Critical friends, or peer review, is another step in promoting student-centered, collaborative learning. The idea is that students help each other with projects, writing, etc. by providing constructive critiques of each others work before it is handed into the teacher. This idea fits well with involving students more in their own learning, in learning from each other, and in having a wider audience for student work, much like the eportfolio concept. I leave the specifics of how to do this to more experienced authors. For more, in the first instance see: Why Every Student Needs Critical Friends, Amy Reynolds, Multiple Measures, Pages 54-57, November 2009, Volume 67, Number 3; Through the lens of a critical friend., Costa L. Arthur and Bena Kallick, Educational Leadership, 51.n2 (Oct 1993): pp49.
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I have been studying educational technology now formally for a year, my spring 2012 courses all but over. I started with 810, 811 and 812, all of which have a greater focus on the tools than the other courses. They are a great start to the program, and started me thinking in new and different ways about the role of technology in education. Last fall and this spring brought the required classes and some electives, all of which continued to propel my thinking forward. I've gotten to the point where I have some pretty clear ideas, and am able to talk about them; I fully expect my thinking to continue to grow and change over time, but at the very least I have a solid foundation from which to let that happen.
So now comes the capstone course in the MSU MAET program, a bringing together and reflection on everything that has come before. This is a welcome addition, thought before I start the class - and here I am speaking before fully understanding what all is involved - I cannot help but think that something like this should have been happening the entire time; that there should be a framework above the courses that helps students pull together, reflect on, and make important connections between all of the various elements of the program. Perhaps we should start with an empty portfolio and gradually fill it as we produce various content over the course of the program; perhaps there should be ongoing assignments - reflections, presentations, etc. - that are done as and when they make sense during a student's path through the program; any and all of this could be updated and improved as each student makes progress towards the master's degree. In so doing, we can make the whole greater than the sum of its parts. |
AuthorAfter teaching for 10 years and using lots of technology, I have decided to move into the technology side of education. Archives
December 2015
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