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1 Set students a question or problem that is (a) obviously relevant to the module learning outcomes and (b) of interest to the students. (Better still, ask them to come up with such questions or problems themselves). Preferably one that they can't just answer from Google!

2 Invite them to answer the question/solve the problem, cooperating with each other as they go, keeping motes on what they do and find, with you helping out from time to time when absolutely necessary.

3 Invite them to share their answers with each other, and with you.

4 Invite them to give each other feedback, and join in the feedback process.

5 Notice that (a) they have learned a lot and (b) you have taught them very little.

6 Repeat, with increasingly challenging and interesting problems and questions.

7 Watch them fly!

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RawTag, and art and education for sustainability project. Dr. Beatriz Acevedo NTF2020, beatriz.acevedo@anglia.ac.uk

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RawTag, and art and education for sustainability project. Dr. Beatriz Acevedo NTF2020, beatriz.acevedo@anglia.ac.uk

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RawTag is an art project that has been integrated into a core module in an international business course at Anglia Ruskin University since 2016, developed over 12 weeks, seeking to develop, knowledge, skills and values for employability, ethics and sustainability. It engages participants with an active learning reflection about their own LOVE of clothes and by inviting them to share personal memories woven into their favourite garment. Next, participants are asked to THINK and analyse the life cycle of that garment, to realise the environmental and social costs of their clothes. Further, they are invited to ACT and pledge some simple actions towards responsible consumption and production practices. This is truly powerful, because the actions come from their own lives, truly active learning! Further, participants reflect on these three aspects through poems, collages, performances, drawings, rap-songs, etc, that feed into an art installation exhibited in galleries, universities and public spaces in the United Kingdom and internationally. The assignment is also authentic because it documents the whole process of love, think (Life Cycle Analysis) and act (recommendations for their own life, for the company they analyse and for the industry). It's so beautiful, we would love to share more with you guys!

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Everyone who sees, learns visually. This is biologically, cognitively incontestable. We know this culturally: ‘a picture paints a thousand words’. Now we have the science.

Longitudinal randomized control trials across 11 disciplines in 12 universities in 3 countries showed that when we teach with apposite images that mirror our spoken or written text, Active Learning shoots through the roof. We recorded 40%-80% more Active Learning (using Prince's AL dynamics)  with slides using images and text than slides using text. And even more so for dyslexic learners. Who knew – in the most visual era of human existence - that our eyes would help us? It would be just wrong not to teach this way, now we know it works so well - for everyone.

Here’s the book. Here’s the TEDx talk. Here’s the website with free support. All change here 😊

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Adapting RAPID Design Thinking Strategies to varied subject disciplines

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Adapting RAPID Design Thinking Strategies to varied subject disciplines

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Contributor: Roy Hanney

Design Thinking is a well documented, human centred approach to solving complex problems. The approach applies structure to help bring out everyone’s creativity and encourages collaboration for the best outcomes. RAPID Design Thinking aims to arrive at solutions quickly through use of timed structured activities. The detailed example in the link provided looks at the problem of 'onboarding' customers in a health centre and demonstrates the flexibility and adaptability of the toolset.

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I recently led a working session with a group of 8 people to brainstorm solutions on how the team can improve the experience around on-boarding new customers.

The organization is an academic health center, or a "teaching hospital" where patients are seen by doctors and residents in training. As with most hospitals or doctor /dental offices, a new patient would either call or request an appointment online. Upon the first office visit, a new patient record is completed, and the clinical team begins the care plan with the patient. A care plan can last one or several visits, depending on each patient's care needs. Later, the patient is billed, or an insurance claim is submitted for services provided.

The working session team involved staff who manage appointments, administrators who oversee the care team and billing, and the chief executive over the entire facility. Collectively, these were the people closest to the problem. They were also in positions of authority to make the right decisions to solve the problem.

The problems to solve

The problems this team faced were as follows:

The care facility had limited space and people capacity to accept and treat new patients. And at the same time, demand was increasing, given the reputation and value of the care provided.

Phone requests were managed by a different team than the online requests, and their systems and workflows were not integrated. And, while this facility provides a lot of different care services, the team that managed online requests were dedicated to just one care area. This led to a lot of manual work to pass information between them. There wasn't a smooth handoff from one team to the other, and several requests were not followed up on.

Given all of the above, some patients might have to wait several weeks for an appointment. Others would have trouble getting through via phone to schedule their appointments. And, there was confusion why phone requests were treated differently than online requests.

Where to start?

Everyone involved wanted to solve these problems because they are very dedicated to their job and to the customer. Motivation wasn't the problem.

But, they didn't really know where to start. There wasn't a clear path to finding the right solutions. Each person involved was very aware of the problem from their own point of view, and each had a lot of their own ideas for how to fix the issues.

In the past, meetings about the issues hadn't been productive because the teams were unable to organize all the different perspectives and agree on solutions in the span of a few short meetings. These meetings usually consisted of a lot of open discussion, but little follow-up action. The ideas, concerns, paint points, statistics, etc. were not translated and organized into problem inputs for developing and agreeing on the right solutions.

What was needed was a new approach to bring all of these perspectives together into a coherent picture of the overall problem, and harness the collective wisdom of the team to decide on the best solutions - as quickly as possible.

I decided this situation would be a great opportunity to use a technique I refer to as rapid design thinking.

How rapid design thinking works

As with all design thinking methods, the goal of this exercise is to use a creative, human-centered approach to solve a set of problems. Each step is timed to maximize productivity, and to stay focused on the problems and their best solutions. The approach applies structure to help bring out everyone's creativity and encourages collaboration for the best outcomes.

In rapid design thinking, the process of ideation, solution design and decision making is sped up through timed activities. The team is given specific instructions for how to express and organize their ideas individually and collectively.

This method encourages collaboration and cross-pollination of ideas because it requires team-based ideation. Rapid design thinking also allows for individual expression of ideas in certain steps. For instance, individuals 'brainwrite' their issues individually to ensure a holistic problem set across all perspectives. And they are asked to 'vote' on their preferred solutions individually.

This method is 'rapid' because each step in the session is strictly timed to keep the group moving quickly. Instead of spending an hour or more on brainstorming with a group, you would time this activity to only last, say 10 minutes. The facilitator keeps time and ensures everyone starts and stops on time. In addition to saving time, putting a time limit on brainstorming can help people to focus their thinking more effectively, and avoid distraction.

Rapid design process steps

Here are the steps we followed in this activity. These steps could easily be modified to other problem scenarios. The time limits can also vary. The times that follow would fit into a 90 minute session.

Framing the problem space

In this first step, we're assuming that the overall problem space (or scope of the problem) is understood well enough by the team for them to begin breaking it down quickly. If this isn't the case, you may need to spend more time in another session clearly defining the problem space. This understanding is critical to ensure everyone can move quickly through the following steps and focus their creativity on the right problems and solutions.

If more work is needed to frame up the problem space, you could start by doing more user discovery or using the 'five whys' to dive into root causes. IDEO's Design Kit is a great resource to learn these methods. Or, you could apply a management consulting approach called MECE (mutually exclusive and collectively exhaustive) to comprehensively structure the problem.

Start with a design challenge statement

For this session, we began by presenting a 'how might we' design challenge statement. The 'how might we' format reframes the problem space into an opportunity statement that is broad enough so that the team can develop a wide range of possible solutions that still cover the main problem.

The structure of the design challenge statement is:

"How might we...[action verb that represents the core action needed to accomplish the objective, such as "grow", "reduce", "improve"].. the.. [a concise, yet comprehensive description of the design objective].

An example "how might we" design challenge statement could look like this:
How might we better manage patient appointment requests through phone and online channels, given increased demand?
STEP 1: Problem ideation using brainwriting - 10 minutes

Using small sticky notes, have each individual write down the most pressing issues that must be solved in order to accomplish the design challenge from their point of view. It can be a problem that affects them, their team, or the customers they serve. Make sure the problems stated are specific - they should describe a problem that has a tangible effect on people.

Ask each individual to 'quietly' write out their issues without discussion. This is a form of brainwriting, which ensures a more productive meritocracy of ideas. This step also serves as a 'divergent' way of generating the maximum number of possible issues. Note - this is not the same as traditional brainstorming where you have the group yell out ideas. That would be a less productive (and perhaps less effective) approach for a rapid session.

Ensure they use a consistent 'problem statement format' to express each problem. This allows for easier synthesis of the problems into solutions later. A problem statement format, or point-of-view statement is a meaningful and actionable problem statement, which will allow the team to ideate in a goal-oriented manner.

Here is a sample problem statement format:

User . . . [describe the user, customer or internal]

needs to [their specific goal, or what they cannot acheive]

because [their motivation, pain point, constraint, or some other issue in the way of achieving goal]

Each of these sticky notes becomes a component of the overall problem space. Similar to how problems are structured into an issue tree in consulting, the next step will begin to structure these issues and their causal factors in a way so the team can develop solutions to address them.

STEP 2: Structure the problem components - 10 minutes

Next, the whole group will arrange the problems into clusters of related problems. Duplicate problems will be combined or discarded. This step is flexible and should match the design challenge and the team's way of thinking about the problem. Ultimately, the goals of this step are to make it easier for the team to review and understand the whole range of issues at a glance, determine any interconnectivity between them, to filter out duplicates and to ensure all the relevant issues are covered.

This step has several benefits. First, it encourages good problem structuring, so that all the relevant factors and considerations around the problem space have been considered. If the problem is not properly structured and the factors used are incomplete, the resulting solutions could be weak. Another benefit is that it allows the team to build upon each other's understanding of the problems - encouraging collaboration.

Structuring problem components using an affinity and fishbone diagram

We first organized the problems is using an affinity diagram. Affinity diagrams are useful when you have a lot of variation in the issues and their perspectives. Organizing by affinity, or relationship, helps the team group the issues into logical parts which simplifies understanding of all the factors. It also helps to size up the problem factors in relation to one another.

So, you would move from this, where all the problems are up on a whiteboard, in no particular order....

To this... with the problems clustered into groupings of problems with similar characteristics, causes or effects.

Another useful way of organizing the problems is a cause-and-effect, or fishbone diagram. Note: to save time here, you'll want to provide the team with the diagram structure ready to fill in with the problems they have identified on sticky notes.

Also note, while establishing a causal relationship between the problems isn't required for this exercise, it may help the team to better understand them for the next steps.

Facilitator notes: open discussion is okay during this step. As individuals are placing their problem notes on the board, ask questions about the problems to guide them in logically grouping them. Also, encourage the team to ask each other questions to help their co-workers arrange the issues in a way that makes sense for them. Finally, remind them that it is okay for them to move each other's notes for best placement.

STEP 3: Rapid solution design - 15 minutes

In this step, the group would divide into small teams comprised of two or more functional areas (i.e. a finance person with a clinical person). Using large sticky notes, the small teams would visualize (draw) one or two possible approaches to solve any of the problems that have been organized.

Ensure the teams keep the 'design challenge statement' in mind when formulating their solutions. Also, it's best if the solutions are broad enough to address an entire problem grouping, or more than one grouping.

Draw the solutions

This part is optional, but should be encouraged. Ask the solution teams to draw their solution as best they can using simple shapes, diagrams and figures. Visualizing / drawing the solution helps them better form and communicate their ideas to the group.

STEP 4: Solution presentation - 2 minutes each

Once the teams are finished with their solutions, each team will present their solution in 2 or 3 minutes to the entire group. The solution presentations are like a mini hypothesis test with supporting conclusions. As the group listens, they should be checking that the presenting team has developed a logical argument for their solution that connects back to the design challenge and the focus problem components. The short presentation time limit forces the team to really focus their ideas on the core problem.

Each solution presentation should cover:

1. Which problem components(s) the solution solves.

2. The people involved in the solution (customer types, internal employee teams, etc.)

3. Why this is a good solution - there should be a compelling, logical connection between the problem and the solution. Also, the solution should be factual and feasible, based on what is known about it.

4. At least one thing that must be true for this solution to be successful. This serve several purposes. One, it helps define success. Two, it helps uncover potential obstacles to implementation. Three, it can uncover possible faulty assumptions.

Facilitator note: define design principles
During the solutions presentations, the facilitator is translating aspects of the solution - including the 'one thing that must be true for success' - into guiding design principles that will help the team improve their solutions.

STEP 5: Solution voting - 10 minutes

Now that everyone has been given an opportunity to review all the proposed solutions, each individual will then vote on their preferred solutions by placing vote dots on solutions. Votes can be spread out however the individual wants.

Individuals should vote based on two criteria:

1. Solution impact.

2. Solution difficulty.

Optional step: solution plotting. Here, you would plot the solutions where the x axis is difficulty and the y axis is impact. This would help the team began to choose quick wins vs. long-term initiatives with higher difficulty.

Supplies Needed for Rapid Design Thinking

White board or large flipchart paper

Small and large sticky notes

Handouts for point-of-view, design challenge and problem statement format

Pens and markers

Voting dot stickers

Snacks, (brain food)

The Facilitator's Job

The facilitator is usually someone with a background in design thinking. It can be a member of the team, or an outside consultant or agency.

Here are some things for the facilitator to consider to get the most out of a rapid design thinking session.

Stay focused. Throughout the exercise, the facilitator's job is to keep everyone focused and on task. Time keeping is important.

Be helpful. The facilitator is also there to answer questions about the process and float around to ensure everyone is following the problems and solution formats given.

Maintain an open mindset. Remind the participants that their input is valued, no matter their role. They have been invited because of their closeness to the problems, and their expertise in providing the necessary insights.

State the objective. Chances are, most of your team have never participated in an exercise like this. There might some skepticism, so be clear about the objective and why you have chosen this approach for them.

Make it fun. Also, try to make it fun. This is a great opportunity for employees to express themselves creatively in ways they usually don't get to in their day-to-day job.

The Result?

After voting, a preferred solution area clearly emerged. The team was able to quickly decide on a timeline and was motivated to move forward. With the right balance of structure and creativity, they were able to collaboratively sort through the problems, develop possible solutions and agree on the best one - all in less than two hours.

During my experience working with cross-functional teams designing new experiences, or improving existing ones, I truly believe rapid design thinking works. I have used it across more than one assignment in many kinds of organizations. The key is to balance the strict structure with free flowing creativity, and try to make the process fun if you can.

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I recently led a working session with a group of 8 people to brainstorm solutions on how the team can improve the experience around on-boarding new customers. The organization is an academic health center, or a "teaching hospital" where patients are seen by doctors and residents in training.

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Promoting Critical Thinking using the Socratic Seminar 

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Promoting Critical Thinking using the Socratic Seminar 

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Contributor: Roy Hanney

The Socratic seminar is a formal discussion, based on a text, in which the leader asks open-ended questions.

Read an excellent blow by blow teaching guide from Edutopia.

Watch the Socratic Seminar Video: the video does have some adverts but is by far the best outline of the approach available online.

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Contributor: Roy Hanney

In this digital learning adaptation of the Think-Pair-Share teaching technique the instructor poses a question, gives students a few minutes to think about a response, and then asks students to share their ideas with a partner. Hence Think-Pair-Share.

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Dwelling Story Development Workshop: rapid story development for student-led creative practice

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Dwelling Story Development Workshop: rapid story development for student-led creative practice

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Contributor: Roy Hanney
A rapid inquiry activity that can be easily adapted to a range of contexts. Participants respond silently to a visual trigger and inscribe their contribution to a discussion via posters which are continually added to in an iterative process of questioning and response.
https://creativemediapractice.com/index.php/2018/06/09/dwelling-story-development-workshop-rapid-story-development-for-student-led-creative-practice/

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We ran a 90 minute workshop which showcased how to encourage student learning through the co-creation of visuals. This included a Graphics Jam to unlock visual library and a group activity to create a visual metaphor to summarise the learning from an assigned text. We were focussed on supporting staff to use with students but we also collected some examples from practice from staff across the University.

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2. Basics of Visual Thinking

How do I make my teaching resources more engaging?

Include more visual resources in your teaching such as images, video, infographics etc. These can be carefully curated from other sources, with appropriate attribution, rather than created from scratch. Use keywords in search engines to identify possible images and click advanced settings to select for images which are free to use.

Visualising thinking shouldn't be at the expense of accessibility. Make sure you use alt-tags for images whether in PowerPoint, Canvas or elsewhere. Narrating slides and visual prompts will also help as will sharing resources ahead of any live event.

I don't think one image can say everything I want to!

Possibly not - sometimes we can try to convey too much with one image, and perhaps a series of images might work instead. We can't assume images will do all of the work, but the mix of text and visuals can be very powerful. When in doubt, keep it simple. Visuals should supplement the text, aid understanding and enhance the retention of information.

But I'm not an artist!

You don't have to be an artist to use visuals well. There are thousands of images out there already, and many are free to use. Many of us are better at forming connections between words and images than we think we are, and we are often surprised at how similar our visual libraries are.

Play with images, see what works and what doesn't. If you need more help, there are many illustrators and visual practitioners who may be able to support you to make visuals for your work.

How do I access my 'visual library'?

A simple exercise to unlock your creative brain is to engage in a Graphics Jam. Start by drawing a representation of a series of words or ideas really quickly (10 seconds or less per word) e.g. dog, house, community, education etc. You could also use this activity as an icebreaker with students or research collaborators (see Short Guide #3: Icebreakers) or it could provide an introduction to sketchnoting (Schwartz, 2019), where visual notes are used to aid students' learning.

Develop this further by considering one of the more difficult concepts in your discipline or subject area - can you identify an image or series of images that could help explain this concept? Why did you think of this image? Does it describe what you want it to?

Should I be creating engaging materials or encouraging students to?

Both! One way to do this is to use Visual Metaphors, which allow us to describe complex ideas using something more familiar. In teaching they can be used both as a communication tool, allowing you to explain a concept, but they are also a useful analytical tool to enable students to interrogate an issue and demonstrate understanding. What visual metaphors are common in your discipline or subject area?

Models like the iceberg model and the tree model are good places to start. When using either model first ask students to engage with some content (reading, video, podcast, data etc) and then use the iceberg model, for example, to unpack and making sense of the content. A next step could be to ask students to create their own visual metaphor to demonstrate their understanding.

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Short Guide 4: Visualising Thinking | University College Cork

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Include more visual resources in your teaching such as images, video, infographics etc. These can be carefully curated from other sources, with appropriate attribution, rather than created from scratch. Use keywords in search engines to identify possible images and click advanced settings to select for images which are free to use.

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Contributor: Gustavo Espinoza-Ramos (Univ of Westminster)

The Padlet Canvas, it is very helpful if you want to connect posts to other ones like in flowchart or mind map.

I used Padlet Canvas in a few occasions as a Q&A about an In-class test (ICT) for a level 5 module at the business school. Based on students posts, I connect them to the main theme. In the video tutorial, you will see how I used it.

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Padlet - Part 2: Canvas - Gustavo E.R. - Univ of Westminster

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Padlet Shelf to promote individual / group activities, revision and gathering students' expectations

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Padlet Shelf to promote individual / group activities, revision and gathering students' expectations

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Contributor: Gustavo Espinoza- Ramos (Univ. of Westminster)

The Padlet shelf allows the teacher to organise the posts in columns and for that reason it provides a better structure to gather students' answers.

I have used the Padlet Shelf in the development of group and individual activities, revision and gathering students' expectations. In addition, I provided an example about how to use the same padlet in different sessions.

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Padlet - Part 1 -Shelf - Gustavo E.R. - Univ of Westminster

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Contributor: Alison Sinclair

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asynchronous engagement during lock-down - Prof Alison Sinclair_default

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I’m (not) an academic: get me out of here!

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I’m (not) an academic: get me out of here!

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A model for delivering Active Reading activities in-class to get students engaging with complex academic texts. Let us know what you think or if you have tried something similar.
https://vimeo.com/444892212

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Contributor: Katrina Swanton

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Benefits Of Sketchnoting: An Introduction

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Contributor: Amanda Millmore (University of Reading) - a.millmore@reading.ac.uk
Mentimeter is an audience response application, which can have a really positive impact upon both the student experience but also for staff. We carried out some research across the disciplines. Here is a freely available webinar (hosted by Advance HE) where we present this research - with a Q&A session at the end.

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Welcome! You are invited to register for a recording.

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Welcome! You are invited to register for a recording.

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Contributor: Liza Weber

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ALN Online Masterclass - Cryptic Crossowords

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Encouraging student response to feedback using audio, video or screencast tools

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Encouraging student response to feedback using audio, video or screencast tools

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Contributor: Naomi Winstone

Many approaches to feedback on students’ work make use of digital tools. For example, digital tools enable the sharing comments through recording audio or video files, or using screencast tools to record a narrative whilst simultaneously highlighting work to show where those comment apply, and even demonstrating how to develop particular elements of the work. In order to foster students’ active involvement in the feedback process, students could be encouraged to submit a response to the feedback received on their work, using similar digital tools. For example, upon receiving screencast feedback, students could submit a screencast of their own, going through their work in light of the feedback, and explaining how they will use the feedback to inform future work, or demonstrating the changes they would make. The response to feedback could be a graded part of the module or unit assessment design.

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Contributor: Matt East
Thanks to Chris Headleand and Matt for permission to share

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Say goodbye to shoe experts! Enabling an active collaborative learning environment within resources

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Using Snapchat as a tutorial tool in Higher Education

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Using Snapchat as a tutorial tool in Higher Education

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Contributor: Suzanne Faulkner

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Using Snapchat as a tutorial tool in Higher Education

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Contributor: Haruko Okamoto

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Contributor: Elodie Wakerley

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Capture, manage, and search all your video content.

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Contributor: Jenna Drenten
An in-class tradition I have is playing music as students enter class. I create a Spotify playlist, crowdsourced from students. I think I'll continue this in the virtual synchronous setting too. Log into Zoom 10 mins early & play tunes as students "enter" - w/ a screensaver. 8/

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Spice up your resources with icons, templates and copyright free pics to engage students

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Spice up your resources with icons, templates and copyright free pics to engage students

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Contributor: Jenna Drenten

Let's talk about PowerPoints! Textbook PowerPoints are awful. You know it. I know it. Students for sure know it. (This goes for a lot of conference presentations too.)

http://SlidesGo.com offers *FREE* downloadable and editable templates for PowerPoint and Google Slides. 2/

Now, what about putting stock photos in presentations - without violating copyright?! My favorite websites for beautiful *FREE* stock images are http://Unsplash.com and http://Pixabay.com

Also great if you (or students) are writing a public-facing blog/article. 4/

Sometimes it's nice to have icons -- on exams, assignments, online platform, etc. to highlight content. Like a lightbulb means "think about this" or convo bubble means "group share"

My fave icon sites:
http://flaticon.com
http://iconsdb.com
http://thenounproject.com
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Contributor: Virna Rossi

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This series of 5 minute videos is to support teachers with the (fast) switch to e-learning due to the pandemic. The ideas in the videos are based on principles of 'good pedagogy' such as: the pedagogy of care, assessment as learning, feedback for learning, inclusivity.

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This series of 5 minute videos is to support teachers with the (fast) switch to e-learning due to the pandemic. The ideas in the videos are based on principles of 'good pedagogy' such as: the pedagogy of care, assessment as learning, feedback for learning, inclusivity.

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Webinar: Using computer games to get students actively engaged

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Webinar: Using computer games to get students actively engaged

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Contributor: Bindu Thirumalai

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2020-04-44 Design, Develop and Implementation of ICT-based resources using Pedagogic Pillars

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Contributor: Tab Betts

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Contributor: Wendy Garnham

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Contributor: Nimi Hoffman

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Contributor: Tab Betts

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2020-02-26 Online Masterclass - Teaching and Supporting International Students (Uncut)

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Webinar: Active learning for large group teaching

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Webinar: Active learning for large group teaching

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Contributor: Joanna Richardson

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2020-05-14 Large Group Teaching - ALN Online Masterclass Series

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Webinar: Moving to distance learning (actively!)

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Webinar: Moving to distance learning (actively!)

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Contributor: Florent Zwiers

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2020-03-25 ALN Online Masterclass - Online Distance Learning

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Contributor: Naomi Winstone

Feedback on examinations is rare, in part because of the time it would take to provide individual feedback on exam scripts. Nevertheless, it is beneficial for students to know what ‘good’ answers to different questions looked like, and to have the opportunity to ask questions about how to improve. In the context of online learning, feedback webinars can be an effective way of achieving this. After marking a set of exam scripts, a teacher invites all students to a webinar of around one hour in duration. The teacher uses the first part of the webinar to present cohort-level feedback to the students, representing what was done well, where common errors were made, and the characteristics of really strong answers. The rest of the session is then run as a Q&A, where students can submit queries via the chat function, and the teacher goes through each in turn, providing a response in front of the whole group. This encourages students’ feedback-seeking behaviour, whilst ensuring that all responses are available to all students

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Top 5 reasons to use Snapchat as a tutorial tool

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Top 5 reasons to use Snapchat as a tutorial tool

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Contributor: Suzanne Faulkner

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10 reasons to use Snapchat as a tutorial tool

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10 reasons to use Snapchat as a tutorial tool

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Contributor: Suzanne Faulkner