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Previous post: RJs and Quizzes are enough - probably just Substitution

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Previous post: RJs and Quizzes are enough - probably just Substitution

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My previous post was about how RJs and Quizzes are just enough and this is likely at the level of Substitution. Upon deeper reflection (and a moment of annoyance with my students for submitting poor work), I thought about the possibility of using video content creation tools to present instead of using powerpoint  or using Canva, Glogster and ThingLink to create posters or infographics instead of PPT or flipchart presentations. This would bring the level up from Augmentation or Modification as functional improvement would occur and to some extent tasks can be redesigned (if they create videos instead of just posters). Question is: Who to teach them? I am not the best equipped but their seniors may be. So some form of peer-learning may need to take place.

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Asynchronous learning online where students can study at their own pace, anywhere, in bite sized videos or interactions, might be useful in certain topics.

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as it will lock devices into a single app to help students focus. Also it will lock screens to pause work or refocus your class.

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The use of RJ and Online Quizzes feels like quite enough at the moment. Students already use tools like Google documents on their own and sometimes I find this counterproductive to the spirit of PBL where they are supposed to share instead of type on their documents on their own. I have had to ban the use of laptops so that my students would speak to one another and not get distracted by the other apps on their laptops (so many of them are on skype during lessons).

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The use of RJ and Online Quizzes feels like quite enough at the moment. Students already use tools like Google documents on their own and sometimes I find this counterproductive to the spirit of PBL where they are supposed to share instead of type on their documents on their own. I have had to ban the use of laptops so that my students would speak to one another and not get distracted by the other apps on their laptops (so many of them are on skype during lessons).

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To use technology to monitor or  block out all unrelated items/Apps that are distracting the students during the lesson. e.g. to prevent them playing games or doing other stuff.

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practice maintenance with augmented reality. unlimited scenarios

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practice maintenance with augmented reality. unlimited scenarios

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We already have a lot stuff online, but often does not work very well, especially if students have to rely on VPN to log on onto our systems.

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I would use ipads in my sports coaching lessons.

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Totally unrelated ... but i just realised that now ... we need to pay $$$$ to use Padlets.  Is there an RP account that we could tap on ? Otherwise we won't be able to utilise this tool for our lessons anymore   :( :( :( 

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Totally unrelated ... but i just realised that now ... we need to pay $$$$ to use Padlets.  Is there an RP account that we could tap on ? Otherwise we won't be able to utilise this tool for our lessons anymore   :( :( :( 

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Sadded

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I believe that the lecturers' summary can be conducted online. A lot of times, students have switched off by the time we get to the end of the lesson, seeing this energy in the class, I have the tendency to speed up my summary. Perhaps if students are allowed to receive the summary as an e-learning component in the comfort of their own home on the night of the lesson- they would be in a better frame of mind to absorb the recap of the lesson. This can also help to feed into the submission of the RJ. So students perform the e-learning and then write their RJ. 

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I believe that the lecturers' summary can be conducted online. A lot of times, students have switched off by the time we get to the end of the lesson, seeing this energy in the class, I have the tendency to speed up my summary. Perhaps if students are allowed to receive the summary as an e-learning component in the comfort of their own home on the night of the lesson- they would be in a better frame of mind to absorb the recap of the lesson. This can also help to feed into the submission of the RJ. So students perform the e-learning and then write their RJ. 

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I concur with what a fellow participant has shared about using virtual simulation to achieve authentic experiences for the students, especially if practicality is an issue. Nowadays, virtual reality lesson can be created by using relatively cheaper equipment such as mobile phone coupled with google glasses. I am now dabbling with a critical thinking module. To assess students on thinking disposition, performance based assessment in an authentic environment might be more viable. To go around the issue of massive logistical nightmares of arranging outdoor experiences and etc, using virtual simulation might be the key to achieve similar authentic context as outdoor experiences.

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I am dwelling into CA component and not PBL. Hands on techniques can be viewed on videos and re-enforced with real live demonstration to increase learning retention. Online quizzes can be done before or after the classes to gauge student's understanding and learning for the day.
WL: We will share some common quiz or polling tools in the face-to-face session on Wed. :)

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As some of my engineering modules are transiting to Interactive Session, I would like to use mobile technology to do some quiz to break the monotonous of the lesson and at the same time reinforce the learning along the way.

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As some of my engineering modules are transiting to Interactive Session, I would like to use mobile technology to do some quiz to break the monotonous of the lesson and at the same time reinforce the learning along the way.

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WL: Some of the digital tools you can use for creating quizzes includes Kahoot!, Socrative. For polling, you can consider Poll Everywhere, Mentimeter. Will be sharing a list of digital tools during the face-to-face session on Wed :)

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I am considering the use of analytics tools to collate and cluster the responses from students for a flipped learning session - so that i could divide students into teams for the subsequent lesson where they could work on different projects based on the clustering of similar tendencies in the survey.

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I am considering the use of analytics tools to collate and cluster the responses from students for a flipped learning session - so that i could divide students into teams for the subsequent lesson where they could work on different projects based on the clustering of similar tendencies in the survey.

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This is to create more concrete learning experiences for students.

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Many of the lesson activities (in the module on Production Management for theatre/arts) are application/ scenario based, as the theories have already been covered earlier. However a vast majority of these scenarios are 'paper' exercises as it would not be practical to bring students out to a real venue or space every week. Also, having all five class teams going through the same venue can get quite repetitive observations and  solutions. Would be great to have some kind of virtual walk-through of different spaces or venues even if completely made up or based on actual spaces.

WL: Some VR applications would be great (if we can find it on the internet) however, these might require some development cost and time.