Abstract
This paper presents a case study in which student-teachers practiced microteaching in the form of peer-teaching. They collaboratively developed a learning design, implemented it as a micro-lesson i.e. as a simulated teaching session and later they participated in a structured peer review activity. In particular, students initially used the Integrated Learning Design Environment to organize their task and its integrated WebCollage editor for authoring the learning design. Then these particular designs were implemented as a micro-lesson during which the authors of the design “taught” their peers who played the role of the students. After each micro-lesson, the Ld-Feedback application was used so that the student-teachers who practiced the microteaching got feedback from their peers regarding both the design and the implementation. This paper focuses on the first phase of the peer review activity explaining the use of the Ld-Feedback App and investigating the added value of involving student-teachers in creating feedback forms to evaluate their learning designs.