This is the 16th post in a series titled ‘All Things Group Work’ and written in collaboration with Simon Nagy from the University of Adelaide*.
Category: student voice
Why use group member evaluation?
This is the 11th post in a series titled ‘All Things Group Work’. The home page is here. The pedagogical benefits of group member evaluation are
Task distribution scaffolds
This is the 10th post in a series titled ‘All Things Group Work’. The home page is here. There are countless numbers of research papers on
Preparing students for group member evaluation – part 2 – teaching constructive feedback
This is the 4th post in a series titled ‘All Things Group Work’. The home page is here. Teaching constructive feedback skills The writing of
Designing formative group tasks
This is the second post in a series titled ‘All Things Group Work’. The first is here. Feedback is often cited as a potent means
Active listening, paraphrasing and academic integrity
Sometimes academic integrity misconduct is not maliciously employed, but stems from an inability to paraphrase. Concomitantly, students who are asked to participate as a group
LEARNING DESIGN by Paul G Moss 