Noorderburen waarderen onze expertise

Onder het motto ‘samen professionaliseren’ pikte hogeschool Zuyd (Heerlen, Sittard, Maastricht) het D-PAC-verhaal op. Geboeid door onze kennis en ervaring op vlak van professioneel beoordelen en peer-assessment, willen ze ook anderen binnen de hogeschool inspireren en stimuleren.

In samenwerking met Dominique Sluijsmans (lector Professioneel Beoordelen, Zuyd) en Judith van Hooijdonk (I-team, Zuyd) is begin deze week een blog over D-PAC als tool voor Technology Enhanced Learning (TEL) verschenen.

blog Zuyd 2

Op de blogpagina van ICT in Onderwijs en Onderzoek @ Zuyd staan overigens ook nog andere zeer interessante nieuwtjes.

Dankjewel I-team om met en voor ons te willen netwerken: benieuwd naar de reacties op deze boeiende blog.

Testimonial professor architecture

The next film is a testimony of an architecture professor who used D-AC for a peer assessment of mood boards. Because the movie is in Dutch, you can read a short summary of the main findings.





Summary
60 students were divided in groups of five. Each group had to create two mood boards resulting in 20 mood boards. These mood boards were uploaded in the D-PAC tool and the students made ten comparisons at home in which they judged the mood boards of their peers and provided feedback.

These comparisons resulted in a ranking of the poorest to the best mood board. So each group had two mood boards in the ranking. The students had to continue with the mood board that was ranked highest. Therefor they could use the feedback to improve their design.

The teacher used the rank order and the feedback from the students to discuss the results in group. He indicated a large time saving because all the students already had seen the mood boards and formed their opinions. Where normally the discussion of the mood boards lasted a whole day, now it lasted one hour using the rank order. According to the professor without sacrificing quality of the discussion, on the contrary.

Further, the professor indicate to save time in processing the results of the peer assessment afterwards as there was no processing because the results were automatically generated by the tool.

Also according to the professor, the learning effect by students of watching other peers’ work and formulating reasons why one was better than the other, was not to be underestimated.