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Peer Learning in Higher Education
Additional Info:
Peer learning, where students support each others learning, is for many one of the most effective and natural forms of learning. It can form one of the most essential and satisfying parts of a student's higher education experience. As a key developing technique in higher education this book will meet the needs of many who are interested in developing a more formal approach to peer learning in their own work. The book discusses practical methods of developing more effective learning through the systematic implementation of peer learning approaches. It draws on the direct experience of the authors in their own classes across a range of disciplines. While the emphasis is on higher education, many of the ideas can be applied more widely to further education and professional learning.
Key issues addressed include:
What is peer learning and what is it good for?
What are the design and class management issues that need addressing?
How best can peer learning be introduced and fostered?
What issues need to be considered by teachers and students?
What are the implications for assessment?
(From the Publisher)
Table Of Content:
Contributors
Acknowledgements
ch. 1 Introduction: making the move to peer learning (David Boud)
ch. 2 Designing peer learning (Jane Sampson and Ruth Cohen)
ch. 3 Strategies for peer learning: some examples (Jane Sampson and Ruth Cohen)
ch. 4 Implementing and managing peer learning (Ruth Cohen and Jane Sampson)
ch. 5 Peer learning and assessment (David Boud)
ch. 6 Team-based learning in management education (Ray Gordon) and Robert Connor)
ch. 7 Project management teams: a model of best practice in design (Jenny Toynbee Wilson)
ch. 8 Peer learning in law: using a group journal (James Cooper)
ch. 9 Autonomy, uncertainty and peer learning in IT project work (Brian Lederer and Richard Raban)
ch. 10 Peer learning using computer supported roleplay-simulations (Robert McLaughlan and Denise Kirkpatrick)
ch. 11 Aligning peer assessment with peer learning for large classes: the case for an online self and peer assessment system (Mark Freeman and Jo McKenzie)
ch. 12 Conclusion: challenges and new directions (David Boud)
Peer learning, where students support each others learning, is for many one of the most effective and natural forms of learning. It can form one of the most essential and satisfying parts of a student's higher education experience. As a key developing technique in higher education this book will meet the needs of many who are interested in developing a more formal approach to peer learning in their own work. The book discusses practical methods of developing more effective learning through the systematic implementation of peer learning approaches. It draws on the direct experience of the authors in their own classes across a range of disciplines. While the emphasis is on higher education, many of the ideas can be applied more widely to further education and professional learning.
Key issues addressed include:
What is peer learning and what is it good for?
What are the design and class management issues that need addressing?
How best can peer learning be introduced and fostered?
What issues need to be considered by teachers and students?
What are the implications for assessment?
(From the Publisher)
Table Of Content:
Contributors
Acknowledgements
ch. 1 Introduction: making the move to peer learning (David Boud)
ch. 2 Designing peer learning (Jane Sampson and Ruth Cohen)
ch. 3 Strategies for peer learning: some examples (Jane Sampson and Ruth Cohen)
ch. 4 Implementing and managing peer learning (Ruth Cohen and Jane Sampson)
ch. 5 Peer learning and assessment (David Boud)
ch. 6 Team-based learning in management education (Ray Gordon) and Robert Connor)
ch. 7 Project management teams: a model of best practice in design (Jenny Toynbee Wilson)
ch. 8 Peer learning in law: using a group journal (James Cooper)
ch. 9 Autonomy, uncertainty and peer learning in IT project work (Brian Lederer and Richard Raban)
ch. 10 Peer learning using computer supported roleplay-simulations (Robert McLaughlan and Denise Kirkpatrick)
ch. 11 Aligning peer assessment with peer learning for large classes: the case for an online self and peer assessment system (Mark Freeman and Jo McKenzie)
ch. 12 Conclusion: challenges and new directions (David Boud)