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Can we increase students’ grasp and integration of research methods in political science, and do so in a fun way? We believe the answer is yes. In this article, we introduce the workshop-based narrative framework “The Tale of Folke Folkesson,” where students role-play as the methods expert group Linnaeus Opinion Laboratory (LOL). Through an interactive engagement with the story, students are exposed to the combined utility of various qualitative and quantitative techniques such as content analysis, survey research, experiments, and interviews. This methodological exercise enables students to recognize not only the individual strengths and weaknesses of each method, but also how one method can offset the limitations and/or amplify the benefits of another. Importantly for student learning, it does so in a fun and engaging way. Beyond introducing the narrative framework, we describe how educators can adapt the “Tale of Folke Folkesson” to meet their specific educational needs.

This article provides a theoretical discussion regarding the implications of peer-to-peer learning in online environments for language teacher professional learning and second language academic literacy. It approaches the use of technology as means to enhance prospective teachers’ cognition and metacognition skills and to foster their language learning, as Language Teacher Education programs usually fulfil a twofold purpose: to learn the language itself and to learn how to teach it as a foreign language. In order to arrive at these implications, it presents a grounded discussion on sociocultural perspective within L2 teacher education, teachers’ beliefs, and mediation in the sociocultural perspective. The discussion reinforces the significance of peer-activities (peer-observation and peer-feedback) to foster a teacher development process. Moreover, it suggests that a guided peer-activity, such as employing the use of carefully elaborated rubrics, could enhance this process.

This article provides a theoretical discussion regarding the implications of peer-to-peer learning in online environments for language teacher professional learning and second language academic literacy. It approaches the use of technology as means to enhance prospective teachers’ cognition and metacognition skills and to foster their language learning, as Language Teacher Education programs usually fulfil a twofold purpose: to learn the language itself and to learn how to teach it as a foreign language. In order to arrive at these implications, it presents a grounded discussion on sociocultural perspective within L2 teacher education, teachers’ beliefs, and mediation in the sociocultural perspective. The discussion reinforces the significance of peer-activities (peer-observation and peer-feedback) to foster a teacher development process. Moreover, it suggests that a guided peer-activity, such as employing the use of carefully elaborated rubrics, could enhance this process.

This article provides a theoretical discussion regarding the implications of peer-to-peer learning in online environments for language teacher professional learning and second language academic literacy. It approaches the use of technology as means to enhance prospective teachers’ cognition and metacognition skills and to foster their language learning, as Language Teacher Education programs usually fulfil a twofold purpose: to learn the language itself and to learn how to teach it as a foreign language. In order to arrive at these implications, it presents a grounded discussion on sociocultural perspective within L2 teacher education, teachers’ beliefs, and mediation in the sociocultural perspective. The discussion reinforces the significance of peer-activities (peer-observation and peer-feedback) to foster a teacher development process. Moreover, it suggests that a guided peer-activity, such as employing the use of carefully elaborated rubrics, could enhance this process.

This article provides a theoretical discussion regarding the implications of peer-to-peer learning in online environments for language teacher professional learning and second language academic literacy. It approaches the use of technology as means to enhance prospective teachers’ cognition and metacognition skills and to foster their language learning, as Language Teacher Education programs usually fulfil a twofold purpose: to learn the language itself and to learn how to teach it as a foreign language. In order to arrive at these implications, it presents a grounded discussion on sociocultural perspective within L2 teacher education, teachers’ beliefs, and mediation in the sociocultural perspective. The discussion reinforces the significance of peer-activities (peer-observation and peer-feedback) to foster a teacher development process. Moreover, it suggests that a guided peer-activity, such as employing the use of carefully elaborated rubrics, could enhance this process.

This article provides a theoretical discussion regarding the implications of peer-to-peer learning in online environments for language teacher professional learning and second language academic literacy. It approaches the use of technology as means to enhance prospective teachers’ cognition and metacognition skills and to foster their language learning, as Language Teacher Education programs usually fulfil a twofold purpose: to learn the language itself and to learn how to teach it as a foreign language. In order to arrive at these implications, it presents a grounded discussion on sociocultural perspective within L2 teacher education, teachers’ beliefs, and mediation in the sociocultural perspective. The discussion reinforces the significance of peer-activities (peer-observation and peer-feedback) to foster a teacher development process. Moreover, it suggests that a guided peer-activity, such as employing the use of carefully elaborated rubrics, could enhance this process.

This study considers the influence that classmates can have over a student’s learning process in an individual sport. “Others” are defined as classmates who, through peer relations, become agents of education and establish mechanisms of educational influence during learning processes. From the perspective of the teacher researcher, the goal of changing and improving the author’s own teaching practice is presented as the starting point for the design, validation and implementation of a support-recall-projection (SRP) proposal methodology for intervention. The data analysis showed that the proposal contributed to the development of students basic competences related with independence, decision-making, teamwork and respect for each person’s pace of learning among students of an individual sport.

This study considers the influence that classmates can have over a student’s learning process in an individual sport. “Others” are defined as classmates who, through peer relations, become agents of education and establish mechanisms of educational influence during learning processes. From the perspective of the teacher researcher, the goal of changing and improving the author’s own teaching practice is presented as the starting point for the design, validation and implementation of a support-recall-projection (SRP) proposal methodology for intervention. The data analysis showed that the proposal contributed to the development of students basic competences related with independence, decision-making, teamwork and respect for each person’s pace of learning among students of an individual sport.

This study considers the influence that classmates can have over a student’s learning process in an individual sport. “Others” are defined as classmates who, through peer relations, become agents of education and establish mechanisms of educational influence during learning processes. From the perspective of the teacher researcher, the goal of changing and improving the author’s own teaching practice is presented as the starting point for the design, validation and implementation of a support-recall-projection (SRP) proposal methodology for intervention. The data analysis showed that the proposal contributed to the development of students basic competences related with independence, decision-making, teamwork and respect for each person’s pace of learning among students of an individual sport.

This study considers the influence that classmates can have over a student’s learning process in an individual sport. “Others” are defined as classmates who, through peer relations, become agents of education and establish mechanisms of educational influence during learning processes. From the perspective of the teacher researcher, the goal of changing and improving the author’s own teaching practice is presented as the starting point for the design, validation and implementation of a support-recall-projection (SRP) proposal methodology for intervention. The data analysis showed that the proposal contributed to the development of students basic competences related with independence, decision-making, teamwork and respect for each person’s pace of learning among students of an individual sport.

This study considers the influence that classmates can have over a student’s learning process in an individual sport. “Others” are defined as classmates who, through peer relations, become agents of education and establish mechanisms of educational influence during learning processes. From the perspective of the teacher researcher, the goal of changing and improving the author’s own teaching practice is presented as the starting point for the design, validation and implementation of a support-recall-projection (SRP) proposal methodology for intervention. The data analysis showed that the proposal contributed to the development of students basic competences related with independence, decision-making, teamwork and respect for each person’s pace of learning among students of an individual sport.

[EN] The present paper deals with a proposal for enhancing students’ engagement in the course ‘History of the English Language’ of the Degree in English Studies (Universitat de València). For the purpose, the traditional lectures will be combined with a research project carried out by groups of students (research teams) in which two digital tools will be used: electronic linguistic corpora and YouTube. Electronic linguistic corpora, on the one hand, will allow students to discover the diachronic development of certain linguistic features by looking at real data and making conclusions based on frequencies by themselves. YouTube, on the other, is a most appropriate online environment where students will share a video lecture so that their classmates can benefit from the research work they did, fostering peer-to-peer learning. The expected results are to make students more autonomous in their learning process, as they will be working on their project from the very beginning of the course; and to engage them more effectively since they will be working in a format that resembles what they do at their leisure time.

[EN] The present paper deals with a proposal for enhancing students’ engagement in the course ‘History of the English Language’ of the Degree in English Studies (Universitat de València). For the purpose, the traditional lectures will be combined with a research project carried out by groups of students (research teams) in which two digital tools will be used: electronic linguistic corpora and YouTube. Electronic linguistic corpora, on the one hand, will allow students to discover the diachronic development of certain linguistic features by looking at real data and making conclusions based on frequencies by themselves. YouTube, on the other, is a most appropriate online environment where students will share a video lecture so that their classmates can benefit from the research work they did, fostering peer-to-peer learning. The expected results are to make students more autonomous in their learning process, as they will be working on their project from the very beginning of the course; and to engage them more effectively since they will be working in a format that resembles what they do at their leisure time.

[EN] The present paper deals with a proposal for enhancing students’ engagement in the course ‘History of the English Language’ of the Degree in English Studies (Universitat de València). For the purpose, the traditional lectures will be combined with a research project carried out by groups of students (research teams) in which two digital tools will be used: electronic linguistic corpora and YouTube. Electronic linguistic corpora, on the one hand, will allow students to discover the diachronic development of certain linguistic features by looking at real data and making conclusions based on frequencies by themselves. YouTube, on the other, is a most appropriate online environment where students will share a video lecture so that their classmates can benefit from the research work they did, fostering peer-to-peer learning. The expected results are to make students more autonomous in their learning process, as they will be working on their project from the very beginning of the course; and to engage them more effectively since they will be working in a format that resembles what they do at their leisure time.

[EN] The present paper deals with a proposal for enhancing students’ engagement in the course ‘History of the English Language’ of the Degree in English Studies (Universitat de València). For the purpose, the traditional lectures will be combined with a research project carried out by groups of students (research teams) in which two digital tools will be used: electronic linguistic corpora and YouTube. Electronic linguistic corpora, on the one hand, will allow students to discover the diachronic development of certain linguistic features by looking at real data and making conclusions based on frequencies by themselves. YouTube, on the other, is a most appropriate online environment where students will share a video lecture so that their classmates can benefit from the research work they did, fostering peer-to-peer learning. The expected results are to make students more autonomous in their learning process, as they will be working on their project from the very beginning of the course; and to engage them more effectively since they will be working in a format that resembles what they do at their leisure time.

[EN] The present paper deals with a proposal for enhancing students’ engagement in the course ‘History of the English Language’ of the Degree in English Studies (Universitat de València). For the purpose, the traditional lectures will be combined with a research project carried out by groups of students (research teams) in which two digital tools will be used: electronic linguistic corpora and YouTube. Electronic linguistic corpora, on the one hand, will allow students to discover the diachronic development of certain linguistic features by looking at real data and making conclusions based on frequencies by themselves. YouTube, on the other, is a most appropriate online environment where students will share a video lecture so that their classmates can benefit from the research work they did, fostering peer-to-peer learning. The expected results are to make students more autonomous in their learning process, as they will be working on their project from the very beginning of the course; and to engage them more effectively since they will be working in a format that resembles what they do at their leisure time.

This article analyzes the potential of peer-to-peer situated learning in the context of a formative experience with 155 university students. On the one hand, we have a group of 4th year students of the Degree in Pedagogy who design and implement six MOOC courses. On the other hand, we have a group of 1st year students who enroll in one of those MOOCs and their tasks of the evaluation of the pedagogical design of the MOOC they chose. The aim of this experience is getting to know what benefits are obtained by the students who teach and by those who receive training about their professional field. For that purpose, data collection is done through participants observation, documentary analysis and questionnaires. The results suggest that, through this modality of peer-to-peer learning, students develop more in-depth learning which revealing indicators of the development of professional competencies of great interest, among them can be highlighted those related to reflective thinking and digital skills and performance, El artículo analiza el potencial del aprendizaje situado entre pares en el contexto de una experiencia formativa con 155 estudiantes universitarios. Por un lado, se cuenta con un grupo de estudiantes de 4º curso del Grado de Pedagogía que diseñan y ponen en marcha seis cursos MOOC. Por otro, está un grupo de estudiantes de 1º curso que se matriculan en uno de esos MOOC y tienen como tarea la evaluación del diseño pedagógico de los mismos. A través de esta experiencia, se busca conocer qué beneficios reportan este tipo de experiencias tanto para el alumnado que enseña como para el que recibe la formación acerca de su campo profesional. Para ello, la recogida de información se realiza a través de la observación participante, el análisis documental y cuestionarios. Los resultados sugieren que, a través de esta modalidad de aprendizaje situado entre pares, los estudiantes desarrollan un aprendizaje de más profundidad evidenciándose indicadores del desarrollo de competencias profesionales de gran interés, entre las que destacan las relacionadas con el pensamiento reflexivo y las vinculadas al desempeño profesional y las competencias digitales.

The Army Learning Model (ALM) is the new educational model that develops adaptive leaders in an era of persistent conflict. Life-long, individual-based learning will blend together self-development, institutional instruction, and operational experience across the operational and institutional components. In January 2011, the Army released the Army Learning Concept 2015, now referred to as the ALM. The ALM changes the method and manner in which education will be delivered to the current and future force. The ALM claims out-dated education methods do not meet the generational gaps of the net generation. Nor do current methods develop critical thinking skills in an era in which the enemy and environment are not well-defined. The manner in which an individual Soldier will receive his education is a dramatic change from the current Professional Military Education (PME). To meet individual educational needs, technology-based instruction across the career of a Soldier, and not just PME school, will be the norm. New media will enhance individual educational needs through live, virtual, constructive, and gaming capabilities. Distance learning will be accepted as a vital educational tool to meet the Soldier's education milestones throughout his career. This thesis examines the salient areas proposed by the ALM, and its impact on peer-to-peer (P2P) learning. A literature review focuses on the following five topics: defining the ALM, defining P2P learning, the role of the individual in P2P learning, the class facilitator in P2P learning, and blended learning and P2P. These five areas were the basis of a survey of students at Fort Leavenworth that aimed to determine how U.S. Army mid-grade leaders value P2P learning as outlined in the ALM. The survey showed that mid-grade leaders clearly prefer P2P learning in a collaborative environment, seconded by an effective facilitator, and in which technology is leveraged and not a distractor to educational objectives., The original document contains color images.

This short paper presents the initial steps in the establishment of Fabriken (theFactory) which is an open maker-space, and lab space for creating and experimentingwith technologies. The space also provides a platform for peer-to-peer learning, andnetworked learning that goes on beyond the physical walls of the lab space. From a researchperspective the development of Fabriken is a research intervention exploring howplatforms for learning and innovation can be co-designed, and established in collaborationwith the users. The aim of this paper is to present strategies behind this co-designprocess. To position Fabriken in a societal and cultural context some words are also saidabout the theoretical assumptions guiding this work, that is, socio-cultural theories onhuman action and learning.

This short article presents and describes a transition from "traditional" teaching with knowledge transferred from the teacher to the students in a classroom to a peer-to-peer situation in which the students, with different support, learn from each other. The process and results are encouraging and the peer-to-peer approach will be used and developed further in economics courses.

This short article presents and describes a transition from "traditional" teaching with knowledge transferred from the teacher to the students in a classroom to a peer-to-peer situation in which the students, with different support, learn from each other. The process and results are encouraging and the peer-to-peer approach will be used and developed further in economics courses.

This short article presents and describes a transition from "traditional" teaching with knowledge transferred from the teacher to the students in a classroom to a peer-to-peer situation in which the students, with different support, learn from each other. The process and results are encouraging and the peer-to-peer approach will be used and developed further in economics courses.

This short article presents and describes a transition from "traditional" teaching with knowledge transferred from the teacher to the students in a classroom to a peer-to-peer situation in which the students, with different support, learn from each other. The process and results are encouraging and the peer-to-peer approach will be used and developed further in economics courses.

This short article presents and describes a transition from "traditional" teaching with knowledge transferred from the teacher to the students in a classroom to a peer-to-peer situation in which the students, with different support, learn from each other. The process and results are encouraging and the peer-to-peer approach will be used and developed further in economics courses.

This short paper presents the initial steps in the establishment of Fabriken (theFactory) which is an open maker-space, and lab space for creating and experimentingwith technologies. The space also provides a platform for peer-to-peer learning, andnetworked learning that goes on beyond the physical walls of the lab space. From a researchperspective the development of Fabriken is a research intervention exploring howplatforms for learning and innovation can be co-designed, and established in collaborationwith the users. The aim of this paper is to present strategies behind this co-designprocess. To position Fabriken in a societal and cultural context some words are also saidabout the theoretical assumptions guiding this work, that is, socio-cultural theories onhuman action and learning.

This short article presents and describes a transition from "traditional" teaching with knowledge transferred from the teacher to the students in a classroom to a peer-to-peer situation in which the students, with different support, learn from each other. The process and results are encouraging and the peer-to-peer approach will be used and developed further in economics courses.

Purpose: The purpose of this paper is to analyze the use of blogs as part of a formative assessment practice, to report how reflective peer-to-peer learning can be designed and provided in online higher education. Design/methodology/approach: The research relies on a qualitative approach. The empirical setting comprised an online higher education course in which 23 students were enrolled. All students wrote individual blogs, and the analysis was done using all postings and comments from the blogs. For the analysis the ICE (Ideas, Connections, and Extension) three level classification model was used. Findings: The designed blog exercise turned into an informal and formative type of assessment that scaffolds the students' learning, providing a reflective peer-to-peer technology-enhanced learning design. Research limitations/implications: The study is limited to one online higher education course. Additional research on educational technology and e-assessment is needed. In particular, research on the informed design of technology-enhanced learning practices characterized by formative e-assessment and the role of the designed use of blogs in the facilitating and enhancement of the students' peer-to-peer learning. Practical implications: The paper demonstrates that the design and use of blogs embrace a formative assessment approach that cultivates the students' reflective peer-to-peer learning. Originality/value: The paper provides insight into the designed use of blogs in online higher education together with the potential in formative assessment for learning. The ICE three-level classification model provides a dynamic possibility to analyze online higher educational practices.

Purpose: The purpose of this paper is to analyze the use of blogs as part of a formative assessment practice, to report how reflective peer-to-peer learning can be designed and provided in online higher education. Design/methodology/approach: The research relies on a qualitative approach. The empirical setting comprised an online higher education course in which 23 students were enrolled. All students wrote individual blogs, and the analysis was done using all postings and comments from the blogs. For the analysis the ICE (Ideas, Connections, and Extension) three level classification model was used. Findings: The designed blog exercise turned into an informal and formative type of assessment that scaffolds the students' learning, providing a reflective peer-to-peer technology-enhanced learning design. Research limitations/implications: The study is limited to one online higher education course. Additional research on educational technology and e-assessment is needed. In particular, research on the informed design of technology-enhanced learning practices characterized by formative e-assessment and the role of the designed use of blogs in the facilitating and enhancement of the students' peer-to-peer learning. Practical implications: The paper demonstrates that the design and use of blogs embrace a formative assessment approach that cultivates the students' reflective peer-to-peer learning. Originality/value: The paper provides insight into the designed use of blogs in online higher education together with the potential in formative assessment for learning. The ICE three-level classification model provides a dynamic possibility to analyze online higher educational practices. © Emerald Group Publishing Limited.

The Army Reconnaissance Course (ARC) at Fort Knox, Kentucky, has adopted peer-to-peer (P2P) learning methods as part of a transition to outcomes-based training. To help cadre expand their P2P training competencies, the Instructor?s P2P Learning Guide for the ARC was developed to serve as a professional development and performance support tool. The guide incorporated principles and best practices of P2P training. The Guide underwent iterative review by course leaders and instructors during initial development. The guide was then field tested by the ARC cadre and revised based the feedback from two stages of evaluation. This document describes the contents, organization, and presentation style of the guide. It includes the complete guide along with suggestions for utilizing the educational materials, procedural guidelines, and job aids., See also CD-Rom.

The continuous growth of online learning and its movement towards cross-border and cross-culture education has recently taken a new turn with the epic hype that currently surrounds the development of massive open online courses (MOOCs) (Beattie-Moss, 2013). This development brings to focus the experiences of international students who take online courses designed and offered within the paradigm of Western pedagogy. Employing a sociocultural theoretical framework (Vygotsky, 1978; Scollon&Scollon, 2001), this paper examines the mediating roles that peers may play in the context of multicultural online learning environments. This two-stage, mixed methods study explored the experiences of 12 international graduate students who took fully online courses in a large research university in the northeastern region of the United States. The data included a survey, online interviews, as well as a case study that took a close look at the experiences of a female student from China. Findings of the study demonstrated that international students that come from diverse native academic backgrounds and cultures may necessitate a close relationship with peers they meet in the US courses. Peers become invaluable mediators of knowledge for international students who seek peer assistance to compensate for the lack of culture-specific knowledge and skills and to satisfy their interest in the host culture. The study suggests that course developers and facilitators should be proactive when assigning group projects and activities so as to enable close peer-to-peer interaction and opportunities for building personal relationships with other class members.

The continuous growth of online learning and its movement towards cross-border and cross-culture education has recently taken a new turn with the epic hype that currently surrounds the development of massive open online courses (MOOCs) (Beattie-Moss, 2013). This development brings to focus the experiences of international students who take online courses designed and offered within the paradigm of Western pedagogy. Employing a sociocultural theoretical framework (Vygotsky, 1978; Scollon&Scollon, 2001), this paper examines the mediating roles that peers may play in the context of multicultural online learning environments. This two-stage, mixed methods study explored the experiences of 12 international graduate students who took fully online courses in a large research university in the northeastern region of the United States. The data included a survey, online interviews, as well as a case study that took a close look at the experiences of a female student from China. Findings of the study demonstrated that international students that come from diverse native academic backgrounds and cultures may necessitate a close relationship with peers they meet in the US courses. Peers become invaluable mediators of knowledge for international students who seek peer assistance to compensate for the lack of culture-specific knowledge and skills and to satisfy their interest in the host culture. The study suggests that course developers and facilitators should be proactive when assigning group projects and activities so as to enable close peer-to-peer interaction and opportunities for building personal relationships with other class members.

The Army Learning Model is the new educational model that develops adaptive leaders in an era of persistent conflict. Life-long, individual-based learning will blend together self-development, institutional instruction, and operational experience across the operational and institutional components. The ALC 2015 changes the method and manner in which education will be delivered to the current and future force. This thesis examined the salient areas proposed by the ALM and its impact on P2P learning. A literature review focused on five areas before conducting a quantitative survey on how current mid-grade leader's value P2P learning. The five areas were: defining the ALM, role of the individual, class facilitator, P2P, and blended learning. These five areas were the basis for conducting a survey among ILE students at Fort Leavenworth. The survey was an attitude-type survey to determine how mid-grade leaders value the salient parts of the ALM--and its impact on P2P learning/reflection. The research showed that mid-grade leaders clearly prefer P2P learning in a collaborative environment, seconded by an effective facilitator, and technology is leveraged--and not a distractor to the educational objectives. The study provides recommendations by the researcher for schools and implementing bodies from the literature review and the survey results.