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Used as a whiteboard activity. Surprisingly important, especially when we still have stranded students. Over T3 2020 I asked this question and realised many of my students were joining from China (and thus using a VPN to access the BbC Ultra seminar). This was degrading their experience significantly. From the next week onwards we ran the seminars in Zoom which improved their experience markedly (and my own, Zoom is so much more user-friendly!). Knowing where your students are based also has other benefits. Such as giving examples based in their countries and contexts.

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Rules of the road - with student examples

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Has anyone used any elements of leaderboards or some elements of gamification in their seminars? I know that some of the BOLDleap design was motivated by this. Would love to hear how some have customized this for units

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Creating the first impression of the unit

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Creating the first impression of the unit

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Assuming that all our BL Units have a week 0 (Zero or Orientation week) - where the ground rules, introductions and 'who is who in the zoo' and their roles, contact and expectations have been covered, then Week 1 will be first time students will find out more about the unit that they are going to be journeying through for the rest of this trimester.

As such, Week 1 will have to make a good first impression..Do we dive straight into the definitions and what this unit is about and how it works etc? Maybe...it would be good if you want to use a 'let's get straight to the point' approach....

But would it also be good if you took a current issue or a past issue relating to the unit and introduced it as a teaser or a small window as to what this unit can offer?

I have had the privilege of working with an AI related unit last year...it was a fascinating experience...the Unit Chair and I came up with real life experiences where AI was involved in everyday situations...with our ATMs, with our internet search engines, banking, traffic lights, parking machines, check out counters and security card swipe machines and so on...and we peppered the entire unit with examples and call outs where students could share their answers, their thoughts, their own experiences etc and also air their doubts.

So with this in mind, what if you took an issue (for argument sake, something to do with AI)...and asked how many of them have heard about it...or have experienced it and so on...so we are building an entrance with an example of what is to come and how they are to view topics within this unit...what sort of skills they need to navigate and so on...just a teaser...nothing hard, nothing fancy..just an example and a chat will serve as a hook for the unit.

Alternatively, you could include a site map of what the unit is about and how it connects with the related course. Week 1 is an ideal place to say we start here and we end here for the next 11 weeks in not a very linear way...we can show a unit site map...starting from anywhere...from the ULOs' perspective or GLOs' perspective or application of the learning to the real world's perspective or even from the assessments' point of view....basically showing how the 'clogs' will work in this unit. (Traditional approach and yet different)

Share your thoughts now....

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I feel that week 1 is (at least for me) is focused around building the groups that will work throughout the rest of the seminar weeks. Having a fun activity that gets them to collaborate and do something that helps set the tone for what group works is, its benefit, ground rules.
Wendy (MMM132) has used a fun activity in week 1 which some might like.

I would start with the jigsaw activity to create the groups ( a picture is divided/cut into segments, you need to find the others who hold the other pieces of the jigsaw and complete the image. These members form the group).

The images used for each group could have some relevance to the topic. The next activity could then build on the jigsaw they've completed.

An activity that then gets them to build or solve some problem and present it to class would be my next activity for the week 1 seminar.

I might also get them to self enrole into a CloudDeakin group as part of this task. I find that we don't have any systems in place to nurture groups. I find that the groups can communicate or share/collborate in the pre-seminar work if we have something there to support this.

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