This session presents a case study of a student collaboration in knowledge production and peer-review of work. It highlights various competencies from the DigComp Framework demonstrated by students during the project.
It focusses on a collaborative knowledge exchange project between Manchester Metropolitan University, UK and Pearl Academy, India involving 350 students. The purpose was transfer of knowledge between students from both institutions. The aims to retrieve, evaluate, digest, re-purpose and share information. Fashion Design Technology Students from Manchester Metropolitan University focus on “Responsible fashion”. Pearl Academy, India work to generate knowledge of the responsible fashion agenda focussing on “craft and artefact” production.
Traditionally students at Manchester Metropolitan University were assessed through presentations and studio crits. This employability focussed project took on an international dimension this year by introducing the collaboration with Pearl Academy. Tutors were keen to introduce peer-collaboration with students as producers in teaching and learning.
Groups were allocated to work across the international divide with complementary briefs promoting autonomous learning (see Higgs, 1988). Students were tasked with the production of a digital presentation to be peer reviewed by international groups. The briefs were to produce a digital narrative to exchange knowledge between peers. The presentations were digital and exchanged via padlet a semi-open collaboration platform. The focus was then to provide peer feedback and to incorporate the responses into their current practice.
This involved the sharing of content and the proactive creation of content for peer-education (Orsmund, 2004). Various technologies were used including video editing, screen capture, encoding platforms and sharing for peer-review. Students digital capability has been extended by using unfamiliar tools. The introduction of peer-review enhanced skills development including professional courtesy and introducing a more coherent cultural dimension to the communication skills required.
Feedback will be gathered from student and staff interviews. Semi-structured interviews are to be conducted with self-selecting participants on a voluntary basis. The purpose which is exploring the student perception of this international dimension reflecting on any perceived costs and benefits. Similarly, the teaching team will be interviewed in the same manner. These will be digitally recorded according to ethical standards at MMU. Transcription is verbatim before analysing them thematically using the framework approach (see Ritchie and Spencer, 2002). This aims to determine if there is a triangulation of the themes and whether it can inform practice going forward. Subsequent iterations of this project will seek to gather more data from collaborative partner students to identify further themes.
This session will look to highlight some of the lessons learnt from this pilot project and explore some potential improvements highlighted for inclusion in subsequent iterations.
HIGGS, J. (1988) “Planning learning experiences to promote autonomous learning” in Developing student autonomy in Learning (ed) Boud, D., pp 40-58. London, UK. Kogan Page.
ORSMUND, P. (2004) “Self and Peer-Assessment : Guidance on practice in the Biosciences” Leeds, UK. HEA.
RITCHIE, J & SPENCER, L (2002) “Quantitative Data Analysis for Applied Policy research” in Huberman, M & Mathew B Miles (2002) “The Qualitative Researcher’s Companion” Sage. London.