What’s Your Curation Strategy activity intends to show students how to build a personal curation strategy to manage information resources for retrieval, reflection, reuse and sharing with others for study or work purposes.
Using Blackboard Mobile Learn for Diagnostic Testing measures student understanding of concepts in a course. It allows for the identification of strengths, weaknesses, and misconceptions in student knowledge and skill.
Should I Have a Portfolio activity enables students to consider the potential and use of a portfolio for their learning and career. For more information about the ways that this can be achieved visit Teaching with Technology, ePortfolios.
The IT Skills Focus activity encourages students to improve their own and other’s understanding and retention of learning. It could take place within a computer lab or tutorial to observe sequence, for example: designing, analysis, laboratory processes, and medical diagnosis.
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.
Crosswords, such as Puzzlemaker; Educaplay; Crossword Labs (refer to resources/technology) are often used to supplement lectures and engage students with important course concepts and new vocabulary. The crosswords can be applied to pre-test tools, revision tools, and team-building exercise.
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).
Creating a #UserPersona for the students and staff in a course sets the stage for #LearnerCentred #CourseDesign.
The aim of this pattern is to address a problem with engagement in early assessment. The intention of the reflective blog assessment task is to prepare students for development as professionals and to break a pattern of limited engagement in early assessment tasks. Early assessment tasks are for learning—rather than of learning.
