New dimensions in Student Peer Review


Hi. So, this section of the paper explores
the idea of enriching student peer review using the subjective video recording
function in Google Glass. As you’ll read below the student peer review activity
has been a classic yet super valuable learning activity in the composition
classroom. Yet the practices of in-class peer view has always been limited to verbal
or written means that is student would exchange papers and provide feedback to
their peer’s writing either by writing on the margin or separate piece of
reviewer form and in some cases the instructors will allow these students
the authors and reviewers to have really brief conversations in the classroom
about the reviewd work. What is missing in this process are visual and the non
verbal responses in the reviewing process and these responses can be
really useful for the author when it comes to revising their papers. Using Google
Glass, the student peer review process can be enriched with the addition of at least
three new dimensions which are visual, aural, and gestural dimensions. First, for visual, when the author plays back the reviewer’s recording of the review process, the author gets to see the process through to reviewers eyes and that’s
quite literally as the recording is captured at the reviewers eye level and
this subjective visual information allows the author to get a sense of the
reviewers embodied experience when reading his or her work and thus
providing insights for the author that may not necessarily be conveyed through textual or verbal feedback another dimension that video
recording affords for the student peer review process is a aurality that is sound or
sonic information that may help the author to understand what the reviewer
was going through when reading his or her work in many scenarios the reviewers
would read the author’s work aloud through the tone, the speed or even the
pitch of the reading the author may get a sense of how the reader is receiving the
text and most of the time whether the reader agrees with the author. The third
dimension to student peer review I’ve observed through the Google Glass deployment has to do with the embodiment in reading and writing In many of the video clips that students
have produced in the peer review exercises I observed the students have
inevitably recorded a hand gestures into the previews these gestural information
provide direct feedback to the author about the reviewers reading of the text
and as you will see in the next video in this section a student who is reading
a text points to different places on the paper to show where and how connections can be
made such information it’s hard to get across through written feedback and even more difficult if the reviewer doesn’t get to meet the author face-to-face after the
review to talk about the paper so overall using wearables during student
peer reviews may enrich the reviewing process by adding new layers of
information to the review. And these layers may not be supported in the conventional
textual dimension. the paragraphs following this video further
explicate the idea of integrating a wearable such as Google Glass into the
peer review process and outline some specific steps involved in using Google
Glass to facilitate student peer review.

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