure Print cumpla con todos los requisitos para hablar de un modelo generador de creación entre iguales.

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