My peer gave me encouragement and validation that my instructional design for a 16-week fully online First Year Experience course was going great. She said she enjoyed reading it and made personal comments about how she wished she had experienced this type of course when she first started college. I like that she shared her positive feedback in a sincere and honest way. She even pointed out specific areas of my paper that she liked in particular, such as how sharing the focus group data solidified the purpose for the course. This is the type of positive feedback that is helpful for a student, because it goes beyond the simple, “good job” comment and lets a student know what they should continue doing in their future work.

The positive comments also help cushion the more critical comments. My peer was helpful in pointing out areas where the voice of my paper could be more direct and less passive. She also pointed out areas that were unclear to her. I took her advice seriously and was able to look at the problem areas in a new way. I reworded a few of my sentences with active verbs. I also clarified the areas of confusion. I realized I was missing some information because I am too close to my own topic. I added some more detail to make sure the reader understood my intent. There were a few typos she found that I corrected. I think it is always a good practice to have someone else proofread my work. There have been countless times where a mistake was found even though I’d read my own work over and over. I was grateful for my peer’s valuable input.

This entry was posted on Sunday, September 16th, 2018 at 1:38 pm and is filed under Instructional Design. You can follow any responses to this entry through the RSS 2.0 feed. Responses are currently closed, but you can trackback from your own site.