ABSTRACT In response to both my own desire for professional development and candidates' desires for more support, in 2012 I began to coordinate a peer-to-peer learning group for creative writing research degree students at RMIT University. Still going strong over three years later, the group brings together creative practice higher degree by research (HDR) candidates working in areas such as prose fiction and nonfiction, screenwriting, poetry and digital narratives. In the context of existing literature on peer-to-peer learning in the HDR space, the group is somewhat unique in that a range of academics from across the host School of Media and Communication supervise the group's members, rather than them all being my own candidates. My role in the group is that of a facilitator, guiding an activity that complements rather than replaces the more traditional supervisor-candidate model of supervision. In this way, the group seeks to re-distribute and enhance the experience of HDR candidates, adding value to their experience of research training through opportunities to collaborate and critique, and through high levels of encouragement from their peers, to present and publish their work, and to work towards a more timely completion. This article draws on the author's experiences of facilitating such a group to discuss the benefits of peer-to-peer learning for creative practice research degrees broadly, and for screen production research degrees specifically. Exploring areas such as collaboration, critique and the building of a community of peers, the article outlines a range of strengths and weaknesses in leading a peer-to-peer learning group at this level. By drawing on the group's activities and reflections from some of its members, the article also seeks to provide guidance to supervisors and candidates working on screen production research degrees who are looking for ways to enhance how they offer and experience research training.

中文翻译：

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合作，批评和同龄人社区：同龄人学习小组对屏幕制作研究学位的好处

摘要为响应我自己对专业发展的渴望和候选人对更多支持的渴望，我于2012年开始为RMIT大学的创意写作研究学位学生建立一个点对点学习小组。经过三年的发展，该小组仍然保持了强大的实力，汇集了从事散文小说和非小说，编剧，诗歌和数字叙事等领域的研究（HDR）候选人的更高水平的创意实践。在现有的有关HDR领域对等学习的文献的背景下，该小组颇为独特，因为主办方媒体与传播学院的众多学者监督着该小组的成员，而不是他们全都是我自己的考生。我在小组中的角色是主持人，指导一项活动，该活动是对传统监督员-候选人模型的补充而不是替代。通过这种方式，该小组寻求重新分配和增强HDR候选人的经验，通过合作和批评的机会以及在同行的高度鼓励下，介绍和发布他们的工作，从而增加他们在研究培训中的价值，并争取更及时的完成。本文将借鉴作者的经验，以促进这样一个小组广泛地讨论点对点学习对创造性实践研究学位，尤其是屏幕制作研究学位的益处。探索合作，批评和建立同伴社区等领域，本文概述了领导该级别的对等学习小组的各种优缺点。通过利用该小组的活动和一些成员的反思，本文还旨在为正在从事电影制作研究学位的主管和候选人提供指导，他们正在寻找方法来增强他们提供和体验研究培训的方式。