Organising a Peer Review Event of Synchronous Online Teaching

By aaroncooper Comment Closed

 

 

Vicky Collins

v.collins@reading.ac.uk

International Study and Language Institute, ISLI

Overview

Each year tutors on  the Academic English Programme [AEP] run by ISLI participate in an internal show case of tips and best practices as a Peer Review event. This year we  chose the theme of ‘Managing synchronous online teaching’  given the level of challenge it presents and creative solutions emerging  to these.  The event included a pre task, live demos and talks throughs, an external list of resources for participants, and a final compendium of curated videos (recorded from the live delivery) for wider dissemination in ISLI.

Objectives

The main aims of the annual Peer review event are:

  • To draw out good practice and reflect on experiences of teaching on the Academic English Programme [AEP] from the previous year or term
  • To foster a team environment by providing for a network to exchange ideas and experiences

Whilst acknowledging that there are many tutorials and training videos available widely to support online teaching, for this peer review on ‘Managing  synchronous online teaching’ we were keen to draw out  tips and practices developed in situ.

Context

Since September 2020, the whole AEP team has been involved in regular live online teaching. This includes all aspects of the Academic English Programme from discipline specific courses to webinars on particular aspects of academic language and literacy.  Prior to this most of our experience and training for the transition to online T & L  was around asynchronous delivery, so we thought a review and reflection of online synchronous teaching was timely

Implementation

I started by researching sub themes within ‘managing online synchronous teaching’ and developed a list from which to solicit ideas for tips and practices from the teaching team:

  • Opening and closing a session
  • Spaces for collaboration
  • Tools for live interactivity
  • Multitasking during sessions
  • Working with longer texts online
  • Teaching to the void: finding ways of connecting to students
  • Staging & organising of activities

 

Soliciting, categorising and developing initial ideas in advance with colleagues helped avoid duplication and also meant I could allocate suitable timings to presentations/demos .  The event was scheduled for 3 hours with rest breaks and question times and held on Teams. Given the commitment of time required, this peer review event takes place in January each year- before the Spring term gets underway and also to boost morale on return from the festive break.

Prior to the event I set a pre task on the topic of ‘What does live online learning look like for our discipline?’ . A discussion thread was set up and colleagues contributed voluntarily .

I also developed a list of external resources on the topic of online synchronous learning to share with participants after the event.

The Peer review event itself was recorded, with permission, and I then curated the individual presentations into 18  bite sized videos.

Impact

A feedback  survey was issued once all resources had been released. This was completed by 8 out of 12 participants.

The aim of the feedback survey was to gauge satisfaction with the event and impact it had on participants preparedness for live online teaching this term [Spring 2021]

In terms of satisfaction, all participants strongly agreed that the event was effectively organized.

All participants strongly agreed [5] or agreed [3] that the event and resources helped them to feel more prepared. Varying levels of confidence in live online scenarios are reflected in participants’ familiarity with ideas presented by their peers. Most reported that between 25-50% of the activities were new to them, and two reported a greater percentage.

Participants listed a range of the tips and practices presented by peers that they would like to try out this term [Spring 2021]

Reflections

One of the most significant outcomes of this was that despite the plethora of tutorials and training vignettes on you tube for example, which  teaching staff can consult, a genuine account of these tips and practices  in situ  is still much  valued.  My colleagues  were able to discuss with sincerity the pros and  cons of practices they had tried in the past term, and how they hoped to continue building on these.  Comments to the pre task  discussion question were insightful and I feel I learnt much from these as I compiled them into a summary. I felt this approach to peer learning was particularly conducive i.e giving peers a space to contribute to a thread, time to read through other contributions, and then for the facilitator to summarise this so we have a meaningful record of our thoughts and ideas. Not everybody in the team had the confidence to present  or demo tips and practices, and indeed there was no pressure to do so, but the pre task allowed for them to contribute to the event in a another form

Follow up

  • The feedback form included an area for participants to share what ideas from the event they would like to put into practice this term. I will informally review this at the end of the term[Spring 2021] and have set up a discussion thread for peers to comment on these
  • Participants have given permission for their videos to be used more widely in ISLI for teacher development purposes.

Peer Assisted Learning: how did the PAL pilots go in 2015-16 at Reading? by Caroline Crolla

By edwardwhite Comment Closed

I’ve gained more knowledge regarding the module & find it easier to ask for help. (Maths PAL participant)

[PAL] is a more interactive way of working, more group work, some sharing about 4th year placement and the usefulness of this module for next year (S&L Therapy PAL participant)

It’s great to see people leave sessions feeling like they understand what they were struggling with. (PAL Leader, Creative Writing)

It’s great, [PAL] really helps with understanding work. (PAL Leader, Art)

Peer Assisted Learning (PAL) was introduced at the University of Reading in 2015-16 in a few departments as pilot schemes, with the longer term aim of establishing the scheme across the university. Five departments took part in the first pilot which ran from November 2015 to May 2016.  The pilot schemes have now been evaluated and here are some of the findings.

Participating departments in 2015-16

Economics

Mathematics and Statistics

Speech and Language Therapy

Fine Art

English Literature: Creative writing

What is Peer Assisted Learning?

Peer Assisted Learning is a scheme where students in the same subject learn together with their peers. PAL sessions are run by experienced student who have been trained as facilitators, also known as PAL Leaders, who are regularly debriefed by programme academics.

HEIs with experience of PAL have found that the scheme contributes to improved retention, engagement and performance through shared learning, engendering stronger links between academics and students as well as providing an additional form of feedback.

The principles underpinning Peer Assisted Learning include:

  • the PAL scheme should target high risk modules or courses, not high risk students
  • student participation should be voluntary and it should supplement not replace core teaching
  • student PAL Leaders are facilitators and not quasi-lecturer

What are PAL positives?

Academics reported that introducing PAL was not time consuming but that they did need to endorse and promote their PAL scheme more in order to increase attendance of at PAL sessions. All academics involved in PAL described how the scheme influenced their pedagogy.  They mentioned how much the PAL leaders had developed in the process.

Nothing additional to prepare; I am developing my teaching material because I have changed aspects of the module and my prep is being helpfully informed by having the two PAL Leaders and their sessions in mind.

I have had to think about my teaching materials more closely, because I have PAL in mind. I have reviewed what I am putting in the lectures and what not; what I want the PAL Leader to have or do, or not. This has been good for me…and the students I hope.

I am very impressed with [the PAL Leaders].   I think they are doing so well and really benefiting. 

To maximise effectiveness

The pilots have flagged up three key factors that influence the effectiveness of PAL

Attendance

To maximise attendance Departments need to ensure that PAL sessions appear on students’ timetables and are roomed and timetabled at appropriate times within the module so that participants can attend. PAL is voluntary and for students to benefit from attending sessions access needs to be made possible.

PAL Leaders and participants understand the benefit of collaborative learning

Leaders, participants and academic staff need to be clear about the benefits of working collaboratively on cognitively difficult material. Peer assisted learning is a structured way of peers learning together.  It is not remedial support. One hour of PAL can equal to three hours of working alone.

Increasing engagement by academics

If peer assisted learning is part of a subject’s offer, then it needs regular endorsement by academic contacts and the PAL leaders need regular reviews with the academic contact throughout the term. Increased publicity and visibility of the PAL sessions within departments will help with attendance.

What next?

  1. In 2016-17, more modules will be supported by Peer Assisted Learning sessions in Psychology, Classics as well as in Art, Speech and Language Therapy, English Literature and Mathematics.
  2. From the 14 PAL Leaders who trained to facilitate learning of their peers in 2015-16, 34 prospective PAL leaders will be trained in 2016-17 to support a range of modules.
  3. Academics in Mathematics, who have been enthusiastic early adopters of PAL, have decided to offer PAL in Mathematics as an optional Part 3 module and 9 students have been successfully selected to become PAL Leaders to support the Part 1 core module ‘Real Analysis’.

Would you like to get involved?

PAL at Reading had a great first year because of the enthusiasm of staff and students who had a deep commitment to learning and who saw the positive and holistic benefits of PAL. However, there is a lot more scope to deploy peer assisted learning in many contexts, so if you are an academic interested in adopting PAL for one or more of your modules or you would like to find out more, please contact: Caroline Crolla, PAL Coordinator, c.s.crolla@reading.ac.uk  | pal@reading.ac.uk or phone 0118 378 6593.   I work in the Student Success Team which is located in Blandford Lodge, G17, Whiteknights campus.

Student-led Peer-assisted Learning (PAL) starts at Reading by Caroline Crolla

By edwardwhite Comment Closed

Readers of this blog may recall Dr Patricia (Paddy) Woodman’s “Hot tip: Student-led peer learning: a win-win for everyone” posted on January 2015.  She wrote then that “The University of Reading is about to appoint a peer assisted learning co-ordinator and launch a number of trial schemes in 2015/16.”  Happily, I am that peer-assisted learning coordinator and I took up post on 22 June 2015. I would like to take this opportunity to describe how the implementation of peer-assisted learning is going so far at the University of Reading.

What is PAL?

As Paddy explain in her January blog: PAL is a framework that fosters cross-year support between students on the same course. Students work in regularly scheduled groups supporting each other to learn through active discussion and collaboration under the guidance of trained students, called PAL Leaders, typically from the year above.

Fact-finding visits

In June and July 2015, I visited other universities and attended national conferences on peer-led learning.  I quickly discovered that there exists a vibrant academic peer-learning community who are very welcoming and generous to a “new implementer” representing the University of Reading.

I visited three universities where PAL is very well-established across all faculties and schools and who have been running PAL – sometimes also called PASS (Peer-assisted Study Sessions) – for decades.  Colleagues at the University of Manchester, University of West England and Bournemouth University were particularly helpful in sharing their resources and experiences.

Reading’s early PAL adopters

During July and August, I met with colleagues in Mathematics, Psychology, Economics, English Literature and Systems Engineering.  I am pleased to say that five academics already would like to ‘pilot’ peer-assisted learning in specific 1st or 2nd Year modules or units that are cognitively challenging and in which students are known to struggle.

It has been a real pleasure to start collaborating with Tristan Pryer in Mathematics, Tom Loucas in Speech and Language, Pat Parslow in SSE and Simon Burke in Economics.   Each of these Academic Contacts is looking at the possibility of setting up regular, timetabled PAL sessions within these modules, as well as inviting successful and willing 2nd or 3rd Year students to agree to be trained as PAL leaders and run the PAL sessions.

As it is now September, the timing for implementation is tricky in some cases, so some academics like Rachel Pye, Jayne Freeman and Lesley Tranter in Psychology are considering implementing PAL in September 2016 in their Introduction to Neuroscience unit, which allows more time for timetabling, PAL recruitment and PAL Leader training.  Additionally, Cindy Becker and Nicole King are discussing how they might incorporate the support of two graduate interns in establishing PAL in English Literature.

How will PAL work at Reading?

PAL will be “discipline owned, student led, and centrally coordinated”.  Different Schools or departments may vary their offer where appropriate, but PAL will have recognisable features which will be consistent:

  • the School selects the module or unit which will have PAL integrated in the term it is taught
  • the School timetables and the PAL sessions
  • the PAL Coordinator will liaise with and support the Academic Contact/module convenor
  • the PAL Coordinator will train all PAL Leaders, and will assist with recruitment and monitoring student attendance at PAL sessions
  • experienced and successful students are trained in facilitation as PAL Leaders and then work in singly or pairs to:

a.  devise a structured approach to each session using their understanding of the material in conjunction with guidance from the Academic Contact

b. run the group sessions encouraging active discussion and collaboration amongst a group of between 5 and 15 students.

  • being a PAL Leader is voluntary, and the students who agree to become Leaders will be recognised and rewarded through the RED Award, inclusion of their participation on transcripts and in references and for some training activities Campus Card credit. We are also developing a credit-bearing module in coaching and mentoring to which PAL Leaders can apply.

What’s in it for…?

PAL participants

The students who attend PAL sessions regularly become part of a team who studies smarter. They share knowledge, experiences, and strategies with peers, helped by the PAL Leader.   PAL sessions offer a safe, friendly environment to revisit learning, compare notes, and ask questions. Participating in PAL sessions deepens students’ understanding of academic material by sharing problems and finding solutions.  PAL sessions can help develop confidence, independence and self-direction, communication skills and social skills further in participants.

PAL Leaders

PAL Leaders develop skills in facilitating learning and coaching other students, and their ability to tailor communication to different audiences. Leading PAL sessions helps develop time management skills, to plan and to problem solve.  These “soft skills” are valued by many employers.   PAL Leadership shows an employer that the leaders have gone above and beyond their degree and that they have been interested in contributing to the wider university community.  PAL Leaders get to know fellow students and develop a wider community of practice in their discipline. PAL Leaders have the opportunity to review and deepen their own understanding of their discipline, when they support the students who follow them in their learning.

Academics

Peer-assisted learning uses the talents many of your students already have to develop more independent learners who are self-directing their learning from where they are to where you would like them to be in terms of success. PAL has been shown to foster communities of learning where students learn more with and from each other.   PAL sessions provide students with additional structured learning time, independent of academics, although sessions are most successful when Academic Contacts provide guidance on the subject matter to the PAL Leaders.  In turn, the PAL Leaders can provide a rich source of immediate feedback to module convenors and to Schools about student learning.  PAL can only be developed in partnership with Schools and Schools identify and select content or modules deemed conceptually difficult.   Finally, offering PAL sessions on your course can develop altruistic and committed students who can help promote the course and meet with internal or external reviewers. Academics involved in PAL report that the scheme enhances a sense of School or Department community and identity.

Next steps

  1. Implement, evaluate and report on the five PAL “pilots” both from the students’ and Academic Contacts’ perspectives (watch this page)
  2. Promote PAL further with students and staff within selected Schools
  3. Extend provision of PAL across at least 5 more Schools in the light of experience of the pilots
  4. Have regular scheduled PAL Leader training sessions and in June / September / November
  5. Come to a Teaching & Learning Open programme session on “Another Student-led Scheme? How Peer-assisted Learning Raises Student Grades” on Wednesday 25 November 2015 from 14:00 – 15.00. Details are available at http://www.reading.ac.uk/cqsd/TandLEvents/cqsd-ComingSoon.aspx

If you are an academic interested in adopting PAL for one or more of your modules or you would like to find out more, please contact: Caroline Crolla, PAL Coordinator, c.s.crolla@reading.ac.uk or phone 0118 378 6593.   I work in the Student Success Team which is located in Blandford Lodge, G17, Whiteknights campus.

For examples of PAL / PASS at other institutions, please view:

https://youtu.be/95QLTaWLSuE  and https://www.youtube.com/watch?v=UERuCYeSzcw