John Sener has alot of really interesting ideas about integrating student-generated content (SGC) into educational environments, including ideas about peer review. Some disciplines have a long and vibrant history of incorporating student-generated content and peer review into their curriculum (think: architectural studio and design reviews), while many others do not. In engineering, there is not a long traditional of student-generated content except in the context team-based projects, which are typically longer-term endeavors completed over the course of a semester or longer. Even then, those team-based projects do not always result in educational products for consumption by other students.
So we have experienced the challenges of not only figuring out how best to implement SGC in engineering courses, but also how to overcome the institutional culture of engineering programs--which typically emphasize individual problem solving and "push" strategies from instructor to student. How can we combat the long-standing institutional cultures which work against SGC, while simultaneously developing proven, effective SGC strategies for teaching and learning.
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I have used student generated final exam questions using the expectation of what they felt was most important to understand regarding the subject matter. The students built a much larger exam with more short answer and essay questions. Using this same approach throughout the course with the content and multi-media is very interesting. I have had them present chapters in the classroom but never thought of taking this approach in the online environment.
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