We formalize it through strategies that involve learning activities where students reach collaborative learning objectives and that are reflected in effective and long term learning.

I Think that only a part of peer learning can be organised in connection to teaching. The other part is just informal spontaneous groups and discussions where not all students end up taking part. The formal peer learning, group tasks, etc, do not always work as intended either - it ends easily up in division of tasks. The concept of making groups with one able student and students that lag far behind is not a good thing in the longer perspective either, I think. It is unfair to both kind of students.

In a close future, with more funtional learning analytics and adaptive learning structures, social/peer learning has to be re-organised, because students study at individual pace in the course as it adapts after student ability. But the teacher can, helped by new ICTs, have a good analytic tool to compose groups with students having problem with the same area of learning, but with different things within this area. The teachers ability to process learning information will increase - but this also has a back side of privacy when learning, etc.

We also lack a good tool for global group formation. There is around the world right now a lot of teachers, students and courses doing the same thing almost. What if both teachers could swap lectures, group formations could be multinational and created on the fly and students with a specific problem could search help in the middle of the night from a student working with the same kind of task. It is only an information friction problem, which i have drafted once in the attached proposition.

Research Proposal EduSync – presence as ”being interactable” in a synchronous ...

Follow strategies that suit mental abilities

Great question!. Luisa Morales Maure

I think one way could be to allot 10% marks for each student in his final score for peer-assistance; so individually he gets 80 (assume total marks for subject are 100) maybe and then gets a 7 or 9 depending on how many other peers he helped. So if he has not helped any of his peers he gets a zero! This is a pretty crude way i guess. This question deserves a well thought out plan and definitely needs attantion!

I think it is good to assess students learning preferences before applying peer learning.

It depends on the characteristics of each learner in the peer learning.

In each group one learner has the capacity to teach other members of the group. This "teacher learner" can lead the group towards the understanding of the objective(S) of the lesson.

By formalizing peer learning, you need to discuss to your "teacher-learner" that he will discuss/present the lesson to his classmates. You will give him the authority to present ideas (with your supervision).

You will present also to the class that they will have peer learning, groupings should be analyze, as to the capacities of each learner.

Peer learning is an efficient alternative according to the nature of the subject and the nature of the task if the teacher knows very well the learning level of their students in order to compose groups whose members have different knowledge levels but are not so heterogeneous; one important point: in the case of children small groups of no more than four, in the case of adolescents and young adults, no more than six. There is already relevant litterature concerning the subject.

Peer learning can be formalized by giving scope to the children to be involved in small group activities where a child will guide the other children to accomplish certain tasks. Tasks also may be given to the children in pair, where the children will help each other in accomplishing the assigned activities. Debates, games and role plays may be organized for every subject everyday in the classroom to formalize peer learning.

A aprendizagem entre pares, ou mais do que dois alunos, é um ensino que proporciona aos alunos, não só a aprendizagem, como também o saber viver em sociedade. A partilha de saberes e conhecimentos está, logo à partida a preparar os intervenientes à entreajuda e trabalho em equipa, o que os vai preparar para diversas situações que possam surgir no futuro, quer na vida pessoal, quer na profissional.

Resta ainda acrescentar que, por vezes, sejam os docentes a determinar os elementos de cada grupo. Deste modo, os alunos estão também a preparar-se para no futuro saberem lidar não apenas com os melhores amigos ou colegas, como também com pessoas com as quais não mantenham uma relação muito forte. O ensino de caráter multidisciplinar, pode também ser muito útil, demonstrando ao aluno que as aprendizagens de conteúdos de umas disciplinas podem ser aplicadas numa outra em contextos parecidos ou mesmo em contextos antagónicos.

I believe that group work, mixing students with greater and lesser agility for learning in collaborative activities, would promote learning between peers, requiring responsibilities in that group work.

Active Learning to teach, learn, and research for PLC.

This informal learning is part of the knowledge management that new organizations must implement. Shared knowledge as a way to grow the organization and employees. Process by which an organization facilitates the transmission of information and skills to its employees, in a systematic and efficient manner. This transmission of information and skills must be done through formal learning, through training and scheduled courses, but also through open and free communication between all the components of the organization and the creation of connections and social networks where can share their knowledge.

You could assign tasks to small groups of students, and create evaluation parameters for those tasks, to assess the contribution of each participant.

I think this can be formalized by using student centred learning approach such as problem-based, project-based and inquiry-based learning approach.

But to be more formalized, teacher should established any of this with cooperative/collaborative learning strategy. Teacher will create a small group of students on a digital platform and give them a task. These students will have opportunity to meet on this platform and discuss to find solution to the problem before them.

Teacher also form part of the group in order to follow their contributions and evaluate each student accordingly.

Students get more comfortable and motivate to learn when interacting with a peer.

Students learn a great deal by explaining their ideas to others and by participating in activities in which they can learn from their peers. They develop skills in organizing and planning learning activities, working collaboratively with others, giving and receiving feedback and evaluating their own learning. Peer learning is becoming an increasingly important part of many courses, and it is being used in a variety of contexts and disciplines in many countries.

Formalized peer learning can help students learn effectively. At a time when university resources are stretched and demands upon staff are increasing, it offers students the opportunity to learn from each other. It gives them considerably more practice than traditional teaching and learning methods in taking responsibility for their own learning and, more generally, learning how to learn. It is not a substitute for teaching and activities designed and conducted by staff members, but an important addition to the repertoire of teaching and learning activities that can enhance the quality of education.

It is important to consider who are the 'peers' in peer learning. Generally, peers are other people in a similar situation to each other who do not have a role in that situation as a teacher or expert practitioner. They may have considerable experience and expertise or they may have relatively little. They share the status as fellow learners and they are accepted as such. Most importantly, they do not have power over each other by virtue of their position or responsibilities.

Peer teaching, or peer tutoring, is a far more instrumental strategy in which advanced students, or those in later years, take on a limited instructional role. It often requires some form of credit or payment for the person acting as the teacher. Peer teaching is a well-established practice in many universities, whereas reciprocal peer learning is often considered to be an incidental-a component of other more familiar strategies, such as the discussion group. As a consequence, until recently, reciprocal peer learning has not been identified as a phenomenon in its own right that might be used to students' advantage.