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Use a structured approach to run a brainstorming session. Present an issue or question. Students then brainstorm in the following phases: Phase 1: Idea generation Phase 2: Idea Grouping Phase 3: Idea review. Pauses between phases can be used to clarify issues or get feedback.Set rules so as many ideas are presented as possible, e.g. 'No commenting on ideas until Phase 3'. Could be achieved in a collaborative document, interactive whiteboard or collaborative drawing tool.

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A great online seminar break-out activity. Give students a central question. Ask them to generate as many ideas as they can sorting them by their first letters. They need to try and complete the alphabet. Because students focus on generating a specific number of ideas they postpone their judgments, and move past obvious solutions, core to creative problem solving.

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Set a problem. In groups of no more that 10 students rapidly work through a structured process of brainstorming using the PSTB method - issue analysis, and action planning to achieve a plausible solution.  Great for online seminar break-out rooms or time limited asynchronous activities.

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Prior to the session ask students to email any questions they have. Collate and categorise responses as they come in and identify a short-list of questions that you plan to tackle during the session. Plot the questions into a schedule, leave some sessions blank at the end, and publish it. At the start of the session ask students to think if there are any other questions they would like to fill the blanks. Each session requires a facilitator and a scribe. Students can come and go as they please.

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Flipgrid is a brilliant tool to have students share videos of how they've interpreted and critiqued a source! To expand on this, multiple individual recordings could be viewed or even peer-reviewed as a team with an ability to revise based on this experience.

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Use a digital branching tool to create scenarios where students are required to make choices to solve problems. The choices they make determines the content they see and feedback they get. The scenario can unfold over the module with regular pauses for collaborative discussion and reflection.

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Running an old-school class blog for discussions.  Post a ‘problem’ and have the students comment their answers. Each can then comment on each others solutions.

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Have students look up difficult words or unknown allusions in a text and using a collaborative annotation tool share their research as annotations.

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E.g. https://en.wikipedia.org/wiki/User:Biolprof/Signal_Transduction_Spring_2013

https://dashboard.wikiedu.org/training/instructors/designing-a-writing-assignment/

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Students read an article and list  in a collaborative space all the questions that the article raises for them. They can see visually where everyone is and can vote-up or assemble themselves into a small discussion groups based on the questions that came up.

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Getstudents to appreciate process issues - eg with an app like Trello to break down tasks into smaller activities. Good too for teaching the basics of project management (employability)

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Students identify 5 takeaways and 3 ways that they have applied it in real life. They are asked to submit these via any means they wish (audio, video, drawing, text) - supports UDL - it does not matter how they reflect.

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Each week students are randomly grouped in pairs or threes and and given a 48 hour challenge. The aim was to get each group to produce a Padlet post related to the reading for that week. The members of each group were asked to decide whether there was anything in the papers that they had not understood. If so, they would be producing a ‘consolidation’ Padlet post. Consolidation Padlet posts help students to clarify, revise or deepen their understanding of the key readings.  . If all members of the group had understood the paper, however, they would be producing an ‘extension’ Padlet post. An extension post enables students to move beyond the key reading to explore the research area more widely.
https://journals.gre.ac.uk/index.php/compass/article/view/714

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Using a collaborative annotation tool (e.g hypothesis), add questions to a text students are asked to read and ask them to reply in annotations and highlight important points.

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Scaffolding more difficult concepts through collaborative learning via a @OneNoteEDU ClassNotebook is helpful. Get students to work on their individual areas and review, then later get them to collaborate in shared areas.

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Instead of writing, or in addition to writing notes about what they read, students are asked to write as many questions as they can about what they read.

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An activity to match theories/ideas to quotes or passages from key text

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Turn key subject documents into wordles (word clouds). Ask students to guess which document each wordle refers to and why. Students then post the guess on a discussion board but they can not see other students posts. Students are asked to study some resources related to the documents and reconsider their guess. The discussion posts are made visible and students comment on their peers guess with a greater depth of understanding.

Supports the development of independent critical thinking.

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Reflecting on concepts and theories using blogs, podcasts, videos. I would throw in some peer review there too. Could use the comment sections of online tools for that.

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Learners share key points from a topic on a pin-board app such as padlet. Encourage the inclusion of links, references, diagrams, maps, quizzes etc.

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Have students create a #Flipgrid or #Padlet board and sharing with each other their own ideas around topic/theory/etc.

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Evaluating and choosing the best sources: The CRAAP Test

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Evaluating and choosing the best sources: The CRAAP Test

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https://libguides.dominican.edu/CRAAP

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Develop mindmaps or concept maps. Any opportunity to use patterned notes collaboratively. Lets people join ideas and see the bigger picture... Do we need teach students to brainstorm (as individuals and or as groups)? See iMindMap

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https://journals.gre.ac.uk/index.php/compass/article/view/714

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Virtually visit experts in the the field in their place of work.

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Have a treasure hunt to find information, with a competition for the winner. E.g. they they find one source, then questions like "follow the third reference on page 37 of this source" The winner finds the final source first! At the end of the 'treasure hunt' bring students back together so they can see what others have found and how rich the literature is.

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Create a Learning Resource (Revision Cards)

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Create a Learning Resource (Revision Cards)

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Co-create a resource - there are apps for mobile phones with revision cards and students can play games asking one another revision questions, collect points etc  #altc #GettingSparky

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Use Twitter for open student presentations. First choose a date and a hashtag. Students create 10-15 tweets and post them in an allocated fifteen minute time slot. They can add videos, gifs, slides, links etc. and take questions at the end.

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Search and locate professional guidelines relevant to their field of practice using a set of online resources from prof bodies. To focus the search I would give instructions on what to prioritise

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Wikis provide an efficient, flexible, open, and user-friendly “interface for collaboration, knowledge creation, and student interaction” and allow “the development of content specific websites while other tools”—such as blogs—“tend to be chronologically structured compositions.
https://www.ryerson.ca/content/dam/lt/resources/handouts/Handout_BlogsWikis.pdf

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Have students use appropriate digital tools to visualise and share information e.g. create an interactive timeline or map.

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https://en.wikipedia.org/wiki/Wikipedia:Wikirace - it's fun and it starts a good discussion about the nature of information.

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Students visit (via webinar technology) other classes to discuss overlapping themes and experiences.

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Different types of assignment: one case to solve in four different ways to capture different viewpoints (very social science and humanities, don't know how this would fly in natural and health sciences)

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Work in teams to develop a series of search terms, including operators and logic. Scoring based on relevancy of results and number of final resource (lower = better). Perhaps a L6/7 activity...

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Learners engage with material in a live webinar using polls (Using video conference/webinar tools or a polling app on personal devices). Or doing live quizzes or internet ‘missions’.

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Students can create definitions and descriptions of pretty much anything together using a wiki or other type of collaborative doc. Tutor can edit or comment if things are missing or wrong.

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Google scholar search vs library catalogue search for different versions of same article? Preprint versions (which may not be final one) vs printed/published.

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Organise a one-day or one-hour Twitter chat on a question of topical interest.Learners design questions to tweet out, share views in a semi-public forum and hear what others think. Use eg Storify to collate afterwards.

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Collaborate or create on their own a 'teaching video' about a topic then share with the others. This could also teach them about inclusive design

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could use slack so the discussions are seen and searchable by everyone (if they agree to use it - GDPR)

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Twitter is an amazing tool for open conversations. We used it in our Digital Researcher course to engage the wider community. We even cheekily @ in some leaders in the topics and they often contribute too!

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Students review, mark and give feedback on each others work. Using the same rubric as the summative assignment will help them understand more what is expected from their own work.

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Create scaffolded fails or letting students go on a search for fails and then try to analyse why things went wrong and what else to do? Make failure a part of assessment through recovery or analysis of failure, using formative tasks as 'risky space' and feedback as recovery.

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Students set up their own learning blogs. Peers who are curious about the topic can visit the site and add their own insights. As a result, the online learners can improve their own understanding and gain a fresh perspective.

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Have the students search for the same term using Google and conversely DuckDuckGo. Compare and contrast the differences in personalised vs non-personalised search algorithms.

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These could be live-  but would probably be better run asynchronously with discussion threads/forums. Gives students more time for considered participation.

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Asking students to self-grade their work enables them to become critical readers of their own work and learning. Rather than perform for a grade, they curate their own work as part of a larger process of metacognition and self-evaluation.

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Give teams of students a workbook in OneNote to puzzle through and solve. These could even be assessed.

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Use of ePortfolios to reflect and present variety of evidence of learning. Could be an individual or collabortive activity.

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A team based activity in which the students find, rate and review information. Could use Padlet / Poll Everywhere for that.

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Find resources about a topic they really really like and they really really dislike then split them into groups and one group has to use the arguments they like and the other the arguments they disliked

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Students produce word clouds of draft assignments and sharing those in a gallery. Amazing how revealing that is (for discursive disciplines at least) and protects anonymity

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@FlipGrid would work very well for conceptually difficult/tricky topics - plenty of chance to respond and comment back too.

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Students reflect on their strengths, weaknesses, opportunities and threats. This could be based on any skillset or against a job spec.

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Work in teams to develop a series of search terms, including operators and logic. Scoring based on relevancy of results and number of final resource (lower = better). Perhaps a L6/7 activity.

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Work as group on a problem case study and look for potential solutions. I think having a OneNote notebook for each group could be used for this

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If students have the skills (and I have developed games in powerpoint before due to lack of EdTech) let them develop a type of quizz game (it's easy in PPTX you can hyperlink right/wrong answers to different slides etc

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After viewing some examples, students produce
their own video, animation or animated presentation to illustrate a their response to a question and communicate it.

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Ask students to post an image or an article in a shared space. Ask them to write down their thoughts, reactions, impressions and observations in relation to one of the posts, then have them make connections to the central topic and write these down as new ideas. Repeat this several times to expand their list of ideas.

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Co-create a resource there are apps for mobile phones with revision cards and students can play games asking one another revision questions, collect points etc.

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Specifically engage experts and Skype them into seminars. There is lots of excellent examples of this in Schools through @MicrosoftEDU's Skype lessons, Skype Mystery Expert, and other Skype in the Classroom sessions. #altc #GettingSparky

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Use an online poll either asynchronously or in online seminars to check student understanding.

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Storytelling is a great way to get students to creatively approach a problem. Using a tool like Twine

http://twinery.org can help to construct these activities.

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Students are asked to identify what in particular they would like feedback on (perhaps in light of previous feedback)

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As a first activity students use a collaborative annotation tool to annotate the class syllabus highlighting areas they are unsure about, that are important to them, adding questions etc. These can them be addressed in class.

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Students created a narrated screencast of how they find information for their assignments. 'Please provide a video walkthrough of how you went about your lit review.

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Card-sorting task to get students to recognise different components of arguments. At first provide the cards, then ask students to create them and then swap with peers to see if they can reconstruct line of argument.

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Students take turns summarising  threaded discussions. This helps create a common understanding, serves as a means of assessing students’ understanding of the content, and gives them the chance to actively engage with the course content. Rather than posting these summaries to the discussion board, students post them to a course wiki or to Google Docs.The tutor can then discuss with students to assess the summaries accuracy and prevent incorrect information from becoming ingrained in students’ minds.

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Use agent-based modelling to simulate a scenario or case studies to support situated thinking, planning and problem-solving.
Provide clear questions, tasks and assessment criteria. Reflect on the impact of using digital simulations to explore real-world settings.

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Students are asked to identify a particular problem they are having and sign up to a 20 minute slot with their tutor.

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...or module. What do they want to learn, what professional / study skills do they want to develop?

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Reviewing information via @OneNoteEDU would be great as a collaborative activity. They could screen clip, embed PDFs/screenshots or take photos of any source and use tools to collaboratively annotate, comment and critique sources

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Gives time for a considered response and great for those without English as a first language. Responses need to be scaffolded by students - a lot of social media encourage short bitesize responses. A lot of debate and conceptual understanding requires more than the social media tools offer. The ability to use a WYSIWYG editor and add media to posts is also a bonus. This can be done synchronously, but I find live chats & webinars encourage short responses. These can be difficult for some to navigate too - & quite isolating if you're not fast with a PC/mobile device. Teams/Slack could be used too - but = short answers.

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Use collaborative software where someone can remain anonymous - people don't want to be the one that 'doesn't get it' so will just stay quiet. Anonymity may encourage the quiet/unconfident to share ideas and seek clarification.

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From digital journey sticks to an actual music performance

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As students move through a course ask them to reflect on what skills and competencies that they need to build on to be more effective in the workplace, ask them to record these in a PPD planner.

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Students take a photo, film of the space they are taking the course in and share.

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Google scholar search vs library catalogue search for different versions of same article? Preprint versions (which may not be final one) vs printed/published.

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Scaffolding more difficult concepts through collaborative learning via a @OneNoteEDU ClassNotebook is helpful. Get students to work on their individual areas and review, then later get them to collaborate in shared areas

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A quizzing tool could be great for this - with adaptive pathways depending on how a student responds - like those books we had as kids "Go left, turn to page 37, Go right, turn to page 56".

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If students have the skills (and I have developed games in powerpoint before due to lack of EdTech) let them develop a type of quizz game (it's easy in PPTX you can hyperlink right/wrong answers to different slides etc

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Ask students to consider how they may change their practice based on what they have learned.

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Ask students where their favorite restaurant is, what the biggest problem they experience, what Netflix show they rate etc.

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Students are challenged to produce a piece of work in a week and share. Students vote and winners announced.

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Use H5P interactive video to view content on key topic and answer questions or pose reflection questions. It's possible to add hotspots to articles to help students explore further.

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Setting students to produce word clouds of draft assignments and sharing those in a gallery. Amazing how revealing that is (for discursive disciplines at least) and protects anonymity

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'Ask XYZ' - use twitter to ask questions and then evaluate the answers

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Use critical thinking and source evaluation skills to identify subject specific webpages & digital resources ... collate information in Evernote, OneNote, Padlet, Sticky Note apps etc

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Ask students a question at the start of a topic then ask them the same question at the end. Have they changed their views or do they have a deeper understanding of the issues at hand as a result of their learning.

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Get students to share (perhaps on Padlet or Poll Everywhere) something they last read that inspired them and why. I would make it anonymous to begin with.

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Daily small discrete exercises that students can undertake and share their work (e.g. for photography 'take a picture of converging lines).

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Padlet with Y0, part of the transition to studying at Uni, fun exercise!