Reflective practice is a way of studying one's own experiences to improve the way one works. The act of reflection is a great way to increase confidence and become a more proactive and qualified professional.
Concept Maps for Revision is intended to sketch course key concepts. The process enables the organisation and representation of information to improve knowledge acquisition and understanding of key concepts and their relationships in a course. The mapping offers an alternative way of providing student revision.
Essay preparation: Self-test for literature comprehension is intended to prepare students to write an essay. It uses the BlackBoard (Bb) self-assessment functionality to include readings followed by questions of various types. These are graded and, most importantly, clear feedback is provided showing how the readings should have been comprehended.
Tutorial Lesson Plans are guides for educators to what students have to learn and how; using appropriate learning activities and strategies to obtain feedback of student learning (Milkova, 2015). With online tools it becomes easy to share these plans in a shared space, and even exchange feedback after the tutorials.
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.
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).
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.
The Story Games activity involves the teacher developing a scaffolded scenario related to the theory content, and each week adding to the scenario based on the theory content that has been learnt during that week. Each week students work on scenario solutions and need to critically reflect their own practice as the scenario builds and shifts in direction.
This pattern outlines an approach to work-integrated learning (WIL) which provides the opportunity for students to coordinate a global project across three time zones, mirroring the manner in which global business operates, and thereby providing students with valuable skills and developing graduate attributes.
