Hi Jen
Because you (and I) are in British Columbia....which has stricter
protection of information laws than the rest of Canada....you have fewer
options
iPeer is an option....it even integrates with Blackboard.......Vancouver
Island University buys iPeer services from my institution (UBC)...so they
don't need to run their own servers
Typically the tools outside of Canada aren't legally accessible to
us....CATME, Team Mates, Spark Plus. Google forms...etc....BC laws says
student information needs to stay inside Canada
BUT...I did have faculty member go to campus legal counsel and got
permission to use CATME
Links to the various options can be found on this page on my website
(bottom of page)
http://learntbl.ca/technology-that-can-help-tbl/
take Care
jim
*Educational Consultant specializing in Team-Based Learning*
Read my TBL book Getting Started with Team–Based Learning
<http://learntbl.ca/book>
Visit my TBL website at www.learntbl.ca
Take my TBL course http://learntbl.ca/take-a-course/ and build your first
TBL
module in just 2 weeks
_______________________________________
Jim Sibley and Amanda Bradley
106-2575 West 4th Ave.
Vancouver, BC
Canada
h 604-564-1043
w 604-822-9241
On Thu, Feb 9, 2017 at 5:10 AM, Rongerude, Jane M [C R P] <[log in to unmask]
> wrote:
> Hi Jen,
>
>
>
> At Iowa State University, we have developed a peer assessment tool using
> the ThinkSpace platform (www.ThinkSpace.org). This tool is flexible with
> a template for the traditional TBL peer assessment approach using a set
> number of points to be distributed among team members, but also allows you
> to use other approaches, such as scores based on categories of behaviors.
> What I like about the tool is that once students have entered the scores,
> it creates a report for each person with her/his scores and the(anonymous)
> comments from the other members of the team. I have the option to review
> the comments if I want, but then I hit send and the reports are send via
> email to each individual. It saves a tremendous amount of time – which is
> why we developed the tool.
>
>
>
> Best,
>
> Jane
>
>
>
> Jane Rongerude, PhD
>
> Assistant Professor
>
> Department of Community and Regional Planning
>
> Iowa State University
>
> 477 College of Design
>
> Ames, IA 50011
>
>
>
> Phone: (515) 294-5289
>
> Email: [log in to unmask]
>
>
>
> *From: *Team-Based Learning <[log in to unmask]> on behalf
> of Jen Wrye <[log in to unmask]>
> *Reply-To: *Jen Wrye <[log in to unmask]>
> *Date: *Wednesday, February 8, 2017 at 10:33 PM
> *To: *"[log in to unmask]" <[log in to unmask]>
> *Subject: *Questions from a novice
>
>
>
> Hi everyone,
>
>
>
> I’m a new TBL adopter. So far things feel like they’re going well, but I’m
> hoping for guidance on a couple matters.
>
>
>
> 1. PEER FEEDBACK: How can I collect & distribute peer feedback
> effectively & efficiently? Our LMS is Blackboard, and we don’t seem to have
> a function that allows students to anonymously give each other feedback on
> their ‘helping behavior’ (or does it?). Students who hand write feedback
> could be identified by their teammates. I could collect it via. email, but
> that seems labour intensive for me. I’ve promised anonymity this time, but
> might revisit later. Any ideas or insights?
>
>
>
> 2. AN INEFFECTIVE GROUP: I understand peer feedback might help
> matters. Baring a shift, one of my groups is not working. One member is
> super strong. Two are ok. Three are weaker. The strong member does all
> talking, writing, representing for his group. He tries to ask other
> members’ opinions, but mostly they choose to add nothing, and he moves
> things forward. Any suggestions to change this dynamic without becoming
> overbearing?
>
>
>
> Thanks for considering responding to these questions. Looking forward to
> lots more engagement on the listserv.
>
>
>
> Best,
>
>
>
> Jen
>
>
>
>
>
>
>
>
>
> Jen Wrye, PhD
>
> Instructor, Department of Humanities & Social Sciences
>
> North Island College
>
> 2300 Ryan Road
>
> Courtenay, BC V9N 8N6
>
> (250) 334-5030
>
> [log in to unmask]
>
>
>
>
>
> *I’m grateful to live in the traditional, unceded territories of the
> K’ómoks First Nation.*
>
>
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