encouraging critical reflection on online role play practice an emerging framework for peer review...
TRANSCRIPT
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)
Nov 08
Co
ncep
tual F
ramew
ork:
Stag
e 1
Co
ncep
tual F
ramew
ork:
Stag
e 4
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