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Activity design examples

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  1. Activity design examples HSC Design Intensive 14 March 2008 Greg Benfield OCSLD

  2. Online Tutoring • Course structured into ‘Weeks’ • Each week contains several Activities • Each set of weekly activities varied in method and content • Consistency of layout and approach over the course

  3. An induction activity design

  4. A simple individual activity The Virtual Reading Group (PCTHE)

  5. Virtual teamwork (U51009) • 200+ 1st year Business students • Randomly formed virtual teams of 6 • Collaborate online for 4 weeks to create a PowerPoint presentation • Issues: • Practicality • Learning • Engagement • Assessment

  6. Communication and collaboration What would you have done if the task had not been assessed? Tania: [giggling] I would have done not much. Alan: I don’t think there would have been a team. If course designers wish to give all students an opportunity to experience online collaborative learning, then it is recommended that such activities are tied to course assessment(Macdonald 2003 p 389)

  7. Communication and collaboration (2) The product of online collaborative work need not necessarily be assessed, but if it is this may demand the use of additional skills such as peer review, time management and task negotiation which students need to acquire, and which may again need to be articulated and rewarded through assessment. (Macdonald 2003, p 390)

  8. Peer review Many students appeared unable, or unwilling to comment constructively on each others’ drafts (Macdonald 2003, p 387) Vicki (mature, P/G): I think you’re probably more careful about what you say. And also the fact that it’s printed, it’s there, you’re not going to say something that’s totally off the wall. Because it will be there and everybody else will know that you’ve said it, it was a daft idea. You’re not going to expose yourself in that way.

  9. Peer review (2) Conclusion: • the ability to undertake peer review relates to familiarity with the discourse of the discipline, and confidence in performing it. Lacking these, participants will not attempt peer review without effective facilitation by a moderator. • students need effective facilitation to learn how to judge their own work or that of others • students need guidance in team working skills