The objective of the work presented is to design learning tasks and assessment activities to provide information to students so they can apply it in their future academic pursuits. Specifically, this article features the experience held in one of the compulsory subjects of the degree of pedagogy in which the use of Twitter has been proposed as a learning activity mediated by peer review processes in which the students had to give a constant feedback to their colleagues about the quality of their tweets. Some of the results of this work show a significant difference between the perceptions of students about the feedback received from their peers and the feedback that they have provided to them: a feedback that, from their point of view, has been far more intentionally for learning improvement.

https://doi.org/10.5565/rev/educar.872