Questions to be considered

  1. Did the experience of reviewing someone else’s learner support design, help you to consider aspects of your own design? What skills could peer review help you to develop as an online learner?
  2. Consider your own learner support design, and articulate what changes you would make to your own design as a result of having reviewed someone else’s
  3. If you have received a review of your own design, reflect on the review and articulate what changes you would make as a result of the review


  1. Peer review always helps to develop a sense of perspective on design. It comes in many forms and as a designer (of education, assessment, graphics, websites etc…) I often ask colleagues to look at my work and provide some feedback. Peer reviews form part of the creative process when you are at Art School and it is a very useful tool to have learned as a designer. The critique provides supports the process of refinement of ideas through ongoing critical reflection and revision. Many designers often continue to reflect and critique their own work even once the ‘final’ design is handed over to the client! Indeed, software developers continually refine their progduct and review the ‘bugs’  or make improvements through releasing updates and new versions of the same software. So the process of peer review and self-reflection is widespread.
  2. Looking at my own learner support design and building on the lessons learned from the reflection I did as part of 4.4, I would always assume that someone would be approaching my lesson with no prior knowledge and I would have a link or loop back right to the start of the learning. This would then give a person at least a fighting chance to get to grips with the basics and engage with tle learning from the beginning. We often assume prior knowledge, but I think it helps to be explicit through the consideration and publication of prerequisite knowledge. During the process of programme/module design one has to consider what order modules are required to be completed in order to build on prior knowledge. Therefore the process of assuming prior knowledge without actually specifying what that knowledge is, can prevent the acquisition of the new knowledge.

    In the case of the flipped classroom,the process of obtaining  knowledge is a prerequisite to the critical analysis and discussion of that knowledge that then takes place in the classroom.

  3. I have not received a review of my own design so I cannot comment.
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