Featured image of students (edutopia.org n.d.) via Pinterest

This week in BCM241 we were set the important task of peer review. This is something that is a bit unknown to me but I was intrigued to see other people’s work. Peer feedback is an arrangement that allows students to comment on one another’s work. Peer reviewing helps students develop the ability to form evaluative judgements and is regarded as more effective than receiving feedback (Fernández-Toro & Duensing 2020). Below is my first comment on another student’s blog. After looking at the first blog I commented on, I noticed that in my own work, I could have discussed my plan for my DA in more detail to make it clearer to the reader exactly how I intend to create my content.

Reviewing other people’s work pointed out the similarities in our work, however, it also made me notice the things I forgot to include or things I could improve on. For example, in the second blog post I commented on, I realised that my writing and my voice do not accurately express my enthusiasm for my topic which is something I want to fix.

Looking back at the feedback I gave I think it could have been a bit more descriptive by explaining what I thought they did well and perhaps asking them questions about the future of their digital artefact. Further, I could have referred them to some resources that would help them with their research and provided them with some next-step options. These are some improvements I will be including in the future when providing feedback to others.

This peer review task helped me understand how to develop my autoethnography. Auto-ethnography is a new qualitative research method that lets authors use personal experiences to deepen societal understanding (Wall 2006). You may be curious as to how my feedback on other student researchers blogs aided me in my understanding of autoethnography. This is simply because I realised it is as if you are giving feedback and reasoning to your own experiences without academic evidence. (That’s not to say that there aren’t scientific reasons behind your experiences) 

The feedback I received from other students also helped me by asking me questions I had not fully considered yet. These questions will assist me in refining and developing my research. One comment also led me to an interesting article that talks about how tarot card reading became popular on TikTok during Covid-19 as psychics, mediums & fortune tellers had to adapt to the restrictions (Walsh 2022). My feedback also helped me gain some confidence in the work I have produced and it is exciting to find out that others are interested in my topic.

My Online Persona

Note: This audio was recorded when I was sick, sorry!

References:

Edutopia.org n.d., Pinterest, Viewed 18 August 2023, <https://www.pinterest.com.au/pin/888123988995725522/>

Fernández-Toro, M & Duensing, A 2020, ‘Repositioning peer marking for feedback literacy in higher education’, Assessment & Evaluation in Higher Education, vol. 46, no. 8, pp. 1–18, Viewed 18 August 2023, <10.1080/02602938.2020.1863911>

Magiadeltarot.blogspot.com n.d., Pinterest, Viewed 18 August 2023, <https://www.pinterest.com.au/pin/701506079470548140/> 

Moore, C, Barbour, K & Lee, K 2017, ‘Five Dimensions of Online Persona’, Persona Studies, vol. 3, no. 1, pp. 1–12, Viewed 18 August 2023, <10.21153/ps2017vol3no1art658> 

Wall, S 2006, ‘An Autoethnography on Learning About Autoethnography’, International Journal of Qualitative Methods, vol. 5, no. 2, pp. 146–160, Viewed 18 August 2023, <10.1177/160940690600500205>Walsh, H 2022, Old meets new as psychics, tarot readers thrive – ProQuest, http://www.proquest.com, Viewed 18 August 2023, <https://www.proquest.com/docview/2621034327?accountid=15112&parentSessionId=i7cImcLg5pCvT2V6%2Bo2F1%2BiA%2Fsu%2Fxd%2BF3jFEbTFc8e8%3D>