Synergy: A Web-Based Tool to Facilitate Dialogic Peer Feedback

2019-09-16
Er, Erkan
Dimitriadis, Yannis
Gasevic, Dragan
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The goal of this demonstration session is to introduce Synergy, a platform to help design and implement dialogic feedback practices. Synergy is grounded in a theoretical framework of dialogic feedback, which suggests an ongoing dialogue among the peers (providing feedback) and the target student (receiving feedback). Synergy allows instructors to create multiple review sessions with specific tasks depending on the role as feedback receiver or provider. Peer review activities are organized around three phases, in accordance with theoretical framework. Using Synergy, peers in the first phase assess student work, discuss together to align their perspectives toward the quality of the work. Then, the peers create feedback tasks (to identify who gives which feedback). In the second phase, Synergy enables peers to provide the intended feedback (based on the feedback tasks) and to build dialogue with the target student. During dialogue, in collaboration with peers, Synergy allows students to identify learning actions to translate the feedback received into concrete progress. In the last phase, when students perform the planned actions, Synergy tracks student engagement and progress per each action and also allows the students to set their progress manually. Synergy is enhanced with Learning Analytics tools to support the feedback processes During the demo, we will show interactively the use case of how Synergy can help design and facilitate dialogic peer feedback.
Dialogic feedback, Peer feedback, Peer learning, Learning analytics
https://hdl.handle.net/11511/102631
European Conference on Technology Enhanced Learning
Graduate School of Informatics, Conference / Seminar

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Citation Formats
E. Er, Y. Dimitriadis, and D. Gasevic, “Synergy: A Web-Based Tool to Facilitate Dialogic Peer Feedback,” presented at the European Conference on Technology Enhanced Learning, Delft, Hollanda, 2019, Accessed: 00, 2023. [Online]. Available: https://hdl.handle.net/11511/102631.
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