Collaborative/Peer Editing

Last Updated: November 3rd, 2016

Tool Types: , ,

Overview

Collaborative/Peer editing refers to a group of students who edit a document together. This can be done simultaneously in a face to face environment or in a distance education environment by using collaborative tools such as IM, and Whiteboards. Collaborative Editing can also be accomplished asynchronously by using tools such as Discussion Boards, and E-mail. Collaborative/Peer editing assignments can include projects, papers, presentations and wikis.

Application to All Courses

Communication

  • Allows students to co-author papers and projects.
  • In large enrollment classes collaborative editing can allow students to take “community notes” thus improving quality and consistency of note taking.
  • Streamlines the authoring and revision process; promotes coherence, structure, and stability in the document; increases the quality of the content.
  • Increases communication abilities of students by requiring students to negotiate and collaborate.
  • Allows for users to keep and learn from prior versions of the content.

Classroom Environment

  • Establishes a sense of community among learners participating at a distance.

Examples

View a brief photo slideshow of Microsoft Change Tracking being utilized as a peer editing tool.

Face to Face

  • Create the assignment.
  • Create a set of guidelines for acceptable behavior in the group. For example:
    • Will students be assigned specific jobs?
    • What is an acceptable level of participation and how will students be held accountable for their participation?
  • Create a set of guidelines for assessing student work. For example:
    • Will students be graded on participation?
    • Will students be graded as individuals, as a group, or both?
    • Will the content be evaluated and how?
    • Will the process be evaluated and how?
  • Assign students to a group to begin collaborative/peer editing.

Synchronous Distance Learning

  • Create the assignment.
  • Create a set of guidelines for acceptable behavior in the group. For example:
    • Will students be assigned specific jobs?
    • What is an acceptable level of participation and how will students be held accountable for their participation?
  • Create a set of guidelines for assessing student work. For example:
    • Will students be graded on participation?
    • Will students be graded as individuals, as a group, or both?
    • Will the content be evaluated and how?
    • Will the process be evaluated and how?
  • Assign students to the a group to begin collaborative/peer editing.
  • To facilitate collaborative/peer editing in a synchronous environment the following communication tools may be utilized:

Asynchronous Distance Learning

  • Create the assignment.
  • Create a set of guidelines for acceptable behavior in the group. For example:
    • Will students be assigned specific jobs?
    • What is an acceptable level of participation and how will students be held accountable for their participation?
  • Create a set of guidelines for assessing student work. For example:
    • Will students be graded on participation?
    • Will students be graded as individuals, as a group, or both?
    • Will the content be evaluated and how?
    • Will the process be evaluated and how?
  • Assign students to the a group to begin collaborative/peer editing.
  • To facilitate collaborative/peer editing in a synchronous environment the following communication tools may be utilized:

Additional Resources

For information on tools to help with synchronous Collaborative/Peer Editing activities visit:

For information on tools to help with asynchronous Collaborative/Peer Editing activities visit:

For information on similar tools visit:

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