December, 20219 Lim Chee Leong(b) Empower Peer-to-Peer Marking Using Workshop The Workshop is a powerful peer learning and assessment activity in LMS that administers the submission of assignments and then allocates these assignments among peers for reviews. This tool allows students to assess the submissions of their peers using a structured assessment rubrics shared by the course instructor. In other words, it empowers students to practise peer assessments with the use of rubrics to support students in marking. This tool allows students to learn from a different perspective by evaluating their peers' answer. Instructors can also use Workshop to empower peer to assess their peer's performance in a collaborative activity. Through the creation of a Workshop activity in LMS, the instructor allows their learners to report if another peer is not contributing to the group work, and allows the learners to evaluate the performance of their peers. (c) Enhance Peer Learning through Digital Badges Digital badge is another emerging tool used to promote peer learning in the virtual learning environment. It captures and communicates what students learn and what they can demonstrate. With learning today is increasingly made to be ubiquitous, digital badges are being used to "celebrate" learning upon completion of a learning milestone. Digital badges also are used to reward exemplary behaviour amongst students and to support lifelong learning endeavours. Additionally, rewarding students using digital badges promote positive reinforcement of specific behaviour to students. When these badges are published in students' social media, it makes their learning more rewarding as they can share achievements instantly with their peers (Lim et al., 2018), in turn, it increases students' success in learning. References: Assiter, A. (1995) Transferable Skills in Higher Education, London: Kogan Page. Boud, D. (2001). Making the move to peer learning. In Boud, D., Cohen, R. & Sampson, J. (Eds.), Peer Learning in Higher Education: Learning from and with each other (pp. 1-20). London: Kogan Page. Candy, P., Crebert, G. & O'Leary, J. (1994).Developing lifelong learners through undergraduate education NBEET, Commissioned Report No 28, Canberra: Australian Government Publishing Service. Keppell, M., Suddaby, G., & Hard, N. (2011). Good practice report: Technology-enhanced learning and teaching. Australian Learning and Teaching Council Ltd. https://www.academia.edu/4405298/ Good_Practice_Report_Technology-Enhanced_Learning_and_Teaching Lim, C. L., Nair, P. K., Keppell, M. J., Hassan, N. & Ayub, E (2018). Developing a framework for the university-wide implementation of micro-credentials and digital badges: A case study from a Malaysian private university. Proceedings of the IEEE 4th International Conference on Computer and Communications (pp. 1715-1719). Chengdu, China. Figure 2: Peer marking in a Workshop activityFigure 3: Supporting SRL through the use of digital badges
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