encouraging critical reflection on online role play practice an emerging framework for peer review...

Encouraging critical reflection on online role play practice An Emerging Framework for Peer Review

ResearchResearch

TeachingTeaching

Peer reviewPeer review

Benefits of peer review of online role play

Support role play community– Facilitate experimentation and imagination– Refine (rejuvenate, reuse, reinvent)– Increase impact and promote sustainability

• Inter and cross-institutional partnerships

Scholarship ‘about’ and ‘in’ teaching (Taylor & Richardson 2001)

– Broaden conception of scholarly activity (Boyer 1990)

– Research-led teaching (Brew 2003)

Dissemination and reward good practice

Establishing a framework Stage 1: Research (Feb –June 07)• Review of literature and online repositories • Briefing paper outlining issues and draft conceptual framework

Stage 2: Project Team Review (June – Nov 07)• Discussion and refinement of briefing paper

Stage 3: Consultation (Dec 07 – June08)• NSW cluster groups; ASCILITE; collegial networks

Stage 4: Refinement of Framework/Process (July 08 - present )• Dialogue within wider collegial networks

Stage 5 Publish Review Process (March 09)

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Challenges: peer review of online role play Emerging area

– Innovating in isolation– No agreed peer review framework or processes– Establishing review relationships

Role plays are complex to assess/judge– Individual; contextual; developmental; experimental

Evaluation benefits from a range of expertise – Discipline, educational development, technology, research

Weighing costs v benefits– Workload involved– Return on investment – Avenues for recognition and reward

Acknowledgments This presentation was developed on behalf of Project EnRoLE by:

Ms. Elizabeth Devonshire, Faculty of Medicine, University of Sydney

Ms. Elizabeth Rosser, UNSW Foundation Year, University of New South Wales

Ms. Fran Everingham, Faculty of Health Sciences, University of Sydney

Dr. Tim Lever, Faculty of Engineering, University of Sydney

Prof. Sandra Wills, CEDIR, University of Wollongong

Thanks extended to the Project EnRoLE team for their input into the framework

Support for this Project has been provided by The Australian Learning and Teaching Council, an initiative of the Australian Government Department of Education, Science and Training