Throughout the Future Cultures (BCM325) subject, I have often questioned myself about the purpose of writing reflections on my role as a feedback producer of my peers’ presentations. While feedback receipt generates a critical self-reflection (Nicol et al. 2014: 102), which plays a cardinal role in the higher education independent learning environment (Nicol et al. 2014: 113), feedback provision appears to hold little reflective values. I used to ponder that feedback provision was a non-reciprocal process, which only benefited my peers’ (the receivers) performances and somehow, my tutor’s (the main feedback producer) workload share. Hence, I found commenting on my classmates’ projects time-consuming.

However, my perspective changed in this second round of peer-commenting on Oliva’s, Jessica’s and Susie’s beta presentations of digital artefacts (DA). By employing dual roles as a reader and a researcher, I felt that I could suggest further research directions, enrich my friends’ justifications for method usage…