How to use this tool for teaching and why is it important

Peer learning is not a single, undifferentiated educational strategy. It encompasses a broad sweep of activities. For example, researchers from the University of Ulster identified 10 different models of peer learning (Griffiths, Housten and Lazenbatt, 1995). These ranged from the traditional proctor model, in which senior students tutor junior students, to the more innovative learning cells, in which students in the same year from partnerships to assist each other with both course content and personal concerns. Other models involved discussion seminars, private study groups, parrainage (a buddy system) or counseling, peer-assessment schemes, collaborative project or laboratory work, projects in different sized (cascading) groups, workplace mentoring and community activities.

Students learn a great deal by explaining their ideas to others and by participating in activities in which they can learn from their peers. They develop skills in organizing and planning learning activities, working collaboratively with others, giving and receiving feedback and evaluating their own learning. Peer learning is becoming an increasingly important part of many courses, and it is being used in a variety of contexts and disciplines in many countries.

Well aware of the importance of the above mentioned, this blog was created consequently to provide students with an online tool they can use and take advantage of to improve their writing skills through story-telling and peer feedback. Students are very welcome and encouraged to write stories about whatever topic they want varying from science fiction to past experiences. In spite of the fact that students will take an active role in this activity and will do the vast majority of the work, the teacher will play the role of moderator and will as well provide students with accurate and timely feedback about their compositions and about the feedback they provide to their peers.