Author Archives: BAGSHAW Matthew

Activities using E-Portfolios

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  • e-Portfolios are user-selected materials that typically demonstrate evidence of activities, examples of work and reflections on experience. They are often prepared during work experience or for employers. Some useful guides include: ‘JISC Effective Practice with e-Portfolios’; and JISC InfoNet: e-Portfolios
  • Tools for e-Portfolios include Blackboard e-Portfolio, and WordPress
  • Suggested learning activities that are mapped to the Best Practice Principles are below.

Active Induction

Guided Exploration

Facilitated Investigation

Self-organised Learner
Students access e-portfolio Student selects appropriate content to add Student manages e-portfolio Student shares e-portfolio with employers etc
Students create basic page structures based on template provided by tutor Students view and evaluate sample portfolios Students reflect on own and peers’ portfolio Students reflect on resources/ portfolio and skills demonstrated
Students map assignment to criteria Students select and submit e-resources for feedback Peer feedback used to develop resources Student presents e-portfolio for assessment /employer/ professional organisation
Student groups assigned a research topic Students research topic and create ePortfolio ePortfolios shared with cohort for comments Students complete individual assignment drawing on ePortfolio
Students take photos/ videos of own practical skills Students upload photos/ videos with keywords

 

 Students update webfolio with additional images/ assets/ commentary to demonstrate skill development Students reflect on tutor’s feedback and updates action plan
Students create ePortfolio of treatment plans based on clinical case studies Students use assessment rubric to grade own ePortfolio Students use assessment rubric to peer-assess a peer’s ePortfolio Students submit ePortfolio to tutor for grading
Students create webfolio of activities over year

 

 Students complete ‘capstone’ activity to draw together range of learning experiences Students share webfolio with tutors and professional organisations for accreditation  Webfolio is structured to reflect professional standards

(A number of these activities were adapted from the book Pebblegogy)

Other Models

Activities using Social Bookmarking

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Active Induction

Guided Exploration

Facilitated Investigation

Self-organised Learner
Students access tagged resources via social bookmark links in VLE. Students access and use tagged resources via social bookmark links in VLE. Students search for, evaluate and recommend additional links to add Students manage bookmarks as part of PLE
Students discuss ways to evaluate links Students suggest additional links to add Students create literature review using links Contact/ share content with external users

Activities using Podcasting

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Active Induction

Guided Exploration

Facilitated Investigation

Self-organised Learner
Students access induction/ guided tour Podcast Students search and locate relevant podcasts Students create own podcast as authentic artefact
Tutor creates introductory subject podcast Students subscribe to recommended podcasts and listen on PC or mobile device Students subscribe to own selection of relevant podcasts and listen on PC or mobile device  Students create podcast as evidence for portfolio
Students access podcasts created by students from previous cohort Students listen to podcast of lecture prior to class discussion/ workshop Students create reflective podcast
Take photos, audio clips etc during guided tour Students participate in podcast-creation workshop Podcast content assessed as part of other assignment Assessment of reflection on process of creation and use of podcast

Other Models

  • Model developed by Leicester University project IMPALA

Activities using Mobile Devices

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  • Most students now have access to their own laptops and smartphones for learning
  • Suggestions for apps include RefME (iPhone and Android), Lecture Capture (iPhone) and LectureRecordings (Android), and StudyBlue (iPhone and Android)
  • Mobile apps are available for Blackboard Learn and Collaborate
  • Suggested learning activities that are mapped to the Best Practice Principles are below.

Active Induction

Guided Exploration

Facilitated Investigation

Self-organised Learner
Students sign up for SMS alerts Students access weekly updates and announcements via SMS or RSS Students contribute annotations/ comments / content to group web page /wiki Use calendar to plan own work schedule
Students access course announcements Students access web links of relevant resources  Upload audio comments /feedback /research findings via iPadio or voicethread Log keeping/ e-portfolio building in the field/ work-based.
Students access FAQ Access Blackboard forums Upload images to blog / image sharing site Create video to upload to e-portfolio
Engage in location based game/ activity Online quiz on content/skills with instant feedback Create podcasts /video to share  Gaming/scenarios/simulation

Case studies

Activities Using Mind-maps

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Active Induction

Guided Exploration

Facilitated Investigation

Self-organised Learner
Tutors create maps of lesson content Students view curriculum maps Students work in groups to create and share maps Students create reflective maps
Students view concept mind maps created by tutor Students create own maps during lectures Student evaluate maps created by others Students share group maps with externals

Activities using Smartboards

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  • Guide to locations of and function of Interactive Whiteboards is here
  • Suggested learning activities that are mapped to the Best Practice Principles are below.

Active Induction

Guided Exploration

Facilitated Investigation

Self-organised Learner
Tutor displays PPT of activities/content Students annotate image/ content Students use subject specific software for experiment/ simulation etc Students present own project/ content/ video on IWB
Tutor shows video/plays audio of content Students complete quiz Students collaborate on research tasks on board Students use IWB to collaborate on tasks with concept map/wiki etc
Tutor saves notes/ annotations etc and stores on VLE  Tutor demonstrates use of software/tool on board Students create resource to share on board Students create quiz to share with peers on board

Best Practice Model template

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Best Practice Model for Electronic Voting System

  • Introduction and resources for using voting systems in interactive lectures here
  • Suggested learning activities for e-supported, blended and distance learning (see the Delivery Patterns page for full details) that are mapped to the principles are below.

Active Induction

Guided Exploration

Facilitated Investigation

Self-organised Learner
 Tutor creates induction quizzes for voting  Tutor uses student-generated issues as options for voting  Students create MCQ for peers  Students plan and design multiple-choice quiz to deliver to group
 Students respond to poll in class on induction topic  Students discuss answers to tutor’s questions in groups  Students reflect on issues and solution options  Students use output from choice to reflect on own learning
 Students respond to poll in class on content topic  MCQ’s based on familiar scenarios/case studies  EVS used to gather course feedback  Students use EVS to gather data for own research/learning
Students work in groups to respond to socialisation poll Compare and contrast questions based on familiar scenarios/case studies Students plan/deliver assessment/feedback to criteria Students use EVS in external contexts e.g. conference/meetings to gather data for research/ learning
Students discuss in pairs before agreeing option to vote on Questions designed to reveal common student misconceptions EVS used for assessment Students design assessment task and criteria
Students see instant feedback following poll EVS used by students as ‘clapometer’ to indicate confusion or boredom during lecture
Students answer MCQ using EVS Students create MCQ for EVS based on content/lecture Students share and discuss MCQ for EVS in groups Students plan and design multiple-choice quiz to deliver to group via EVS

Case studies

Activities using Multiple Choice Questions

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  • MCQ’s can be used to check prior learning, challenge and to revise learning.
  • Tools for MCQ’s include Blackboard, Nearpod and Socrative
  • Suggested learning activities that are mapped to the Best Practice Principles are below.

Active Induction

Guided Exploration

Facilitated Investigation

Self-organised Learner
Student accesses all assessment information (titles, dates, instructions etc) via ‘Assessment Area’ in VLE Students review and select (if available) assessment choices or options. Students submit digital assessments through tools specified Students access feedback via ‘My Grades’ and use to reflect on learning
Students access and review feedback Students use feedback to inform learning and reflect  Students assess own and others’ work against rubrics and give feedback Students design own assessments based on learning plans
Complete MCQ on pre-requisite content  Completes MCQ on new content Students prepares MCQ for peers linked to assessment criteria Tutor reviews student-generated MCQ and selects/edits for students to complete

Assessment and Feedback Resources

Activities using Discussion Forums

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  • Consider how a face-to-face group discussion might differ from an online one with these notes. Create challenging, engaging discussion questions, debates and activities using a critical thinking framework
  • Assess online discussions using the recommendations and rubrics suggested in these notes
  • Tools for discussion forums include Blackboard and Voicethread
  • Suggested learning activities that are mapped to the Best Practice Principles are below.

Active Induction

Guided Exploration

Facilitated Investigation

Self-organised Learner
Participation in informal forums for peer socialisation and induction Participation in informal forums for peer sharing and support Students use group forum to organise group work/ projects Students set up own forums, to plan and support group work/ projects
 Participation in forum set up by tutor Student selects topic/ approach for discussion. Students moderate discussion and provide summary Students invite/ interviews externals
Students review guidelines for effective learning in discussions Participation in discussion of process of learning through discussion Students explore issues in learning in online discussions Peers discuss and reflect on process of learning through discussion
Students review assessment criteria/ rubric for online discussions Tutor comments on content and process and offers feedback against assessment criteria/ rubric Students comment and offer feedback to peers against assessment criteria/ rubric Tutor provides summative assessment against assessment criteria/ rubric
(Delphi) Each student poses question (Delphi) Each student responds to another student’s question (Delphi) Each student comments on another student’s response (Delphi) Students review and reflect on questions, responses and comments
(Debate) Students read stimulus material and post individual statement (Debate) Students work in groups to agree and post a supporting or opposing argument (Debate) Students post responses to arguments (Debate) Students vote and review conclusions
(Role-play) Students read stimulus materials for situation/ problem (Role-play) Students assigned roles and review context and problem (Role-play) Students, in role, post responses to situation/ problem (Role-play) Students contribute final conclusion and reflect
(Muddiest point) Students read material and add question/ comment on their ‘muddiest point’ (Muddiest point) Students read material and other students’ questions and contribute comments
(BOLD) Students post individual question/ reflection or critique on reading (BOLD) Student teams work together to produce team items (e.g., unresolved, re-written individual items) (BOLD) Teams offers peer critique and tutor offers comment/ feedback (BOLD): Participation in extended discussion with summary

Other Models for Online Discussion Activities:

Activities using Blogs

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Active Induction

Guided Exploration

Facilitated Investigation

Self-organised Learner
Students read tutor’s blog/ Tweets Students read other external recommended blogs/ Tweets Students search for, evaluate and recommend blogs/ Tweets Students develop own set of networked blogs/ Tweets
Students read tutor’s blog for updates Students read blogs recommended by Tutor Students search and find relevant blogs to read from external professionals/ experts Students reflect on use of blogs in learning
Tutor adds comments to blog Self evaluation of blog on blog Peer assessment of groups’ blogs Tutor comments on evaluation on blog

Other Models

Case studies