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:-) and nice you are there too

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Hi, nice to see you on the platform.

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Hi I find your ideas very interesting and they are familiar with ideas I normally suggest to questions like the one you had. The IT part of the acitivities is less challenging. If noting else is found I'll suggest using a forum in Moodle to write the reports from the group acitivities. Access to a Padlet is normally limited to a certain number of users if you haven't bought a license. Moodle forum can be set up in different ways and I think it will satisfy most wishes. Let's exchange ideas when you will be apple to get to RUC.

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That is it for now.  I look forward to your response and more discussion.

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CONNECTING COURSE TO PROJECT - AN EXAMPLE ACTIVITY: This activity should be looked at as something that is done as well as the tutor explicitly modelling how the content can generate reflective questions about how to inquire into the problem (and help students to formulate their problems).  The example is based on the Midpoint Reflection.  The last section of a lecture can be given to project groups to a) summarise 2-3 questions the lecture generates for thinking about their problem and a part of the content they are not sure about, b) in each lecture 2 or 3 project groups will be asked to present their summary (this can be random so all groups would need to be prepared or it could be planned) - OR at the end of the lecture groups would have an opportunity to summarise what they have understood from the lecture and would have to prepare for presenting a summary of the questions the lecture generated for their project at the next lecture.  This is just a suggestion.

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PLANNING: It might be useful to think about me working with you and your tutors around some planning for this kind of activity and the connections to the projects.  I would suggest the following methodology: https://citl.indiana.edu/teaching-resources/course-design/decoding-disciplines/ This methodology can help to focus on where students get stuck with the course content, but more important is to think about the way students relate the course to the projects as a bottleneck. Tutors can build into their teaching ways to model how the content provokes questions about the problem an dhow it can be inquired into.  This can be helpful in guiding students to think in academic ways.

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INTERACTIVE TEACHING 3: Midpoint reflection - (https://wp0.vanderbilt.edu/cft/docs/midpoint-reflection-exercise/). If a tutor is comfortable they can organise a version of this method that takes account of the numbers you have.  One way would be to organise this around the project groups.  I will come back to this when I talk specifically about connecting the course to the projects.

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INTERACTIVE TECHNIQUES 2: Making notes (not just taking notes) (https://www.wits.ac.za/ccdu/study-skills/note-taking-and-note-making/) - tutors can adopt a policy of asking students NOT to take notes during class but instead they will be given space in the class to MAKE NOTES.  Making notes can be a quick activity (5 minutes) where students reflect individually or in pairs on a section of the lecture (maybe where the tutor has gone through a series of points) and students then make quick notes of what they have understood, what are the main arguments or position or debates (the tutor might guide students about what to focus on).  Students should be asked to list the 4 main points or some similar short list - not lots of writing - making notes is about organising their  thoughts and understanding not providing text for writing.  If a tutor felt comfortable they could give more time to this and allow students to quickly share in pairs (what are your 4 main points).  Another development of this technique would be THINK-PAIR-SHARE: individually write your 4 main points-share these with a neighbour (each student has 2 minutes to share)-the pair turn to form a group of 4 with the neighbours behind them and share again (there is no need to discuss the points unless the tutor thought there was a good reason to encourage such a discussion, but it would take up a lot of time and if there is this kind of discussion then there has to be a clear objective for it)(this think-pair-share means that an individual student is exposed to how other students understand what the 4 main points are and this can provoke some reflection that will be followed up after class).

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INTERACTIVE TECHNIQUES 1: a) 1 minute paper (The Minute Paper tests how students are gaining knowledge, or not. The instructor ends class by asking students to write a brief response to the following questions: “What was the most important thing you learned during this class?” and “What important question remains unanswered?)” I would add a third question "How will I (the student) try to find answers to to this question?" (see: https://wp0.vanderbilt.edu/cft/guides-sub-pages/cats/) I like the people at Vanderbilt.  They produce some good guidance and thoughtful techniques.  My suggestion would be that a 1 minute paper (or a "muddiest point") could be introduced about 30 minutes into a lecture or teaching session. These types of activity are good because - they keep students engaged if they know they will be regularly asked to quickly reflect on what they are learning in the lecture; keeps energy levels high if there are changes of pace and activity; provides notes for students to actively use after class.

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Padlet is one technological option but would need training and practice before using.  I am sharing it with you so you can see what one of the options are.  I am going to use it to outline the techniques that can be used to engage students both in the content of the course and to connect the course to their project formulation.

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TASK: 1-more interative teaching to engage students in the material, 2- students to connect methodology course to projects (problem orientation)

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TASK: