Updated Version

A SCENARIO-PEDALE

According to Konert,  Richter, Mehm, Göbel, Bruder, & Steinmetz (2012), teachers aim to give instructional support to their students to be able to diagnose their progress and difficulties in learning. As proposed by Konert et al. (2012), open ended questions, social interdepencies, groupings and supervision by the teachers are some ways of merging diagnosis and learning. As a proposal by these authors, peer assessment is intended to integrate into computer-based adaptive diagnostic learning environment. In the article “PEDALE – A Peer Education Diagnostic and Learning Environment” by Konert et al. (2012), although the starting point is math for evaluation, "the underlying approach for the model", "the implementation details" and "evaluation setup" are identified in detail (Konert et al., 2012, p.27).

Konert et al. (2012) explained that what is tried to be realized  with this PEDALE method  is creating a digital learning environment that allows the management of diagnostic and educational content and instructional feedback with the help of peer assessment and so closing the gap between diagnosis and learning.

What are some bases for  the motivation for PEDALE method?  According to Konert et al. (2012), there still remain some "conceptual" and "technical challenges" (p.28) in using software for diagnosis and learning purposes. One of them is "Computer Diagnosis Problem" defined by Konert et al. (2012, p.28) that procession and interpretation of   text answers, drawings and  open ended questions is still very difficult for computer systems although expressed by Prediger et al. (2008 in Konert, et al. 2012)  that open ended test questions are the most crucial  for teachers from a diagnostic aspect . The second motivation is called by Konert et al. (2012)  "Individual Group Assessment Problem" (p.28). It is a desire to let the knowledge share among students without any risk. Described by Konert et al. (2012), through this model it is wished to create a mixture of peers with different proficiency level and learning styles in matching who will work together.   You can see a detailed outline of the scenario proposed in the full article.

  

ADVANTAGES

1.  According to Stepanyan et al. (2009 in Konert, J. et al. 2012),in addition to raising  interest of the students in terms of peer work evaluation,  they can acquire better knowledge  through working in collaboration with   computer support as stated by Mohammad et al. (2009 in Konert, J. et al. 2012).

2. Teachers can easily create  e-learning content specific to a class through the use of an authoring environment (Mehm, 2010 in Konert, et al. 2012),

 Some points that need to be worked on more:

1. According to Konert, et al. (2012), to enhance  motivation and smooth flow of the experience, games should be included. So,the scope can be widened.
2. He also proposes that a web-based solution needs creation to be used by students after the classrooms.  They can  receive feedback from their peers about their homework and enhance their knowledge outside the classroom environment.

REFERENCES

Konert, J., Richter, K., Mehm, F., Göbel, S., Bruder, R., & Steinmetz, R. (2012). PEDALE - A Peer Education Diagnostic and Learning Environment. Educational Technology & Society, 15 (4), 27–38.

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http://www.gamedays2012.de/index