From engagement with my own design challenge utilising the design cycle, I feel feedback from peers can be quite an effective tool. I feel from personal experience providing, receiving and viewing others' feedback, that for feedback to be effective it should be specific and constructive. This means detailing how and where the peer went well, where they could improve or even just ideas on how they could done the task differently (this is for when there are no negatives and just provides the peer with a perspective on an alternate course of action as 'food for thought'). As Brady (2006) suggests, this also really helped me with the construction and completion of my own design challenge (p. 21), however I must admit I found giving feedback face-to-face in class in week 5 to be the most helpful feedback as all group members provided feedback on each of the group members' design challenges so far. This discursive feedback really helped me to see where I was 'going next' in my design challenge.
Overall I can really see the benefits of peer feedback and will be utilising it in my classroom. However, at this time I am unsure as to whether I would do it via blogging or face-to-face. Perhaps a happy medium of online and offline interactions and discussions with peers is the best option for me.
References
Brady, L. (2006).
Collaborative learning in action. Frenchs Forest, NSW: Pearson Education Australia.
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