6.1 Example of activities to support Production
Learning through production is the way the teacher motivates the learner to consolidate what they have learned by articulating their current conceptual understanding and how they used it in practice.
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 |
|---|---|---|---|---|---|
| Paired peer review and feedback of written tasks in a seminar session | Flexible teaching space (25) with space to split off into pairs | Breakout rooms in online seminar session for peer feedback tasks | Students pre-share the written task and use zoom and breakout rooms for live peer review work (with guidance) | Sharing a collaborative document for collating peer feedback | Students are provided with guidance for the peer review process. Using Office 365 online to work on a shared document, students work with a peer reviewer to collate feedback |
| Students in groups produce a presentation on a given topic, researching either during the session or in-between sessions, presenting back to class |
May have a rubric or some method of peer evaluation. May form part of assessment. May be recorded
|
Students in groups tasked with producing a presentation of findings, either within a live session during breakout or inbetween live sessions, presenting back to the cohort during a live online teaching session with opportunities for Q&A | Web conferencing platform for live sessions. Breakout room-type facility. Collaborative document. Facility for students to present. Peer grading system | Students in groups tasked with producing a presentation on a given topic in an archive format such as a standalone presentation, poster, infographic or video | Team work spaces. Guidance with examples on what to produce. Suggestions for approach technically on platforms for recording and bringing together materials |
| Students are asked to self-reflect on a task or experience | Reflection diary, perhaps discussed with peers in small groups. | Make use of digital reflection tools such as PebblePad to note down experiences and then share with others in a digital seminar. | Digital reflection tools - PebblePad, wikis, blogs etc and tools for digital seminar - Teams, BBB, zoom. | Use digital reflection tools that allow for asynchronous commentary from either peers or tutor. | PebblePad, Office365, wikis, blogs etc. |
| Students produce an individual, end of module blog for summative assessment, based on a chosen topic from their seminar discussions to an authentic audience (producing disciplinary knowledge and understanding in a public engagement form to a lay audience). | Internal blog page in VLE (or external blog) - students and tutor discussions of blog posts. Training in blog tool. Students engage with marking criteria (incl content / presentation / writing style). | Online synchronous seminar discussions and online synchronous training session | Webinar tool (Zoom, Teams, BBB). Blog tool (in VLE or external, third party tool e.g. Wordpress). Training resources for using blogs (e.g. via LinkedInLearning). | Students write weekly blog post (max 300-600) on a selected list of topics for tutor and peer feedback. Each week peers offer feedback on a different aspect (critical analysis, style, writing, use of sources, structure, reflection, audience etc) -based on the marking criteria. Explain to students why peer feedbak is important. Extra: join up with another university module bloggers and comment on each other's blog posts. | VLE blog tool or public blog tool (preferably with student comment options). (Sharpe 2016, p.53-55, idea 17 Microblogging) |
| Dialogic feedback | Active role by lecturers and students to become effective | Scheduled video calls | Microsoft Teams channels, private chat | Video feedback | Flipgrid for up to 5 minutes oral feedback |
| Students to work individually or in groups to develop an output- poster, leaflet, website, blog, public information campaign/ out reach activity, childrens book, museum exhibit, show reel, video, animation, model etc | Seminar room, access to resources, collaborative communication platform. Task and requirements/ rubric for marking | If completed individually would be an activity with no specific requirements, other than access to online resources and a digital instead of physical output. Dependent on the tasks some specific software may be required to be downloaded by the student, for example powtoon if an animation output was required. If done collaboratively students would need access to a communication tool and workspace (VLE, email, Teams/Zoom) | As per online synchronously |