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consolidate what they have learned, articulating their conceptual understanding and reflect how they used it in practice

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consolidate what they have learned, articulating their conceptual understanding and reflect how they used it in practice

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learner takes an active and exploratory approach to learning, search for and evaluates a range of new information and ideas

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learner takes an active and exploratory approach to learning, search for and evaluates a range of new information and ideas

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students to work together in small groups to achieve a common project goal

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students to work together in small groups to achieve a common project goal

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learners articulate their ideas and questions, challenge and respond to the ideas and questions from the teacher, and/or from their peers

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learners articulate their ideas and questions, challenge and respond to the ideas and questions from the teacher, and/or from their peers

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knowledge applied in context, with feedback to improve

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knowledge applied in context, with feedback to improve

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Ask students to list examples of activity types and place them into activity type categories

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learning from reading books and articles, listening to lectures and podcasts, watching demos or videos

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learning from reading books and articles, listening to lectures and podcasts, watching demos or videos

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Create a virtual exhibition or conference highlighting the research and work of students. Can also be investigation and production.

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Use social annotation software to explore a reading. Software suggestions: Perusall or Hypothesis. Can also be acquisition and collaboration.

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Kirstin's Group - e.g. Laboratory and fieldwork demonstration (followed by student's 'giving it a go'), sometimes forming their own study design (within set of rules given by teacher for structure)

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Kirstin's Group - e.g. Laboratory and fieldwork demonstration (followed by student's 'giving it a go'), sometimes forming their own study design (within set of rules given by teacher for structure)

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Post Covid? -

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Ask students to create videos that examines course topics. Can also be acquisition and investigation.

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Teaching nursing practice builds on their prior knowledge. Knowledge is applied in practice.

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Create modules to help students progress through readings and videos. Can be done via LMS or create interactive module via Articulate or Captivate.

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Lectures are still happening.
Pre reading, videos to watch before lectures. In breakout rooms have found that 3 is the magic number.

narrated ppt, key questions included but coming back in groups another day over zoom

workshops

VLE is intensively used - more spoon feeding = less engagement,.

by allocating tasks individually through the VLE

Pre reading and then summery given via presentation answering questions from others. Time zones are causing a problems as students all over the world. Energy is hard to balance amongst all the students.

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Consolidating learning from academic setting within practice settings

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Group 3- Applying and Creating knowledge

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Group 3- Applying and Creating knowledge

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1. an article is uploaded online so that students can be prepared before the lecture. ( Acquisition)
2. Students can discuss about the article and summarise main points when attending the online webinar ( Discussion)
3. Students are then asked to work collaboratively (using a mindmapping software- Popplet) by proposing ideas
4. Students are asked to think how they can apply learning theories to a real classroom setting (Practice)
5. Investigation- Doing research on their laptops about how classic learning theories are currently applied in classrooms.

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Students will start to take participation on discussion that every week Teacher has been put on moodle

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Teamwork is an essential part of teaching activities in entrepreneurship and innovation fields. We encourage students to develop their team work skills and develop common outcome in production phase

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Students provided with an opportunity to ask questions during tutorials

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Going to ask my institution for two screens so that zoom can be on one and I can work on another.

Blackboard collaborative allows you to see who is active by seeing their mics.

Forcing videos on seems to bring more contributions.

Easier to do practical collaboration in class, working a one week in and one week out, 50% model.

Breakfast eating, in bed, no videos, some say mics aren't working.

Have even called a register - asking each person in turn, I ask what's happening with them, to build rapport.  The students based in china often struggle with connections - so have to share slides after the session.

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Students are encouraged to apply critical tools learnt through lecture/seminar to dissect dress choices that either designers have made or people wear with regard to social/psychological or subcultural aspects of the person.

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After group discussion - posted results onto a discussion board. (tech sometimes fails!!!!!)

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Create a course FAQ and allow students to answer one another's questions as the semester progress.

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Students critically use the tools learned throughout the course to analyse and annotate choices made in relation to published discourse

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Polls on line

Menti meter

Whitebords on zoom etc