Planning sustainable peer learning programs: An application and reflection

Abstract

A Peer Learning Framework was proposed at the University of Tasmania (UTAS) to foster a\rcoherent approach to peer learning programs and to guide the effective design and planning\rof new initiatives (Skalicky & Brown, 2009). A planning tool was constructed within a\rtheoretical framework underpinned by a community of practice model (Lave & Wenger,\r1991). The framework is examined through its application to a program which offers\rstudent-facilitated drop-in learning skills support. The framework’s community of practice\rperspective on peer learning provided insights into the UTAS Student Learning Mentor\rprogram. A reflection on the usefulness of the Peer Learning Framework and on the process\rof application is presented. Questions to facilitate deeper consideration of design for peer\rlearning are proposed for addition to the framework