Appendix B: Manager’s checklist for conducting a peer review

In search for the most informative data for feedback generation: Learning analytics in a data-rich context

“…For example, Hommes et al (2012) found that informal social learning links primarily predicted academic performance amongst 300 medical students. Using dynamic social network analyses, Author B (2014) found that 30-80% of learning occurred outside formally assigned groups. Agudo-Peregrina et al (2014) argue that learning analytics should take into consideration data from Personal Learning Environments (PLE), although several ethical issues (Author B, Submitted) need to be addressed in terms of informed consent if institutions are using PLE data, such as Facebook.…”

“…The main component is face-to-face: problem-based learning (PBL), in small groups (14 students), coached by a content expert tutor Author B, 2009;Schmidt, Van Der Molen, Te Winkel, & Wijnen, 2009). Participation in these tutorial groups is required, as for all courses based on the Maastricht PBL system.…”

“…For example, longitudinal studies in motivation research (Author B, 2012a;Järvelä, Hurme, & Järvenoja, 2011) and students' learning approaches (Nijhuis, Segers, & Gijselaers, 2008) indicate strong variability in how students learn over time in face-to-face settings (e.g., becoming more focussed on deep learning rather than surface learning), depending on the learning design, teacher support, tasks, and learning dispositions of students. Indeed, in a study amongst 730 students found that positive learning emotions contributed positively to becoming an intensive online learner, while negative learning emotions, like boredom, contributed negatively to learning behaviour.…”

Understanding (in)formal learning in an academic development programme: A social network perspective

“…In other words, most studies using SNA in education (e.g., Author A, 2012c;Curşeu et al, 2012;de Lima, 2007;Hommes et al, 2012) have used a so-called closed (ego-centric) network analysis, using a predescribed list of participants (e.g., a class list). In contrast to student-focussed studies, in teacher-focussed research it is well-documented that teachers primarily identify their own identity based upon their grade-level , departmental structure (Daly & Finnigan, 2010;de Lima, 2007;Moolenaar et al, 2012), and particularly in higher education based upon their academic discipline (Author B, 2008;Clarke & Reid, 2012). For example, after a typical small-group activity in a professional development programme, a participant will return to his/her daily practice and will again work and interact with (the same) departmental colleagues, who may have different beliefs and values towards teaching and learning than those discussed during the professional development programme (Author A, 2013b;Author B, 2008).…”

“…Although a large number of PD studies have focussed on learning satisfaction (for overview, see Stes et al, 2010), academic identities (Crawford, 2010), or (perceived) changes in teaching approaches by participants (Author A, 2013b;Ebert-May et al, 2011;Postareff et al, 2007), limited research has been conducted in order to assess whether participants also learn from the experiences of other participants in their PD programme. As reflection on teaching practice and engagement in dialogues with colleagues is assumed to be of crucial importance for professional development (Author B, 2008;Moolenaar, Sleegers, & Daly, 2012;Postareff et al, 2007;Stes et al, 2010), limited studies are available whether participants indeed engage with each other and socially co-construct and share knowledge together beyond the "PD training room" (De Laat, Lally, Simons, & Wenger, 2006).…”