Active learning

Concept Chat is intended to identify and discuss course key concepts. Students in small groups, using synchronous messaging systems: such as Twitter, Nurph or Today’s Meet, summarise the key concepts that have been covered during the lecture.

Case Study Mind Maps assist students to structure and represent concepts when analysing case studies in tutorials, lectures or self-study groups. The products can be shared physically or digitally (forum, wiki).

The Business Model Canvas is a strategic and entrepreneurial planning tool. While it is a tool for design it can be adapted to use when deconstructing to analyse a case study.  Using it as an analysis tool allows students to take a business lens to a case and to do so with an authentic tool used in business development.

Student-Led Glossary is an individual or group activity designed to engage students with new language concepts in a new course using social technologies.  The products may be shared via Blackboard or other tools (forum, wiki, external virtual channels).

Build an app, build a connection encourages students to engage with each other and teaching staff through the creation of a simple mobile applications that can be shared. This can be either an icebreaker activity in a tutorial or the introduction to flipping a classroom. It can lead to deeper discussions and investigations across a wide variety of topics.

This learning activity involves posting questions on Blackboard and creating an online polling link for students to contribute to and to see if other class member share the same views and understanding on the topic.

Students contribute to an ongoing Twitter feed during a tutorial or lecture with a hashtag that represents their responses or questions to a topic or subject matter.

The Group Graphic Organiser allows students to work in small groups to share knowledge and capture ideas and broader thinking on a question or topic, and to summarise their findings.

Students are assigned a question/debate topic on Blackboard with two possible viewpoints and are encouraged to think about and prepare responses on both the affirmative and negative views prior to the class. In class, students are assigned to a team (affirmative or negative) and are expected to present and persuade the class audience and teacher of their view.