Using Web-based Video Peer-Feedback to Support the Diffusion and Enhancement of Teaching Practices

视频注释同行评议（VAPR）项目解决了日益增长的需求，以支持基于研究的教学实践的传播，并创建一个形成性的反馈过程，以提高教师的发展。该项目正在开发一个异步视频同行反馈系统，使用商业软件记录教师的实践。一个教师网络使用一种为促进反馈而开发的工具来审查视频。该软件允许教师同行评审员用带时间戳的评论来注释视频，从而使参与的教师和他们的同行能够识别良好实践的具体实例，改进的机会，以及可以将基于研究的教学方法纳入课堂的机会。VAPR正在创建一种教师同行评价的方法，支持基于研究的教学实践的传播，这些教学实践可用于补充或支持学生对教学的评价，并支持学生学习。这项活动通过将其与教育技术的使用和社会反思对传播的支持相结合，在高等教育和教师发展的背景下推进学习社区的知识。评估和研究项目产生的结果有关的影响，同侪反馈对学生的学习，通过直接评估用于程序认证，普通教育评估，学生期末评估，并衡量基于研究的教学实践的扩散率。

The Video-Annotated Peer Review (VAPR) project addresses a growing need to support the diffusion of research-based instructional practices and to create a formative feedback process to enhance faculty development. The project is developing an asynchronous video-based peer feedback system using commercially available software to record faculty in their practice. A network of faculty members review the videos using an instrument developed to facilitate feedback. The software allows faculty peer reviewers to annotate the video with time-stamped comments, thus enabling participating faculty and their peers to identify specific instances of good practices, opportunities for improvement, and opportunities where research-based teaching approaches can be included in their classroom. VAPR is creating an approach to faculty peer evaluation that supports the diffusion of research-based instructional practices that can be used to supplement or support student evaluations of instruction, and support student learning. This activity advances the knowledge of learning communities within the context of higher education and faculty development by integrating it with the use of educational technology and social reflexivity's support of diffusion. The evaluation and research projects are yielding findings related to the impact that peer feedback has on student learning through direct assessments used for program accreditation, general education assessments, student end-of-term evaluations, and a measure of the rate of diffusion of research-based instructional practices.