Peer review

A process of EnRoLE(ing) as a reuser

Abstract

Within higher education settings the peer review of research as well as face-to-face teaching has been an established practice for a number of years. Yet there has been little attention placed on the peer review of online learning designs, in spite of the widespread adoption of ICTs in universities over the last few decades. To date, the most notable strategies aimed at redressing this gap are review mechanisms embedded within learning repositories (such as MERLOT, CLOE, LAMS), and nationally funded projects directed at establishing methods for validating scholarship in university teaching (Taylor & Richardson, 2001; see also Carrick Institute: Priority Projects 2006).

This paper reports on the initial stages of the development of a peer review framework for Project EnRoLE: a Carrick funded initiative aimed at encouraging a community of like- minded teachers interested in developing and sharing role-based learning environments. It commences with a brief snapshot of the debate surrounding peer review and teaching scholarship, as well as the scope and aims of the project. Then, it outlines proposed elements of the review framework, highlighting its potential for encouraging other academics to EnRoLE in the (re)use of role play learning designs.