From Knowledge Publishing to Peer Review

Self-directed learning often finishes with incomplete knowledge. It is hard for learners to be aware of the knowledge incompleteness. Our approach to this problem is to enable them to publish their knowledge to get reviews from peers. However, it is not easy for the peers to review the published knowledge. This paper addresses the issue of how to help the peers review the published knowledge compared with their knowledge. Such comparative assessment could be driven with consciousness of the difference between the learners´ knowledge and the peers´ knowledge. This paper also describes a case study whose purpose was to ascertain whether the comparative assessment could be facilitated. The results suggest that peer review with consciousness of the knowledge difference produces more comments appropriate and effective for learners.