1.1. Examples of Activities to Support Acquisition
Learning through acquisition is what learners are doing when they are listening to a lecture or podcast, reading from books or websites, and watching demos or videos.
So how might this look for our three teaching modes?
| Face to Face On Campus | Tools & Resources | Online Synchronous | Tools & Resources | Online Asynchronous | Tools & Resources |
|---|---|---|---|---|---|
| Students attend lectures and access recordings | Lecture theatre, lecture capture and/or zoom | Lecture is delivered online or remotely using a webinar tool | Use of zoom for large online lectures with recordings made available through the VLE | Lecture content is broken up into shorter "chunks" and provided as short videos or podcasts | Use of Canvas Studio to record, or Microsoft Stream and made available through links or embedding in the VLE |
| Students complete a short diagnostic quiz to establish level of subject knowledge. Tutor focuses subsequent lecture on gaps in student knowledge | Lecture theatre with slides and polling tools | Students complete short online diagnostic quiz. Tutor focuses online webinar on gaps in student knowledge | Online quiz tool in VLE and using zoom for large online lectures with recordings made available though VLE | Students complete short online diagnostic quiz. Quiz question feedback directs students to specific pre-recorded lecture content. Lecture content is broken up into short "chunks" and provided as short videos or podcasts. Tutor monitors questions and responses and provides appropriate additional feedback online | Online quiz tool in the VLE. Lecture content is broken up into shorter "chunks" and provided as short videos or podcasts. Using online discussion forums in the VLE |
| Customise the difficulty of lecture content | Lecture theatre, slides | assign independent tasks | Breakout rooms in zoom or Microsoft Teams | Assign independent tasks with 'pathways' | Channels in Microsoft Teams |
| Guided reading - students are given something to read, which extends their knowledge - typically prior to an activity | Face to face space, text - e.g. slides/handouts/weblink in VLE/library. Individual reading/tutor reads aloud | Guided reading - students are given something to read, which extends their knowledge - typically prior to an activity | Microsoft Teams/Zoom: text - e.g. slides/handouts/weblink in VLE/library. Individual reading/tutor reads aloud. Consider flipping this activity, so students read in advance of your session | Guided reading - students access the reading material individually, which extends their knowledge - typically prior to an activity | VLE: share slides/shared file/library link (+ recording of the synchronous activity if it adds value) |
| Tutor shares (external) open-educational-resource, which extends student knowledge - typically prior to an activity | Face to face space, appropriate technology | Tutor shares (external) open-educational-resource, which extends student knowledge - typically prior to an activity | Microsoft Teams/Zoom, tutor provides link as part of a live session (possible breakout activity) | Student accesses (external) open-educational-resource individually, which extends student knowledge - typically prior to an activity | VLE: Embed link to open educational resource |
| Tutor plays podcast - students listen to something which extends their knowledge - typically prior to an activity | Face to face space, appropriate technology | Tutor plays podcast - students listen to something which extends their knowledge - typically prior to an activity | Microsoft Teams/Zoom: e.g. via tutor-led screen-sharing. Consider flipping this activity, so students listen in advance of your session | Student listens to podcast individually, which extends his/her knowledge - typically prior to an activity | VLE: Embed podcast |
| Seminar where information is disseminated | Face to face space | Live webinar, where information is disseminated | Web conferencing tool, e.g. Microsoft Teams/Zoom | Student accesses recording of webinar | VLE: Embed webinar recording |
| Q&A forum, where tutor answers student questions | Face to face space | Live Q&A forum, where tutor answers student questions. Allow questions via speech or text, and use hand-raise tool if available | Microsoft Teams/Zoom | Q and A via an online resource or guided discussion forum, which students can add to/use during a set period | VLE: Use of guided discussion forum, or shared online document |
| Tutor plays a video - students watch something which extends their knowledge - typically prior to an activity | Face to face space, appropriate technology | Tutor plays a video - students watch something which extends their knowledge - typically prior to an activity | Microsoft Teams/Zoom, tutor provides link as part of a live session (possible breakout activity), or tutor shares screen | Student watches video individually which extends their knowledge - typically prior to an activity | Embed or link to video in VLE |
| Tutor shares field/lab observations | Face to face space, appropriate technology | Tutor shares field/lab observations via live online session (consider flipping the learning and sharing in advance of the session) | Microsoft Teams/Teams, possibly including screen-sharing or shared document link | Tutor shares field/lab observations via an online format, e.g. blog/wiki | Blog/wiki/podcast embedded in the VLE |
| Power point presentation | Power point and lecturer | Presentation delivered through Microsoft Teams or similar, guided by lecturer | Microsoft Teams, Power Point and lecturer | eLearning or similar (e.g. contained self paced learning) | Power point converted to stand alone eLearning package - possibly lecturer available to answer queries following learning |
| Library exploration task- i.e. find different source types (books, journals, databases, electronic sources) related to a particular specific topic and compare type of information gathered | Library, access to librarian, task set by tutor | Set up groups in breakout rooms (zoom/teams), set task and ask students to allocate a team member to find each particular resource type. Bring back and discuss in group. Produce oral report or bullet points in a collaborative document (google, one note, notes in Teams) | Microsoft Teams/Zoom, google docs/ one note/ notes in Teams. Tutor and task | Same as online synchronous but set groups up at start of the week and provide a deadline allowing the students to discuss asynchronously prior to the deadline | Microsoft Teams/Zoom, google docs/ one note/ notes in Teams. Tutor and task |
| Students develop own MCQs/ Quiz types to aid revision/ as a task to improve recall of knowledge | Room, internet access/ laptop resorce on how to write MCQs/ quizzes | Set up groups in breakout rooms (zoom/teams), set task and tell students to decide how to complete it between themselves. Produce quiz in either a collaborative document (google, one note, notes in Teams) or an electronic quiz tool(Kahoot, poll everywhere etc) | Microsoft Teams/Zoom, google docs/ one note/ notes in Teams and or Kahoot, Poll everywhere other online quiz tools. Tutor and task | Same as online synchronous but set groups up at start of the week and provide a deadline allowing the students to discuss asynchronously prior to the deadline | Microsoft Teams/Zoom, google docs/ one note/ notes in Teams and or Kahoot, Poll everywhere other online quiz tools . Tutor and task |
| Students listen to a guest lecturer/industry expert | Lecture theatre + lecture capture | Webinars | Microsoft Teams/Zoom, or Big Blue Button | Recorded webinars which are divided in smaller digestible chunks | VLE or Microsoft Teams embedded recording video |