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Aim: Introducing, discussing and applying semiotic terms / concepts: denotation & connotation
Description:
1. Individual task: Student write down (a) their favourite animal and three adjectives to describe it, and their favourite colour and three adjectives to describe it. These are kept private. Exercise is used to demonstrate denotation (the animal, the colour) and connotation (the adjectives used to describe).
2. Small group work: A series of images are shared (either online or pinned to the wall), Example images include a dog, an avocado, a mountain, a sign in a language not spoken by all (but ideally by some) students, a stained glass window. In groups, students discuss what adjectives they might use to describe it, or phrases that might be associated with the image. These are shared in class open feedback and the variations are discussed. The goal is to identify these adjectives / phrases as connotation and discuss how connotation is interpretive and contextual.

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To introduce 2 new lectures on a topic that had not been covered extensively in previous years. The one minute paper was used to evaluate the lectures from student feedback. The students particularly liked the incorporation of case studies into their classroom teaching to simulate the investigation of haematological malignancy by flow cytometry.

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Josephine Crockett: Lecturer, School of Pharmacy & Medical Sciences

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Josephine Crockett: Lecturer, School of Pharmacy & Medical Sciences

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Name of activity: Pharmily Feud
Aim:
Apply theory of opioid pharmacology in a gaming environment
Description:
Team A - 4 students
Team B - 4 students
Compare - Tutor
Point scorer - student
Answer reveal - student
Compare asks for top 10 answers to "what are the top 10 most common maternal and neonatal adverse effects of opioids?"
First to the buzzer gets to answer - answers revealed on the board - each answer has a number of points allocated - the more points you get the better
Students receive extra points for their team if they can describe the mechanism of action  behind the adverse effect.
As each adverse effect is revealed tutor engages in discussion around opioid pharmacology and key learning points

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1.    Name of activity - Spritual roadmap

2.    What was your aim?
To promote student exploration of personal wellbeing, specifically by reflecting upon the spiritual wellbeing and influences they have experienced across a lifetime.

3.    Description of teaching activity
Students are asked to generate a spiritual roadmap (supported by examples) to demonstrate the life events that have shaped who they are today in terms of morals, values and beliefs. This is not specifically a religious activity, as spirituality holds different meanings for different individuals. Providing a visual representation of this promotes creativity from students.

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1.       Name of activity: Self & Peer Reflection on Practice

2.       Aim: for students to reflect on their placement experience and to gain peer feedback regarding personal skills/qualities others perceive of them. Students can use this information to prepare for job interviews, where they can provide specific examples of how they demonstrate a skill/quality. It also enables students to reflect on skills/qualities they would like to develop in the future.

3.       Description: Each student draws their hand on landscape paper. They write in the wrist area about the skills they brought to the placement, in the palm area regarding the skills/qualities developed on placement. The paper is then passed around to other students who then write about a skill/quality they perceive is a strength of the student in each of the fingers/thumb. Students receive back their own paper and have an opportunity to reflect on the skills which they would like to develop and write in a space next to the finger tips. Discussion is then open to students to share their thoughts on their peer feedback and how they might use/apply this information.

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Aim: To get students to engage with the online component of the course early and reinforce their learning
Description: At the end of the module there is a 10 question quiz. Each question is taken from the readings on the site. These provide students with reinforcement of the information they are required to read.
While these quizzes are formative they do have a trigger that the student needs 100% prior to moving to the next module and can be done as many times as needed.

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Aim: To demystify the assessment process to allow students to focus on the content being assessed. Reduce their stress over the assessment process. Guide students to practice an entire sequence that is being assessed.
Description: Students gathered in a prac room , divided into groups of 3; one student to be the student being assessed, one student to be the patient/model, one student to be the assessor. Use the grade criteria/rubric to mark and grade the student doing the assessment. All students guided at the same time. Given a scenario (written on board out front of room), a central timer started and assessment begins. At end of time, the "assessor" gives feedback to the student (the marking rubric is explained and explored in another session prior to the mock assessment). Floor then opened up for general Q+A on the prac assessment. feedback on this process has been positive with students keen for this to be included in their courses.

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When teaching data analytics I designed an activity which asks students to talk about how would they apply data science to solve a problem in their everyday life, and then discuss in groups how the courses can help them in solving these problems.
From this activity, students get a better unstanding of the current status of the data analytics as a science and industry. Also I can know the students more to tailor my lecture materials.

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Part of the assessment for my post-graduate medical sonography students is a group discussion in groups of 5 to 8 (depending on class size).
The aim of this study is to explore difficult issues in sonography that don't actually have a right or wrong answer and have a professional discussion around this.
I provide the students with various scenarios of what they may encounter in clinical practice. These include issues of cultural sensitivity, dealing with elderly people, patients with disabilities and consent for more invasive studies where there are problems like dementia. What they learn through this is that there are often no right or wrong answers (often a foreign concept for some students) and that it is ok to have a professional difference of opinion.

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Activity name: Peer review of clinical note taking

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Activity name: Peer review of clinical note taking

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Aim: For students to recognize what information is essential in good note taking

Description: Students select a peers clinical notes on a client to review. They then use these notes to complete a provided clinical reasoning proforma. Attempting clinical reasoning based on peer notes makes clear what information is needed in good clinical notes to facilitate sound clinical reasoning and decision making.

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Course: Business 101
Name of the activity: Using online communication app to facilitate two-way communication in the class

My aim is to encourage students to speak up in the classroom to facilitate two way communication

Activity: I adopted an online communication tool 'Mentimeter' in my class. It is a very simple procedure to use it. First, I created an account in this app before the lecture. Second, I asked students to log onto the designated Mentimeter account to answer all my questions or ask questions they have. In doing so, students are more active in participating in class activities.

Frank Huo

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1. Group Quizzes
2. The aim is to test the students knowledge each week, while also getting them to engage with and learn from each other.
3. Each week the first half of the tutorial involves answering a set of questions, aimed at providing revision and application of the topic that week. In the second half, the students can attempt the weekly quiz in groups, and can project their quiz onto the large wall screen for others to see and help. 8 questions are randomly chosen from a bank of ~20-25 for each topic. When the students attempt the quiz in teams of 3-4, they end up answering most of the questions.

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Lecturer: Annie Liang
Course: Aviation Law

Aims: - let the student review the others oral presentation, learn from others, meanwhile, give feedback to others' performance.

Description of teaching activity:
1) The students are asked to choose their interested presentation before going to the oral presentation session.
2) Deliver the review task list to the students and ask them to fill in the blank.
3) Reviewers need to ask question and communicate with the presenter.
4) Submit the review paper immediately after the session.

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This exercise is a great way to vet a preferred design pathway to resolve project brief requirements.  This is a drawing exercise not a writing exercise.
1) Divide piece of paper into 9 squares/segments.
2) Spend no more than 1 minute drawing in each square.  Drawings are to be depictions of potential, planning, spatial configurations and/or materials and detailing concepts which could fit the brief.
3) Each section then displays a "mapping" of a unique thought process / starting point which can help drive and provide a process for developing and resolving a final idea.
4) Outcome is to ensure students get familiar with the feeling of exposing their ideas to others.  Since each square is timed, it forces the student to let go a concept (success or failure) and create something new without risk or reliance on the previous concept.
5) The process also stimulates 'stylized' outcomes and allows a student to develop and strengthen their communication and sketching skills in a controlled and efficient method.

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1. Name: morphology of words activity
2. Aim: to develop students' ability and confidence in analysing text using linguistic concepts
3. Description: In the tutorial, students draw on the concepts presented in the lecture to analyse a set of text. Students are given a work sheet with the task description and the text listed below it. I allow students 5-10 minutes to work either in groups or by themselves. I walk around to each group and answer questions/check their work. We then go through the answers and the analysis process using the whiteboard. Students have reported in the course evaluation that they found this process very helpful. It is also a similar method that they need to use in an assignment.

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Lisa Schultz

1.     Name of activity

Short online quizzes with customised feedback for a large service course

2.     What was your aim?

To provide students with an opportunity to check their understanding of the lecture materials each week and receive customised feedback to support their individual learning needs.

3.     Description of teaching activity

Following the lectures each week, students were provided with a short online quiz to allow them to check their understanding of the weekly content. The format of an online quiz was chosen to support a flexible learning environment, allowing students to study and review the materials at their own pace. Following the closure of each quiz, the OnTask tool was used to provide customised feedback to students that was tailored according to the final scores received on the quiz and the questions that were answered incorrectly. In this way, students were able to receive immediate feedback that was tailored to suit their individual learning needs in a way that may not otherwise have been possible without the use of OnTask. We found this approach to be a success in that students who engaged with the online quizzes and received the customised feedback consistently achieved higher grade outcomes than students who did not engage with the quizzes and feedback.

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Activity name: Self-reflection assignment.

Aim: The aim of the assignment was to provide students with an opportunity to engage in ongoing self-reflection throughout the entire course.

Description: The assignment was based on a before and after scenario. Students were required to record their views/opinions on a number of topics related to management of natural resources prior to lectures on the respective topics. Following the lectures, students were required to reflect on the information that had been delivered to them and comment on whether their views/opinions had altered in any way and the reasons for this. This activity was rather unique for some students who admitted they rarely engaged in conscious self-reflection.

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Activity Name: Four Corners Debate

Aim: The aim was to have students

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Name: Four Corners Debate

Aim: To facilitate a discussion between students on a critical topic that has multiple perspectives

Description: Our class was reading a number of articles on Equity in Education for the week that had multiple stances and perspectives. Rather than facilitate a seated discussion with students, I put up four distinct opinion statements that came out of the readings. When students entered the classroom they were asked to select a corner with a statement that resonated most with their stance. Once in a corner students were given 10 mins to discuss with other peers about why they chose that corner. Then for 15 mins each corner presented their case for why that statement is the most important/accurate. And then for 15 mins an open discussion ensued across corners where groups challenged other groups and students had an opportunity to switch corners if convinced by other groups. To close, I provided some summative thoughts linking the discussion to the course readings and essential take aways for the week.

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When teaching community development I use occupation-based activities in the workshops that an OT would use when working in communities.  For example a warm up activity of writing 'three things about you' on a post-it-note and sticking them on an outline of a tree.  Over the course of the workshop students take turns in selecting a post it note and reading it out for everyone to guess who it is.   It provides a fun atmosphere but is also an example of a Needs Analysis strategy that OTs use when working in community  - A Needs Tree  (but community members write a community need on a post it note).

The aim of this activity is to be used as an ice-breaker for students to get to know one another in preparation for a high level of group work. Its also to demonstrate to students strategies they can use when conducting a Needs Analysis in their community development placement (which my workshops lead into).

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Name: Flipped Classroom Check In
Aim: To get more from the class by being "fore-armed" with expected knowledge/content. The class commenced sooner.
Description: The tutorial was constructed each week around a tight specific focus, to ensure everyone was "on the same footing", a short reading had to be completed before the tutorial. The class then ran much more smoothly. Those who had not completed the reading felt a bit left behind.

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Name: Know your audience
Aim: To teach Psych Hons students how to tailor the dissemination of research to diverse audiences.
Description: This is a small group work activity so break students up into manageable numbers, then they take turns being the presenter whilst the rest are the audience. Before class, have them prepare and practice a short (1 minute) verbal description of their project, including aims, gap/theoretical development, what they did, how they did it, what they found, and what does it mean. They each complete their mini presentation as expected, but then you turn it on its head and they must do a second run (third, etc.) and imagine the audience is a completely different demographic. Options include; 1) industry partners; 2) lay people watching a TED talk; 3) a funding body they must 'sell' their pitch to, or; 4) children. Move around the room and interject any time they use language that doesn't work for their target audience (e.g. scientific jargon) or lose their audience on goals (e.g. funding bodies want to know about practical outcomes, lay people want to know how they should change their behaviour, etc.). Have them workshop with the rest of the team and identify what works and what doesn't. This exercise will have the students thinking critically about how they disseminate research thereafter!

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Name: Reading Atelier (workshop)
Aim: Peer to peer learning to support students of all levels and language backgrounds reciprocally exchange understandings and perspectives on course readings.
Description: The week before we discuss a course reading in class, I allocate students to a group that is responsible for a section of the reading. Each student needs to (1) briefly summarise their section, (2) discuss connections they can make between key course ideas and course readings so far, and (3) give a personal reflection on something they found interesting/meaningful. I let students know they can use their home language/translation as support in this preparation phase. Before class students can also listen to a podcast that helps them navigate key points of the reading. In class, students first work together with others who have prepared the same section, supporting one another in their exchange of understandings/perspectives. I then allocate the students to new groups so that they now each present their different sections, and the insights of their previous group, to each other. To complete the activity, each group reports back to whole of class on key discussion points, connections they’ve made, reflections and/or questions.

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1. Name of activity: Group presentation

2. Aim: To encourage more active participation in class, encourage students to work together and develop relationships with others, provide an opportunity to develop oral presentation skills in a low-pressure environment (i.e. not for marks), and to break the monotony of answering questions alone/in pairs! I find that although students don’t always feel confident with presentations, it helps to keep them motivated in class and they often start working together more as the time to present gets closer. It also allows me to provide feedback to the class about what students are doing well and how they are applying their knowledge of the course topics.

3. Description of teaching activity: Allocate students into groups (encourages them to meet others in the class, rather than working with those they usually sit with), and give them 45 minutes to develop a brief (5 min) presentation about the weekly topic (with a specific question in mind). Encourage students to use PowerPoint to develop slides, or Word to develop a poster, to share their findings with the class - encourage them to be as creative as possible (e.g. use pictures, diagrams, etc.). The groups then present to the class, and this provides an opportunity for peer-teaching and for students to not only learn new content knowledge, but also tips for presentation skills.

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Name: One-minute paper

Aim: To assess student learning.

Checking in with students is important for me to ensure they are enjoying the course, learning something and helps me to make changes and differentiate more if I need to. Halfway through the course and toward the end of the tutorial I ask students to stop and spend one minute (and no longer) responding to a key question about the topic being covered. Students then pass in their writing. They are not limited to writing but can email through their response if they are using a laptop or other digital device. I summarise the findings and feed this back to the class and negotiate the changes to be made.

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This is an exercise that I have done with first year students to give them a sense of belonging and shared expectations and aspirations right from day 1.
1. I ask them to think of all the reasons why they chose nursing as a career. They then need to record some of these thoughts on paper with no identifying information about themselves.
2. They then need to complete some sentences on the same sheet of paper to the following questions:
* If I could do anything as a nurse it would be....?
*In my role as a nurse I see myself as....?
* My greatest disappointment as a nurse would be...?
3. All the sheets are paper are collected and then distributed among the group.
4. We then brainstorm the responses as a group and use the whiteboard to develop key themes and usually the group has a clear and shared understanding  as to why they chose nursing as a career. This sets the scene and reinforces to the group that they all have similar aspirations.

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Lecturer: Chris Thornton, AAD

2. The aim of this activity is to engage students in translating musical experience/stimuli into abstract visual responses. This is the initial stage of a 7 week project in which students then translate this 'drawn music' into a series of abstract, typographic designs across a large-format, folding document. The further aim of this is to enable learners to engage confidently and develop trust in their creative process, and to understand that while it does not always require a rational response to 'be creative', critical analysis of improvisational work does leads to design development that successfully addresses communication needs. This is essentially an exercise in left brain-right brain dialogue.

3. The exercise is initially intended to encourage students to 'listen beyond the obvious' and give visual form to the sound, shape, colour, texture, pattern and rhythm of musical expression (taken from any one genre they choose). Spontaneous and improvised mark-making is highly encouraged in which students are to avoid any direct, figurative representation of what they hear. Instead, exploration of conventional and non-conventional mark-making approaches is encouraged, in order to find novel and personal solutions to the translation process. Students are required to produce a minimum of x10, A1 drawings in response to a chosen musical genre. The drawing workshop takes place for three hours, after which students are asked to reflect critically on what they have produced, what they learned in the process and to identify likely selections of their work for development into typography on the computer. This is done by comparing, contrasting and evaluating their mark-making in terms of the principles of design and how these can be used as a basis for building abstract typographic compositions — use of line, form, shape, space, contrast, harmony, scale, pattern, rhythm, repetition etc.

The final outcome consists of an 8 panel, gate-fold music brochure that abstractly expresses the character of their chosen musical genre through typography only.

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Name of activity: Virtual Classroom – Teach the Teacher

What was your aim: To ensure students were able to select the appropriate statistical analysis and correctly interpret the results

Description of teaching activity: I shared my screen in a Virtual Classroom, opened a dataset in SPSS and then asked the students to tell me which analysis and options to select to answer a specific research question, to tell me why that was the appropriate analysis, and then to tell me what the results meant.

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Katica Pedisic              1. A million or more design options

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Katica Pedisic              1. A million or more design options

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2. This is an ice-breaker and fun exercise that I usually do during the first studio session or Lecture for Architectural Design Studios. There are a number of aims here: firstly it takes the emphasis away from myself as Lecturer or Studio leader; it's fun as students need to learn each other's names and seems like they've started being 'creative' already; and thirdly, it outlines a very fundamental aspect of design - there is never one right answer, and - perhaps more importantly, the better options in design are not usually the very first ones that come to mind. This activity beautifully illustrates this.
3. The activity:
I draw a square on the whiteboard, and I divide it into 4 equal parts (can do a cross in the square, or three vertical or horizontal lines etc. as long as the square is now divided into 4 equal parts). I then ask a student to volunteer and do this exercise again. There is always a student who volunteers as there are several more options they can do. I make a new square outline for them, ask them to introduce themselves, and they divide the square into 4 in another way. I then ask another student to do this, and they need to thank the previous student by name and introduce themselves.
Once this second student does the exercise, I say - we're not leaving the room until EVERYONE has a turn. This immediately makes everyone want to volunteer immediately as they believe they will run out of options - however, once 6 or 7 or so options have been done, there tends to be a turning point where the students realise that there are actually infinite ways to divide the square into 4 equal parts.

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Nadine Ellis - Medical Radiations Clinical Human Anatomy

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Nadine Ellis - Medical Radiations Clinical Human Anatomy

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Activity Name: "What do you think will be your greatest challenge while on Clinical Placement?"

Aim: For students to eliviate anxiety about upcoming clinical placement via peer-led discussions offering strategies and solutions; also enhancing working in group skills, and communication skills.

Description of Activity: Students talk amoungst their table groups about what they anticipate will be their biggest challenge while on clinical placement. Then one person from each table writes the table's number one 'challenge' at the top of their table's paper. The papers are then passed to another table for discussion, and then that table decides the answer to the 'challenge' they've been handed. All groups then share the random results with the class.

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it is an activity where each student share his/her instant thought about a piece of knowledge, then the discussion that follow from this instant ideas will set the base for further exchange of ideas.

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1. Information sharing - Question/answer response

2. To encourage the sharing of information between students and applying theory to practice.

3.  I provide each student with an article to read or a topic to research one week before the next group tutorial, along with a question which relates to it. Each student is provided with a different question to answer and must be prepared to present and discuss their findings with other students in the group. Once all information has been presented and discussed within the group, I ask all students to relate the group findings to an experience they may have had in the clinical environment during their clinical placement. If they have not had an experience they can relate to at the time of the tutorial, they are asked to consider a situation where they might be able to apply the new knowledge they have acquired. I find that this encourages each student to collaborate and share information, resulting in a positive learning experience.

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1. The name of the activity is "Coffee/Tea/Other".
2. The aim is for students to speak to someone they don't know on their first day at university.
3. Students need to introduce themselves to another person. They need to ask their name and what their favourite drink is -coffee/tea/other. They also need to dig a little deeper as if the answer is "coffee" then the next question is what type of coffee - latte, espresso, long-black. What type of milk - almond, cow, soy? The same if the answer is "tea" - What type of tea - black, green, spiced? Or if it is "Other" - what sort of 'other'? Orange juice, rum, vodka, chicken-stock?
Once students have done this exercise for 2 mins, we resume the teaching and go around the room where they have to introduce the person they spoke to and state what their favourite drink is.
The reason I choose favourite drinks, is that everyone has one, and it can provide a lot of information for me - as their new tutor - about personality types. It's personal, without being too intrusive... and it may prompt students to catch up after class for a drink.
Anne Clark

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Aims:

Students able to take ownership of the subject matter.

Students develop communication and teamwork skills.

Content is reinforced as students work together and "teach" each other.  This improves understanding through additional discussion and explanation.

Content may be broken down into parts.  This allows students to tackle larger and more complex problems than they would be able to do individually.

Students can work together to pool their expertise, knowledge and skills.

Teaches students to plan more effectively and manage their time.

I see how students approach problems in novel and unique ways. This improves my future teaching approaches.

I reinforce ways for the students to apply what they have learned in a collaborative setting.

Description of activity:
Each week I give my students 2-5 questions to answer individually. They bring these to class each week, and need to be prepared to discuss them at the beginning of each tutorial. These questions could make up some of the questions that will be in their final exam. This also gives them notes at the end of the course to review in prep for the final exam.

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1. Quiz
2. Students develop skills in answering multiple choice questions within a timeframe
3. In clinical courses that have a multiple choice quiz as an assessment item, the tutorial will begin with a tem question multiple choice quiz on the previous week's content.
Students have 5 minutes to complete it and answers are given at the end of the tutorial.

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Name: Peer group tutorial.Aim: My aim was for the students to engage in peer- to peer learning, in a controlled environment.Description: Students were set tutorial questions in the week before the tutorial, which they were required to complete individually. In the tutorial students were placed in groups of 5, they then had 25 minutes to goes to though each question and individual student answers choosing the best answer to each question together. At the end of the 25 minutes I randomly asked each group one of the questions and they were required to read out the answer they had chosen as their group best. I was happy with the outcome of this Peer group tutorial as students who don’t normally socialise with each other were required to exchange ideas and come to a consensus together as to what the best answer was. This helped a better social engagement between the higher achieving students and low achieving students.

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Name: Peer group tutorial.Aim: My aim was for the students to engage in peer- to peer learning, in a controlled environment.Description: Students were set tutorial questions in the week before the tutorial, which they were required to complete individually. In the tutorial students were placed in groups of 5, they then had 25 minutes to goes to though each question and individual student answers choosing the best answer to each question together. At the end of the 25 minutes I randomly asked each group one of the questions and they were required to read out the answer they had chosen as their group best. I was happy with the outcome of this Peer group tutorial as students who don’t normally socialise with each other were required to exchange ideas and come to a consensus together as to what the best answer was. This helped a better social engagement between the higher achieving students and low achieving students.

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Lecturer: Stefan Peters
Course: Cartography

Name of activity:
"Discuss-Apply-Present"

What was your aim?
- apply theory
- work in groups
- practise/improve communcation skills

Description of teaching activity:
After teaching some basic theory (in geodata generalization), I divided students into groups of 3-4, handed out papers with scenarious to work on (sketches of detailed geographic map data), and explained the group work tasks. Student had to apply before taught concepts and design solutions (generalized cartographic maps) based on the provided scenario. After about 20 minutes, each group had to present their results in class followed by a discussion and a feedback provided by me.

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As my role was and is mainly a supervisory role, I wanted to hear the students' views about how best to approach or carry out their final year project. It was a group discussion session where each member of the group aired the areas he or she had been struggling with and other members of the group shared ideas on how best to tackle the problem(s). Finally, I also suggested other materials and approaches that could be utilized. It was a very interesting and enlightening discussion.

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Probably the most valuable and enlightening tool I have ever used was to ask students to interview one another in pairs for no more than 2 minutes. They then swapped. Each student wrote no more than a few lines about the person they'd interviewed and read it out, effectively introducing them to the class. It got them talking about themselves, to each other and got them writing straight away. Entertaining, amusing and engaging.

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Your task is to outline a teaching activity you have used and would recommend to others. Just double click on the screen to post. You need to respond to 3 questions:

1. Name of activity

2. What was your aim?

3. Description of teaching activity

Take the time to review some of your colleague's posts - you might find a great idea.