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Peer-to-peer Learning in the Higher Degree by Research Context: A Creative Writing Case Study

机译：研究背景下的更高层次的点对点学习：一个创造性的写作案例研究

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Peer-to-peer learning is nowadays firmly embedded in the undergraduate teaching context, understood as a way of enhancing the experience of both students (encouraging collaborative learning and building independent skills, for example) and staff (offering flexible teaching methods and a means of implementing innovative assessment, for example). Despite Boud and Lee's argument that peer-to-peer learning is a particularly relevant kind of pedagogy in the context of the Higher Degree by Research (HDR), its potential as a model of practice for candidates and supervisors remains relatively unexplored. In most universities around the world, the traditional candidate-supervisor model remains the most common method of supervision. The question we still need to ask, then, is: What might peer-to-peer learning bring to the HDR field, for both the candidate and their supervisor? In 2012, Australia's RMIT University piloted HDR peer-to-peer learning groups in three discipline areas across its three Colleges,1 to explore their usefulness and effectiveness in enhancing both the candidate's engagement and learning and the supervisor's practice. This paper discusses one of these groups, in the discipline area of Creative Writing, and focuses in particular on the benefits offered to the supervisor/facilitator in leading this type of activity. By exploring areas such as logistical practices, peer reviewing and critique, benchmarking skills and capabilities, and the collective experience, we will detail both the experiences and the dynamics of the group, from the supervisor/facilitator's perspective. We will draw on examples from the group's activities, and argue that supplementing conventional one-on-one supervision practices with peer-to-peer learning can enhance candidates' learning, and can be instructive and empowering for both candidates and the facilitator/supervisor.
机译：如今，点对点学习已牢固地嵌入到本科教学环境中，被理解为一种增强学生（例如，鼓励协作学习和建立独立技能）和员工（提供灵活的教学方法和方法）的体验的方式。实施创新性评估）。尽管Boud和Lee认为，在研究高等研究（HDR）的背景下，对等学习是一种特别相关的教学法，但其作为候选人和主管的实践模型的潜力仍然相对未开发。在世界上大多数大学中，传统的考生-监督者模型仍然是最常见的监督方法。那么，我们仍然需要问的问题是：对候选人及其上司而言，对等学习会为HDR领域带来什么？ 2012年，澳大利亚皇家墨尔本理工大学（RMIT University）在其三所学院的三个学科领域试行了HDR对等学习小组1，以探讨其在增强候选人的参与和学习以及主管实践方面的有用性和有效性。本文讨论了“创意写作”学科领域中的其中一个小组，并特别着重于在领导此类活动中提供给主管/协助者的好处。通过探索诸如后勤实践，同行评议和批评，对标技能和能力以及集体经验等领域，我们将从主管/协调员的角度详细介绍小组的经验和动态。我们将以小组活动为例，并认为通过点对点学习来补充传统的一对一监督实践可以增强候选人的学习能力，并且可以为候选人和辅导员/指导者提供指导和赋权。

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