General Learning Activities
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General Learning Activities
- Generic template
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Learner-Focused Activities
- Defining questions, problems, hypotheses
- Problem-solving
- Collecting information
- Analysing information
- Manipulating, organising information
- Synthesising information, concepts, ideas
- Communicating information
- Presenting information
- Searching for/Locating information
- Identifying relevant information
- Note-taking
- Reviewing materials
- Collaborating with other students
- Discussing, debating
- Working with experts
- Demonstrating understanding
- Performing
- Practising, rehearsing
- Experimenting
- Modelling
- Exploring environments or microworlds
- Researching
- Peer mentoring/reviewi/critique
- Reflecting, Keeping a journal
- Writing
- Editing
- Listening or viewing
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Teacher-Focused Activities
- Lecturing, presenting
- Communicating
- Demonstrating
- Leading or moderating discussions
- Facilitating group work
- Conducting or directing activities
- Reviewing students' work
- Assessing students' work
- Giving feedback
- Scaffolding
- Mentoring, counselling, advising
- Modelling strategies, techniques etc. to students
Page Name = ExpActGen
Note: This list of activities is provisional only. It has been synthesised from Helen's mapping table C and from the handout Instructional Strategies and Emerging Technologies produced by Patricia McGee and Veronica Diaz for their pre-conference workshop What do Faculty do with Technology Anyway? Preparing for Tomorrow's Technology with Pedagogical Efficacy. The McGee and Diaz handout is licensed under the Creative Commons Non-Commercial Sampling Plus 1.0 Licence. If we want to incorporate their categorisations into the 'final' version, we will contact them to confirm that the licence covers our intended use of the material.
Design Notes:
Follow Helen's subdivision into abstract, concrete (x2) and social?
Separate pages for learner- and teacher- activities?
Generic template
The following is a generic template for different activities:
Category: General / Assessment / Metacognitive Link to/from [top of] category page
Focus: teacher or student(s)? What is the other party i.e. student(s)/teacher doing during this time (possible link to the activities the other party might do in parallel)? (How) can it be varied in order to support collaborative learning?
This activity can be found in sequences that support learning outcomes of the type(s) XXXX.
E-learning tools and technologies that you can use to support this activity are: Link to appropriate tools and technols
Links to example sequences in which this activity is used.
Useful tips (lightbulb moments).
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Learner-Focused Activities
Top of page | Learning Activities page | Sandpit page
Defining questions, problems, hypotheses
Top of page | Learning Activities page | Sandpit page
Problem-solving
Top of page | Learning Activities page | Sandpit page
Collecting information
Top of page | Learning Activities page | Sandpit page
Analysing information
Top of page | Learning Activities page | Sandpit page
Manipulating, organising information
Top of page | Learning Activities page | Sandpit page
Synthesising information, concepts, ideas
Top of page | Learning Activities page | Sandpit page
Communicating information
Top of page | Learning Activities page | Sandpit page
Presenting information
Includes articulating info
Top of page | Learning Activities page | Sandpit page
Searching for/Locating information
Top of page | Learning Activities page | Sandpit page
Identifying relevant information
Top of page | Learning Activities page | Sandpit page
Note-taking
Top of page | Learning Activities page | Sandpit page
Reviewing materials
Top of page | Learning Activities page | Sandpit page
Collaborating with other students
Since collaboration involves collaborating in something, I think this should be subsumed under other individual activities -- i.e. indicate both indiviudal and collaborative forms of that activity.
See also Helen's categories of social task
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Discussing, debating
Top of page | Learning Activities page | Sandpit page
Working with experts
Again, not sure that this is an activity in itself -- it involves doing SOMETHING with the experts.
Top of page | Learning Activities page | Sandpit page
Demonstrating understanding
Top of page | Learning Activities page | Sandpit page
Performing
Top of page | Learning Activities page | Sandpit page
Practising, rehearsing
Are these the same thing? Don't they depend on the nature of the thing that one is practising/rehearsing?
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Experimenting
Top of page | Learning Activities page | Sandpit page
Modelling
Modelling provides a way for students to understand the processes or structures underlying a particular phenomenon, with a view to furthering their conceptual understanding of the domain being modelled. It differs from simulation in that students have direct access to the model and can manipulate it to investigate the effects of varying different elements and/or the way that those elements behave.
Students can engage with modelling at a number of levels:
- Manipulate an existing model: e.g. the Educational Global Climate Modelling Tool available from Columbia University, USA.
- Build a new model, using one of the following tools:
- A programming language: e.g. NetLogo
- A tool for constructing models from fragments of program code: e.g. the BehaviourComposer
Examples of activity sequences incorporating the use of modelling tools are:
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Exploring environments or microworlds
Physical (field trip)
Virtual (modelling, simulations)
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Researching
Top of page | Learning Activities page | Sandpit page
Peer mentoring/reviewi/critique
Top of page | Learning Activities page | Sandpit page
Reflecting, Keeping a journal
Top of page | Learning Activities page | Sandpit page
Writing
Own and/or others' work
Top of page | Learning Activities page | Sandpit page
Editing
Own and/or others' work
Top of page | Learning Activities page | Sandpit page
Listening or viewing
Top of page | Learning Activities page | Sandpit page
Teacher-Focused Activities
Top of page | Learning Activities page | Sandpit page
Lecturing, presenting
Top of page | Learning Activities page | Sandpit page
Communicating
Assume this means admin-style communications e.g. arranging tutorial times, sending out essay titles etc.
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Demonstrating
Presumably in a practical context
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Leading or moderating discussions
Top of page | Learning Activities page | Sandpit page
Facilitating group work
Top of page | Learning Activities page | Sandpit page
Conducting or directing activities
Top of page | Learning Activities page | Sandpit page
Reviewing students' work
Same as assessing? Top of page | Learning Activities page | Sandpit page
Assessing students' work
Including scoring?
Top of page | Learning Activities page | Sandpit page
Giving feedback
In class?
On submitted work?
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Scaffolding
Top of page | Learning Activities page | Sandpit page
Mentoring, counselling, advising
Top of page | Learning Activities page | Sandpit page
