Ideating an eLearning solution by Amanda Jean Walker

Drag and drop matching activity

amandaj2243 — 2025-05-08 12:19:11 UTC

A persuasive text is presented to students. Then, they will be shown a series of statements from the text and categorize them into 3 categories: claim, evidence, or neither. The "neither" statements are distractors that will make the activity more challenging. Instant, quality feedback will be given after each attempt. An automatic scoring feature will be present to track the 80% accuracy requirement.

Interactive video lesson activity

amandaj2243 — 2025-05-08 12:21:35 UTC

Students will watch a narrated video explaining the elements of a persuasive text. The video pauses periodically with quiz questions that ask learners to idenify the the claim and evidence they were presented in the video. Instant feedback will be given for all responses. An automatic scoring feature will be present to track the 80% accuracy requirement.

Self-paced module

amandaj2243 — 2025-05-08 12:36:56 UTC

Learning will be self-paced, with a combination of text-based direct instruction slides, short, narrated videos, and interactive activities. The module will be completed both during class time and at home individually with opportunities for collaboration with classmates. There will be an anonymous leaderboard for the scores of the top learners. The gamification feature will provide motivation, while the anonymity relieves a bit of pressure for shy or less competitive learners.

Editable template

amandaj2243 — 2025-05-08 12:54:35 UTC

Students use an editable graphic organizer to help them plan out a persuasive text. For example, they will input the introduction, claims and evidence, and conclusion. The organizer will include spots for every component of the text: Topic, tone, title, hook, intro, claim, evidence, conclusion, etc.

Multiple choice activity

amandaj2243 — 2025-05-08 13:17:01 UTC

The learner is presented with a series of multiple choice questions that first provide the claim. The learner must select from 4 choices the supporting evidence for the claim. Questions will gradually become more challenging. Instant feedback is provided. Goal score is 80%; kept track of by automatic scoring system.

Collaborative learning activity

amandaj2243 — 2025-05-08 13:22:00 UTC

A collaborative discussion board. Students post comments writing a claim and evidence, and a discussion ensues in mini threads. In this civil discussion, they must provide at least 1 claim and 1 instance of supporting evidence. A low-stakes activity that allows for interaction and collaboration among students.

Interactive click-selection activity

amandaj2243 — 2025-05-08 13:23:19 UTC

A short persuasive text is presented. Students must select the claims and their corresponding evidence. Automatic scoring and feedback provided.

Evidence-claim puzzle sort

amandaj2243 — 2025-05-08 17:00:39 UTC

Students work collaboratively to match the claims to their evidence. Can be made competitive with an anonymous leaderboard

Spot the flaw activity

amandaj2243 — 2025-05-08 17:03:02 UTC

Can be individual or collaborative. Students read a persuasive text that has claims with weak evidence or evidence that doesn't make sense with the claim. Students highlight the flaw, then work to fix the flaw. After, there is a short open-ended response reflecting on what they learned.

Real world example activity

amandaj2243 — 2025-05-08 17:04:28 UTC

Collaborative discussion board. Learners find an example of 1 claim and 1 piece of solid evidence from an article, Tik Tok, etc. and share it on the board. Students first identify the claim(s) and their supporting evidence, then discuss if they feel that the evidence is strong. They will be encouraged to reflect on what about the evidence makes it weak or strong.

Animated video (direct instruction)

amandaj2243 — 2025-05-08 17:08:06 UTC

Video or guided lesson explaining:

What is a claim?
What is evidence?
What makes strong evidence?
Examples from different contexts (articles, blogs, advertisements, social media)
How to find reliable evidence

Followed by a short check-your-knowledge quiz

Connection/reflection (discussion board)

amandaj2243 — 2025-05-09 10:36:05 UTC

Activity to encourage students to reflect on their prior learning. Learners will think about a time that they read an article or watched a video that changed their opinion. What were the claims? What about it was convincing? (i.e., what was the evidence that convinced you?).

Sync/async debate activity

amandaj2243 — 2025-05-09 10:37:42 UTC

Students either:

Partake in a live debate about a topic in which they must support evidence for their claims
Record short videos that state a claim and supporting evidence

Mod 1 Idea: "Crack the code of persuasion"

amandaj2243 — 2025-05-12 12:25:04 UTC

The theme of the module will frame students as detectives who will analyze persuasive texts to uncover claims and trace their supporting evidence. The learning experience opens with an explainer video about what persuasive writing is and its intended purpose. It outlines major components, such as tone, claims, evidence, etc. The video will pause periodically to ask short review questions. Learners move on to complete a guided reading with annotation tools to highlight and categorize parts of the short texts. Knowledge checks include a drag-and-drop activity, followed by a challenge to revise a poorly structured argument. End of module will be a quiz assessing whether they can identify claims with their supporting evidence with at least 80% score.

Mod 2 idea: Peer debates

amandaj2243 — 2025-05-12 13:07:39 UTC

A module that mimics a class debate, but asynchronously and via eLearning. The module begins with an introduction video on persuasive tactics. They then will record a short argument in response to a prompt and upload it. Their peers then watch 2 of their classmates' videos and will be asked to identify the main claim and supporting evidence. They leave constructive feedback using a guided response form. At the end, learners will be assessed on what they have learned by being asked to analyze another recorded argument and identify its main claim and supporting details.

Mod 3 idea: Building claims

amandaj2243 — 2025-05-12 13:11:24 UTC

Module starts with an annotated persuasive text that explains how claims and evidence work together. Learners complete a matching gmae (claims-evidence). Then, they will use a guided claim builder tool to create their own argument. Students receive automatic feedback utilizing AI (option for peer feedback). End of module features an assessment where students identify claims and evidence in a new text