Peer Feedback – It’s a Go


(Levine, 2014)

At this point in the semester, I have drafted a rough version of my complete design document for my course. I have to admit I wasn’t expecting to have to submit a complete design document by the second week of the semester. In previous courses, we worked on the design document throughout the semester and were able to make changes and revisions as needed. Needless to say, it was a lot of work up front and made for a very busy couple of weeks. I do understand why we need to have a complete design document. It makes it difficult, if not impossible, to create a course without a sound plan to follow.

At the end of Week 2, I submitted my rough draft for my professor to review. I was pleasantly surprised to see that the work I had put into my design document paid off. My professor was mostly happy with my design document. He did have some suggestions for me to improve it, which I fully expected; however, I was in much better shape than I expected to move forward for the semester. I was relieved to not have to start over and that I just needed to make some minor revisions to my document.

After revising my document based on my instructor’s feedback, it was time for peer feedback. I was very nervous about this part as I didn’t really know who would be in my group. I shouldn’t have worried. My partner was awesome and provided the feedback quickly after we were assigned to our respective groups. Furthermore, I was very lucky in that the feedback she supplied was both insightful and helpful. After reviewing her perspective on my document, I have a better understanding of how a new instructor or instructional designer would interpret my design document.

For the most part, I learned that my design document was in good shape. She had some grammatical suggestions which I followed and she also recommended that a few sentences be modified for clarification purposes. The best part of her peer feedback is that she gave me some insight on the flow of my document. What I mean by that are the little details that I overlooked that make sense to me but not to an outsider reading my document, such as the shorthand name I used for my course, BUSL. It’s clear to me that BUSL stands for Business Library but it wasn’t to my peer.

One area that she made a suggestion to change but I didn’t was the numbering system I used for my goals and objectives. I didn’t delineate my goals and objectives as G.1 and O.1. I used a numbering system that my professor in CECS 5210 recommended, which was 1 and 1.1, 1.2, etc. I like the simplicity of that system and left my numbering system as is.

Other than that one major area, I did try to revise my document based on the suggestions of my peer. I do hope that the feedback I provided her was appreciated and considered in turn. I expect that the changes I made have improved my design document and that by the end of the semester I will have created an awesome course!


Levine, A. (2014, May 26). Got feedback? [Digital image]. Retrieved from

Categories: LTEC 5510 | Tags: , | Leave a comment

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