Peer Review template: Form 3
This template is for use in the review of other teaching and learning
activities undertaken using the functionality of the DLE.
Part 1: Information about the review
Complete Part 1 and send it to your Peer Reviewer 3 days prior to the
date of the review. This information will provide your Peer Reviewer with
details about your online activities.
Reviewee’s Name:
Peer Reviewer’s Name:
Date of Review:
Start Date of Moodle course:
End Date of Moodle course:
Module code:
e.g. PGCAP 770
Module title:
What is the delivery method that has been approved for this course of this Module?
if delivery by Distance Learning has not been specified in the module approval
documentation, then the module will be TEL Supported or Blended Learning
 TEL Supported – teaching is all face-to-face, but supported by technology
 Blended Learning – teaching is a mix of face-to-face and technology mediated activities
 Distance Learning – technology is the sole means of interaction between student
and university
please see Appendix A for a definition of these terms
My module contains the following elements (as defined by the Minimum Module
Requirements) (select all that apply):
 Name and email contact details of the module leader
 Name and email contact details of all staff teaching on the module
 Module title
 Module code
 Credit weighting of the module
 Module aims
 Assessed Learning Outcomes
 Schedule of teaching activities
 Schedule of assessment detailing
 Assessment component category (exam, coursework, practice)
 Assessment component name
 Assessment component weighting
 Description, including link to learning objectives
 Return date of feedback
 Method of submission (e.g. via faculty office or online submission)
 If online submission is to be used a further indication will be required to confirm if the
submission process includes the use of Turnitin
 If online submission is used it is expected that the mark and feedback return will be
via the learning environment, although not necessarily marked online
 TALIS ASPIRE electronic reading list
 Key teaching materials e.g. PowerPoint presentations, support documentation
 Module discussion area
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In addition to Minimum Module Requirements my Moodle course uses the following
(select all that apply):
 Lynda.com resources
 PebblePad
 GoTo Webinar / GoTo Meeting
 Vital Source eBooks
 Moodle Quizzes
 Reusable Learning Objects (e.g. XERTE)
 Open Education Resources (OERs)
 Module blogs
 eSubmission
 Turnitin
 Module wiki
 Podcasts
 Other (please specify)
I use Moodle in order to (select all that apply):
 provide appropriate resources (see Section 2.1)
 give feedback (see Section 2.2)
 facilitate contact between students and the module team (see Section 2.3)
 develop collaboration and cooperation among students (see Section 2.4)
 encourage active learning (see Section 2.5)
 embrace inclusivity and diversity in learning practices (see Section 2.6)
Do you use Moodle as the main method of contacting your students?
 Yes
 No
Please identify any other communication channels among students and tutors about
which the Reviewer should be aware but which are not available for review.
Does the module require any supplementary materials beyond that provided via the
DLE (e.g. textbook or software)?
 Yes
 No
If yes, please describe:
Does the module require any synchronous activities?
(where students take part in an activity at the same time, e.g. a webinar or Chat)
 Yes
 No
If yes, please describe:
Other information that you would like to have the Peer Reviewer consider:
What particular factors / problems have been taken into account?
On which aspects would you like feedback?
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Part 2: Peer Review Guide for TEL Supported, Blended and
Distance Learning DLE Activities
This part of the review process is applicable to all modules regardless of whether they are
using the DLE for TEL Supported, Blended or Distance Learning.
The six principles around which practice has been grouped are equally relevant to both
face-to-face and online teaching.
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Good practice incorporates the appropriate use of resources
Good practice gives prompt feedback.
Good practice encourages contact between students and staff.
Good practice develops collaboration and cooperation among students.
Good practice encourages active learning.
Good practice embraces inclusivity and diversity in learning practices.
Many DLE activities that support these practices might be found in TEL Supported,
Blended or Distance Learning. What will vary is the number of activities taking place in the
online environment and the degree to which they replace face-to-face teaching. In some
modules, however, certain practices may not take place in the DLE, e.g. giving feedback.
Example
A TEL Supported module might address the principle of encouraging active learning
might set an assignment based around writing a paper on the use of Primo to find and
evaluate subject resources. A blended learning module might ask students to use a
Moodle blog for the same purpose.
Example
To promote collaboration and cooperation among students, a TEL Supported module
might require students to meet in a physical space to undertake a groupwork assignment
whereas a Distance Learning module tutor might set up WIKIs in the DLE for the same
purpose
The Reviewer will note what DLE-based module activities are taking place in each practice
area, note tutor’s strengths and any areas for improvement for each.
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2.1
Good practice incorporates the appropriate use of resources.
Students require directing to a core set of resources and to know how to find, evaluate,
organise and share digital information.
Resources made be used for pre-lecture preparation and revision purposes. Students may
need directing to a range of online resources (such as MOOCs) and supporting materials at
Lynda.com
Examples of evidence to look for:
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A populated Talis Aspire reading list including links to Primo resources, eJournals and
external websites
Module content uploaded into the Resource Store
University provided eBooks embedded into the module’s curriculum
Providing Lynda.com playlists
Appropriate use of lecture support material e.g. PowerPoint presentations
Use of podcasts for preparation and revision
Lecture capture to enable reviewing key concepts
Where to look:
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Module information
Module content
Resource store
Discussion areas (e.g. forum, wiki )
Talis Aspire reading list
Feedback for the Tutor
Evidence Found:
Strengths:
Areas for Improvement:
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2.2
Good practice gives prompt feedback.
Tutors help students frequently assess their knowledge and competence and provide them
with opportunities to perform, receive meaningful suggestions and reflect on their learning.
Examples of evidence to look for:
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Information about module feedback methods and standards on the module syllabus.
Option (or requirement) for students to submit formative drafts of assignments for
tutor feedback.
Meaningful feedback on student assignments that is provided within a publicised and
a time frame adhering to PU assessment policy.
Assignment feedback that is clear, positive and specific.
Clearly communicated module and individual assignment grading criteria.
An open discussion forum where students can ask questions, and receive tutor
feedback, about module content and activities.
Module evaluation that provides the tutor with feedback for module improvement.
Where to look:
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Module information
Assignment briefings
Submitted assignment
e-portfolios
Discussion forums
Survey instruments
Feedback for the Tutor
Evidence Found:
Strengths:
Areas for Improvement:
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2.3
Good practice encourages contact between students and staff.
Frequent and timely student-staff contact is the most important factor in student motivation and
involvement, particularly in a technology enhanced education environment. Evidence of
concern helps students get through challenging situations and inspires them to persevere.
Examples of evidence to look for:
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A "welcome message" is provided at the beginning of the module that encourages
student-to-staff contact for module-related discussions or concerns.
The tutor encourages and fosters a healthy exchange of ideas and sharing of
experiences among module participants.
The tutor initiates contact with, or respond to, students on a regular basis in order to
establish a consistent online presence in the module (and prior notice is given to
students in the event that the tutor will be unavailable for more than a few days.
A prominent announcement area is used to communicate important up-to-date module
information to students, such as reminders of impending assignment due dates,
curriculum changes, scheduled absences, etc..
Student inquiries are responded in a timely manner.
The tutor provides students with interaction space for study groups etc.
For a Distance Learning module, the tutor holds regular office hours, and by
appointment, that are mediated by technology (e.g. the telephone, chat areas, GoTo
Meeting etc.).
Where to look:
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Discussion forums
E-mail messages
Posted announcements
Module syllabus
Chat space
Feedback for the Tutor
Evidence Found:
Strengths:
Areas for Improvement:
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2.4
Good practice develops collaboration and cooperation among students.
Good learning, like good work, is collaborative and social, not competitive and isolated.
Working with others often increases involvement in learning. Sharing one's own ideas and
responding to others' reactions enhances thinking and deepens understanding.
Examples of evidence to look for:
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Regular opportunities for students to engage in one or more of the following activities:
o Formal and/or informal discussions of module topics
o Collaborative module assignments
o Study groups
Encouragement to students to strengthen their online presence in the module e.g. by
sharing links to their e-portfolio.
An explanation of the criteria for “good” discussion participation.
Modelling of good discussion participation practices by the tutor.
Discussion prompts that help to guide and elicit student participation in-module
discussion activities.
Tutor facilitation of class discussions by encouraging, probing, questioning,
summarising, etc.
Student interaction space(s) for study groups etc.
For Distance Learning, a "meet one another" activity at the beginning of the module so
students can begin to make personal connections.
Where to look:
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Module materials
Assignment briefings
Discussion forums
E-mail messages
Module syllabus
Chat space
Feedback for the Tutor
Evidence Found:
Strengths:
Areas for Improvement:
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2.5
Good practice encourages active learning.
Active learning methods engage students in the learning process by encouraging them to
discover, process, and apply information.
Examples of evidence to look for:
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Student activities that involve one or more of the following:
o Active use of writing, video and other forms of self-expression
o Opportunity for information gathering, synthesis, and analysis in solving
problems (including the use of Primo, eBooks, and other PU resources)
o Engagement in collaborative learning activities
o Application of intercultural and international outlook
o Dialogue pertaining to social behaviour, community, and good academic
practice
Opportunities for students to “customise” their learning by tailoring assignments to
their personal and professional interests and needs.
Examples of student work where they
o Think, talk, or write about their learning
o Reflect, relate, organise, apply, synthesise, or evaluate information
o Perform research, lab or studio work, or fieldwork
o Participate in, design, or develop educational games and simulations.
Where to look:
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Module syllabus
Module materials
Submitted Assignments
e-Portfolios
Discussion forums
Feedback for the Tutor
Evidence Found:
Strengths:
Areas for Improvement:
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2.6
Good practice embraces inclusivity and diversity in learning practices.
People bring different experiences and styles of learning to the learning environment. Students
need the opportunity to demonstrate their abilities and to “personalise” their learning so that it
is relevant to them. It is also important to give students opportunities to learn in ways that may
be less comfortable in order to improve their learning skills. For example, students who are
strong in a discussion situation may be less confident with lab or studio work.
Examples of evidence to look for:
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Use of a variety of assessment tools that gauge student progress.
Inclusive assessments that allow students to demonstrate their progress in a manner
that is best suited to their abilities. For example, a podcast might be allowed as
learning evidence instead of a written paper.
Supplemental online materials are provided to students who lack prerequisite
knowledge or who would benefit from having content presented in an alternative
manner.
Timely, appropriate feedback for online activities.
A positive online climate where students are encouraged to seek assistance with
module content and learning activities if needed.
Adherence with guidance provided by Disability Assist concerning inclusivity.
Where to look:
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Module syllabus
Assignment briefings
Submitted assignment
e-portfolios
Discussion forums
Feedback for the Tutor
Evidence Found:
Strengths:
Areas for Improvement:
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Part 3: Feeding back to your School
Based on the outcomes of the Peer Review, particularly the discussions surrounding the
teaching and learning activity reviewed please complete the following form, for return to
the Associate Head of School (Teaching).
Reviewee’s Name:
Peer Reviewer’s Name:
Date of Review:
Start Date of Moodle
course:
End Date of Moodle
course:
Module code:
e.g. PGCAP 770
Module title:
3.1
What aspects of practice were identified through the Peer Review
process that may be of interest / relevance to colleagues in the School?
3.2
Do you have any examples of good practice that you would like to share
across the institution?
3.3
Any other comments / points raised that you wish to capture?
3.4
What developmental or enhancement needs were identified through the
peer review process?
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Appendix A
Definitions of TEL-Supported, Blended and
Distance Learning
TEL-Supported Learning
In this pattern, all teaching is face-to-face, but students have access to a wide range of resources,
informal learning and assessment opportunities online. A typical weekly structure might include:
 Use of course documentation
 Access to resources and support guides
 Access to informal learning
 Assessment information, e-submission and online grades with feedback.
Blended Learning
This includes module-based online learning that is regarded as a ‘mandatory’ component of faceto-face delivery in which all students are expected to participate. It may include work-based
learning, carefully structured online lectures, seminars or discussions, as well as activities to
prepare for and reflect on classroom sessions. There are two main types of blended learning:
 Integrated Blended Learning: online activities are fully integrated into face-to-face
teaching and learning activities.
 Concentrated Blended Learning: online activities that are in longer chunks or blocks, for
example during the summer for accelerated programmes.
A typical weekly structure might include:
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Access to informal learning as in TEL-Supported Learning
Online preparation for class using online stimulus material/reading (e.g. links to videos/web
pages)
Online lecture/seminar (e.g. web-conference using GoTo Meeting or GoTo webinar)
Online group activity (e.g. forum discussion, creation of wiki page)
Use of online activity outputs in class (e.g. use of discussion/wiki pages)
Online consolidation of class (e.g. summary of discussion/wiki creation/reflective blog post)
Online support (e.g. FAQ forum)
Online assessment (e.g. e-submission of summative assessment, online formative
quiz/test).
Distance Learning
All teaching and learning is online and the programme is validated for delivery via Distance
Learning. The focus will be on individual reading, research, self-organised study and, in
some models, collaborative and group work. This will include a range of activities including
online discussions, online tutorials, accessing online resources, creating and sharing
resources, online assessment etc. A typical weekly structure might include:
 Online stimulus material/reading
 Individual activity and assessment
 Pair/group activity and assessment
 Online support.
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