Short video recording

What is it? What purpose does it serve?

Using a self video recording platform like Zoom, Loom. OBS or Teams, the teacher can record a short video in advance for explaining a concept or a process (no more than 5 minutes). The video can then be uploaded into an LMS, a private YouTube channel, or Panopto.

Tips

• Group Size: unlimited 
• Time Frame: 5-30 minutes 
• Facilitation Level: Intermediate 
• Contributes to: Understand 
• Resources needed: Computer/camera/teleprompter/recording platforms/video platforms 
• Individual Work Mode: Online 
• Recommendations: Use live lectures for discussion-based teaching, and use pre-recorded for theoretical material 

Virtual social activities

What is it? What purpose does it serve?

The facilitator arranges for social gatherings online before the course begins so students can meet each other. In an intercultural setting, students can share something about their country, such as a tradition, or music. Ice breakers can also be done in breakout rooms, or a Padlet can be used for students to introduce themselves. The Mentimeter can be used for polls or pub quizzes.

Tips

• Group Size: Unlimited 
• Time Frame: 30-60 minutes 
• Facilitation Level: Intermediate 
• Contributes to: Activate Teamwork 
• Mode: Online 
• Aim: To activate and promote interaction between the students. 
• Credits: A challenging transformation: from face-to-face courses to a digital distance learning – AMPLIFIER Platform (uib.no)

“Culture clash” on virtual mobilities

What is it? What purpose does it serve?

Students from different countries could hold culture clash events, for example, virtual cooking events where students show how to prepare some foods from their country. People could follow the instructions at home.

Tips 

• Group Size: 20-50 students 
• Time Frame: 1.5 hours 
• Facilitation Level: Intermediate 
• Contributes to: Activate 
• Resources: Zoom, Teams 
• Individual Work and Teamwork Mode: Online

Appreciation Circle

What is it? What purpose does it serve?

The day before an important deadline/presentation, do an “appreciation circle” where everyone takes turns appreciating their classmates. Some examples can be the things that they liked while working with them, or things they learned from them. It can also be, what’s something they’re proud of about their team, or sharing how a problem was resolved. The appreciation can also be to other members of the class.

Tips

• Group Size: Unlimited 
• Time Frame: 5-30 minutes 
• Facilitation Level: Beginner 
• Contributes to: Activate 
• Resources: Computer/tablet Individual Work and Teamwork 
• Mode: Online & Offline
•  Aim: Energize the class and finish the course in good spirits. 

Student-led questionnaire

What is it? What purpose does it serve?

• Students create questions and answers. Educators validate them and make them available throughout the course.  
• Aim: Several pedagogic systems have proposed the advantages of strengthening the collaboration of students and teacher in the learning process (e.g., flipped classroom strategy). While the value of specific feedback during the learning process (the course duration) is unquestionable, the limited time, number of students and the complexity of most subjects are obstacles for making the most of this crucial learning resource. 
• This system aims to: 

• Provide automatic, specific and personalized feedback to students during the course. Students will access a significant pool of questions, test their knowledge, access the justifications and, if needed, further engage on forum conversations. 
• Provide information for students to organize their study – which topics require further studies, or how the student is progressing in comparison with their peers. This will promote studying throughout the course, and not only near the examination’s dates, or only to focus on the topics needed for assignments.

Step by step methodology

1. Students receive concrete orientation and examples and create questions (quizzes) about topics from the course syllabus previously assigned to them (also including a detailed explanation for the correct and incorrect answers). 
2. Teachers validate the quizzes and the explanations. 
3. The teacher publishes the validated quizzes online for the whole class during the course, allowing immediate feedback on quizzes, which students must complete during the course. These quizzes, although mandatory, just inform the student on their quiz score and allow consulting the explanations. They do not enter the students’ final grade.

Tips

• Group Size: Unlimited 
• Time Frame: 120-240 minutes 
• Facilitation Level: High 
• Contributes to: Create, Evaluate, Analyze, Understand, Remember & Activate 
• Resources: Computer/Tablet, LMS or online platform like Piazza, Slack or Zulip. 
• Individual Work Mode: Online & Offline 
• Notes: The educator must allocate time to provide explanations, guidance, and answer questions.

Short video recording

What is it? What purpose does it serve?

Using a self video recording platform like Zoom, Loom. OBS or Teams, the teacher can record a short video in advance for explaining a concept or a process (no more than 5 minutes). The video can then be uploaded into an LMS, a private YouTube channel, or Panopto.

Tips

• Group Size: unlimited 
• Time Frame: 5-30 minutes 
• Facilitation Level: Intermediate 
• Contributes to: Understand 
• Resources needed: Computer/camera/teleprompter/recording platforms/video platforms 
• Individual Work Mode: Online 
• Recommendations: Use live lectures for discussion-based teaching, and use pre-recorded for theoretical material 

Focus SOS Mentimeter

What is it? What purpose does it serve?

Ask topic questions in a collaborative platform to evaluate the class mood. Use the activity to break the ice, create class atmosphere and teacher/student points of contact, and to see if the concepts are being grasped.

Tips

• Group Size: 20-50 students 
• Time Frame: 5-30 minute 
• Facilitation Level: Beginner 
• Contributes to: Activate 
• Resources: Smartphone/Computer/Tablet/ Projector, Mentimeter 
• Individual Work and Teamwork Mode: Online 
• Aim: Check that the lesson purpose is being achieved and concepts are being understood. Create “moments” in which the whole group is involved. 
• Notes 

·        Answers are anonymous. The biggest challenge is to get everyone to participate. 

·        Put the questions/challenges in a few words, without making the sentences/requests too “childish”. 

Open exam

What is it? What purpose does it serve?

The exam questions are published at the beginning of the course. The final exam has 2 of the 10 questions plus 1 question from a broader topic area. The exam is open book (3hr), reducing the barrier of doing the exam, and encouraging students to engage with the course topics from the very beginning.

Tips

• Group Size: 50-100 
• Time Frame: 3 hours 
• Facilitation Level: Intermediate 
• Contributes to: Evaluate, Analyze, Understand, Remember, & Activate 
• Resources: Computer/Tablet, Apps/Online Platform 
• Individual Work Mode: Online & Offline Aim: The aim of this activity is to have the exam as a learning event        

Webinars, Symposiums & Workshops

What is it? What purpose does it serve?

Ranging from online workshops to webinars and symposiums, online talks are a great way to engage students in a classroom environment, while at the same time providing close contact with experts with diverse backgrounds from Industry and Companies, bridging the gap between the Academy and Society. These engagement strategies promote specific (and sometimes, new) knowledge acquisition, discussion and interaction, career path and vocation reflection, and network growth, all this in a rather different learning environment, unique and stimulating. Inviting guest speakers also exposes students to other insights and perspectives and, thanks to videoconferencing, location and cost barriers associated with travelling are no longer a concern, expanding the options when it concerns the invitees. It is possible to integrate this type of learning in both theoretical and practical class environments: while webinars and symposiums are typically more explanatory and academic, with a Q&A session afterwards, workshops are very hands-on and applied.

Tips

1. Identify Your Purpose: It is important to consider the course objectives when planning for virtual guest speakers, so they add meaningfully to the students’ learning. With careful planning, we can select a guest and facilitate an experience that aligns with and meets our academic standards. By inviting virtual guest speakers from our global community, we also have an opportunity to support students’ social and emotional learning. By hearing varied experiences and stories, our students can gain greater and broader perspectives about the people, places, and things in the world around them. This broader perspective can help foster greater understanding and empathy)
2. Identify Your Speaker: Once you have identified your purpose and outcomes, the next step is to identify a guest speaker. You can do a web search, reach out to your professional learning network and look into your University’s Alumni Network, for example

·        Prepare for Virtual Guest Speakers: Once you have selected your guest speaker, connect with them to find out their needs and to share your instructional purpose and expectations for the experience. Here are some topics that should be arranged previously with the speaker: Date and Time; Talk Length and Format; Tech needs and requirements 

·        Rather than telling students what they should learn and expecting them to be passive listeners during the visit, it is more effective to spark their curiosity and encourage them to ask questions to the guest 

·        It is also important to establish the expectations for how your students will engage with the guest. Setting protocols is another opportunity to empower your students. Rather than giving them a set of expectations, guide your class to work collaboratively to generate the protocols that will ensure a welcoming, engaging, and successful visit. 

·        After the experience, ask for feedback from both the speaker and your students and continuously improve your approach

Quizzes & Polls

What is it? What purpose does it serve?

Inside the online classroom environments, students can respond to multiple-choice questions in the format of quizzes and can provide feedback by answering polls. Besides being an effective engagement strategy to keep the students’ attention, they are also important tools to track, report, and evaluate learning progress and outcomes.

Tips

• Quizzes should be fun and entertaining - you can include graphics or videos for a more graphic appeal
• Include timed answering to increase the sense of game
• Keep things simple and don’t ask too many questions: a 2-3 minute quiz including 6-10 questions is good to go
• Make mini-quizzes a routine to measure retention in real-time and identify gaps in knowledge. That way, learners can recognize if they have not retained what they’ve just learned. For example, use quizzes at the beginning of the class to recap the previous lessons’ contents
• Tie your quizzes to the real world: use real-case scenarios to involve learners in solving real-life problems

MOOCs

What is it? What purpose does it serve?

Massive open online courses (MOOC) are courses that may be taken at little or no cost by an unlimited number of people. The courses consist of a series of online lessons that may include full lectures, lecture clips, screencasts, slides, videos, discussion forums, and quizzes (Felder, 2016) MOOCs are online courses designed for large numbers of participants, can be accessed by anyone anywhere as long as they have an Internet connection, are open to everyone withoutentry qualifications and offer a full/complete course experience online for free (Mulder & Jansen, 2015)

Tips

• Clearly define what content you want to include in your course
• Determine the way you like to use the online materials: it is important to think the integration model through carefully, as it determines which kind of materials you need and how to align them with the classroom activities
• If you are going to develop the MOOC yourself, ensure the MOOC provider you choose is aligned with your course requirements and educational vision
• Determine if the MOOC contains the desired teaching modes by simply enrolling in the course as a student to find out what options are available
•  Make sure you align the goals, the teaching activities, and the assessments: the challenge is to develop an integral concept in which the students will show to have mastered the learning goals
•   Provide clear instructions to students on how to enroll into the MOOC: teaching guides, announcements, and institutional emails, will usually suffice, but it is important to get the specifics correct
• Provide clear instructions to students on how to utilize the MOOC and its resources: clearly communicate the rationale for including this content, how you intend to use the resources, and what you expect the students to achieve
•  Measure the success of the MOOC integration

References

Felder, R. M., & Brent, R. (2016). Teaching and learning STEM: A practical guide. John Wiley & Sons.

Mulder, F., & Jansen, D. (2015). MOOCs for opening up education and the OpenupEd initiative. MOOCs and Open Education around the world, 130-142. Routledge.

Group formation

What is it? What purpose does it serve?

This practice helps create groups according to student interests

Step by step methodology

1. Explain the project details, objectives and what is expected for students to do 
2. Provide ideas for students to develop in their project are brainstormed 
3. Students should identify the themes they would like to develop in the project, write in a paper and give to the teacher 
4. The teacher organizes the students by theme and creates the groups 
5. Students make the first meeting of the group to define the title/theme of the project (it can be adapted for the students strengths if the objective is to create multidisciplinary groups)

Tips

• Group Size: Unlimited 
• Time Frame: 5-30 minutes 
• Facilitation Level: Beginner 
• Contributes to: Understand & Remember & Activate 
• Resources: Computer/Tablet 
• Individual Work and Teamwork Mode: Online & Offline

Gamified Virtual Reality exercises

What is it? What purpose does it serve?

Utilizing virtual reality to teach different skills. Virtual reality can be utilized for teaching different skills before trying them in real life. 

Tips

• Group Size: 1-20 
• Time Frame: <60 minutes 
• Facilitation Level: High 
• Contributes to: Apply, Understand & Activate 

Case study

COVE – Conceptual Orienteering in Virtual Education teaches students rock fracture mapping by utilizing standalone VR-headsets and photogrammetry. It also gives students instant feedback about their performance.

 https://www.youtube.com/watch?v=Zd6WNybU8ZQ Individual Work Mode: Online 

Credit: Lauri Uotinen, Mateusz Janiszewski, Xiaoyun Zhang, Jussi Leveinen, Mikael Rinne https://onlinelearning.aalto.fi/aol/pilot/coveconceptual-orienteering-in-virtual-education

Flipped classroom 

What is it? What purpose does it serve?

Form of blended learning that integrates two components: interactive online presentation of information before class and well-implemented active learning in class - for example, problem-solving activities (Means et al., 2010). The online materials might include short videos, lecture clips, and screencasts; hands-on experiences with virtual labs, control rooms, and plants; and quizzes on the presented material. The in-class sessions should consist almost entirely of activities designed to build on and reinforce the concepts and methods introduced in the pre-class preparation.

Step by step methodology

1. Define content scope, learning objectives, & instructional strategies. It is important to select a small number of sub-topics to focus the lesson and define the learning objectives and outcomes that align with the activities students will do before, during, and after the class. Also, describe the task that will demonstrate that the learning objective has been met.
2. Plan and prepare the new instructional materials that students will engage with before class. Ask yourself what are the best instructional materials to address the course content (e.g., video, text, animation, simulation, online multimedia module, or other) and facilitate learning.
3. Share the instructional materials and motivate students to do pre-class work. Refer to the learning objectives and tasks outlined in step 1 and incentivize students to engage and prepare the pre-class activities. Ask students to: 

·        Respond to open-ended questions online about the instructional material before class 

·        Prepare questions about the instructional materials 

·        Prepare a presentation about the topic 

·        Attempt to solve some problems 

·        Research examples to bring to class that illustrates a principle

4.               Provide students opportunities to deepen understanding by developing in-class activities Plan, prepare and develop in-class activities that focus on higher-level cognitive activities. The chosen activity will depend on the learning goals and objectives defined for the class. Common activities are: 

·        Reviewing pre-class activities to identify common questions or gaps 

·        Q&A session with students, reporting to the pre-class activities 

·        Quick review quiz (based on the basic learning objectives) 

·        Peer Collaboration 

·        Working on assignments 

·        Presenting student-created content 

·        Active discussion on a topic 

·        Solving a case study 

5.               Create post-class activities that extend student learning Plan, prepare and develop the continuation of the learning experience from the in class activity to an outside-of-class individual or collaborative practice. Determine what students should do after the in-class activity to continue learning or bridge to the next topic. 

6.               Continuously evaluate and assess Plan for ongoing formative and summative ways to assess student understanding and mastery. Could students attain all the learning objectives? Self evaluate the Flipped Classroom implementation and ask for feedback from students on what worked well and what didn’t - and update your practices accordingly (Felder, 2016).

References

Felder, R. M., & Brent, R. (2016). Teaching and learning STEM: A practical guide. John Wiley & Sons.

Online group discussion

What is it? What purpose does it serve?

The teacher creates a Padlet or Flinga platform in advance and instructs students on an assigned team discussion (e.g., “think together about what makes the text scientific”). The teams choose a scribbler who records the ideas that have risen in the group into the platform. Once the platform is created, the teacher explains how much time is available for the group discussion and what the whole group will do with the output. The teacher can monitor student comments that appear online, for example by grouping them. Finally, the task is dismantled by looking together at what kind of thoughts arose and how they are related. The discussion will be available for viewing later, so the output will not go away.

Tips

• Group Size: 50-100 students 
• Time Frame: 5-30 minutes 
• Facilitation Level: Intermediate 
• Contributes to: Understand & Remember & Activate 
• Resources: Smartphone/Computer/Tablet/Apps/ Online Platform e.g. Padlet, Flinga
• Individual Work and Teamwork Mode: Online 
• Aim: Gathering thoughts/information as a part of lesson using Padlet or Flinga platforms. 
• Note: The teacher must ensure that its link can be easily shared in the middle of a lecture or lesson

Course discussion forums

What is it? What purpose does it serve?

–         The educator can set up separate channels for different topical areas, for example for exercises on a given week. Students can access the forum, present their questions, search answers for other similar questions, and get answers/hints either from their peer students, teaching assistants, or their professor. Many Learning Management systems have the functionality for discussion forums, but there are also separate services such as Zulip or Piazza.

Tips

Group Size: Unlimited Time Frame: 5-30 Facilitation Level: Beginner Contributes to: Understand & Activate Resources: LMS, Zulip, Piazza or Slack Individual Work and Teamwork Mode: Online Aim: To allow students to ask questions either with their name or anonymously about course exercises and get answers and hints from course assistants / teachers. Note: Teacher or local IT support needs to set up the service and prepare instructions for students. Credit: Sofia Sevon, Aalto University

Multi-step exercises on a video

What is it and why should we use it?

After a topic is covered, the teacher uploads a video in which more difficult exercises are solved. That way it’s easy for students to go back and watch parts of the solving procedure to understand it better and be able to solve the exercises by following the video and pausing it when needed.

Tips

• Group Size: Unlimited 
• Time Frame: <60 minutes 
• Facilitation Level: Beginner 
• Contributes to: Understand & Remember 
• Resources: YouTube, Loom, Panopto 
• Individual Work and Teamwork Mode: Online 
• Note: The video needs to be of high enough quality both technologically as well as pedagogically. A short and up to the point video is better than a longer one with more unnecessary content.

Problem Based Learning

What is it? What purpose does it serve?

Problem-based learning (PBL) is an instructional method that drives all learning via solving an authentic problem (Marra et al., 2014). Learners begin learning by addressing simulations of an authentic, ill-structured problem. The content and skills to be learned are organised around problems rather than as a hierarchical list of topics. Thus, knowledge is learned in the context of the problem, and there is a reciprocal relationship between knowledge and the problem. Knowledge building is stimulated by the problem and applied back to the problem. Instructors are facilitators (not lecturers) who support and model reasoning processes to facilitate group processes and interpersonal dynamics, probe students’ knowledge deeply, but do not interject content or provide direct answers to questions (Marra et al., 2014).

Students usually work in teams to find the solution, and they have the primary responsibility for doing the work. They hypothesise solutions, test them, identify the need for information that the instructor may or may not provide, and try different solutions if they find previous ones unacceptable until they finally converge on a solution and write and turn in their final report. The instructor provides guidance and feedback as needed. Problem based learning revolves around four learning principles: constructive education, learning in a relevant context, collective learning, and self-directed education.

Step by step methodology

1. Discuss the case and make sure everyone understands the problem
2. Identify the questions that need to be answered to solve the problem 
3. Brainstorm what the group already knows and identify potential solutions 
4. Analyse and structure the results of the brainstorming session 
5. Formulate learning objectives for the knowledge that is still lacking 
6. Do independent study, individually or in smaller groups: read articles or books, follow practicals or attend lectures to gain the required knowledge 
7. Discuss the findings 
8. Propose and validate a solution

Tips

The problems that are proposed in Problem based learning should: 

• Be authentic: real-life and current practice related and with meaningful context 
• Activate prior knowledge: problems within multidisciplinary contexts
• Be sufficiently complex: challenging should stimulate in-depth discussions and critical thinking, engaging but should be possible to solve 
• Stimulate group discussion: should have triggers to start the discussion, induce debate and activate high-order thinking 
• Generate the appropriate learning outcomes: facilitate the synthesis of the discussion 
• Stimulate self-directed learning: engage students and promote the search for alternative bibliographic sources and references 
• Be optimally structured: open problem, no simple solution, no prescriptive steps, not too many solutions

References

Marra, R. M., Jonassen, D. H., & Palmer, B. (2014). Why Problem-Based Learning Works : Theoretical Foundations. Journal on Excellence in College Teaching, 25(3/4), 221– 238.

Project Based Learning

What is it? What purpose does it serve?

Project-Based Learning is a type of student-centred learning characterised by student teams working on problems, but with the added component that they have to submit a project report (Kolmos & de Graaf, 2009)

By working in teams on a project, often multidisciplinary, Project based learning aims to create effective learning opportunities where learners can work collaboratively in groups to answer a driving question, solve a problem, or tackle a challenge with an aim of creating an end product. Project based learning aims to provide students with content knowledge, but also developing skills, such as searching for information from different resources, critical thinking, problem-solving, self-evaluation, summarising and giving presentations which are highly recommended for long-life learning

Step by step methodology

1. Choose the topic and driving question 
2. Form the team
3. Define the final product and learning objectives 
4. Plan the tasks and organise time 
5. Look for information and research 
6. Analyse, synthetize, and discuss possible problem solutions 
7. Implement newly acquired knowledge 
8. Develop and execute the final product 
9. Present publicly a project report, that will be posteriorly subject to expert review 
10. Gather feedback and arrive to a collective answer to the initial question 
11. Reflect on the experience 
12. Be evaluated and self-evaluate yourself

Tips

• Require and provide detailed feedback on intermediate submissions such as a preliminary plan of work, periodic progress reports, and a rough draft of the final report
• Provide only minimal feedback on the final report because there will be no more opportunities for revision and resubmission, and so detailed feedback is likely to be ignored
• Schedule one or two meetings with student teams during the semester to hear and comment on how their projects are going (Felder, 2016)

References

Kolmos, A., & de Graaff, E. (2014). Problem-Based and Project-Based Learning in Engineering Education: Merging Models. In A. Johri & B. M. Olds (Eds.), Cambridge Handbook of Engineering Education Research (pp. 141–160). Cambridge University Press

Virtual Labs

What is it? What purpose does it serve?

A virtual laboratory is a type of hands-on learning methodology where students do not interact with real equipment to obtain data, but rather with computer simulations of laboratory or industrial process equipment (Koretsy, Kelly & Gummer, 2011). A Virtual Laboratory is an interactive environment in which simulated experiments can be carried out. A laboratory can be characterised as “a playground for experimentation” (Mercer et al., 1990) providing tools that can be used to manipulate objects relevant to a specific scientific domain.

Virtual labs enable the exploration of systems that cannot be directly, safely, or economically studied in physical labs, and can also enable further exploration of hands-on experiments. There are two types of virtual laboratories: a Cloned Virtual Laboratory, which is a representation of a real-world hands-on laboratory, cloned in digital format; or an Enhanced Virtual Laboratory, that can be defined as a cloned virtual laboratory with extra features that could not be part of a real-world laboratory

Step-by-step Methodology

1. Guide the design work with a clear understanding of purpose and context
2. Select appropriate technology to ensure efficient design and media usage
3. Select level of realism considering purpose and end-users
4. Provide learning guides before and after the virtual lab session

Tips

• Be very clear about the purpose of the virtual laboratory, and in what context you intend it to be used. Consider which type of media you intend to build - simulation, laboratory, demonstration, and so on. Indicate clearly to the user what they are interacting with.
• Strive to use the simplest possible design and technology, still meeting the demands efficiently. In some cases, advanced technology such as virtual environments or even virtual reality might be needed, but a technology-minimalistic strive will lower the risk that too advanced technology is used for its own sake
• Adapt levels of realism and accuracy to the intended target group as well as to the intended learning outcome
• Continuously consider enhancements of the virtual laboratory to increase the learning outcome. It can be profitable to provide help when needed and visualise things that are not possible in a real laboratory. Balance this potential against the possible advantages of having a virtual laboratory that closely mimics real-life laboratory exercises
• Regard a virtual laboratory as an illustrative playground that requires external support in the form of guiding, explanatory texts or teacher debriefing. The virtual laboratory provides the students with experience and observations but does not always necessarily provide understanding on its own. Guidance is often necessary to help the students to understand the illustrated scientific phenomena

References

Koretsky, M., Kelly, C., & Gummer, E. (2011). Student perceptions of learning in the laboratory: Comparison of industrially situated virtual laboratories to capstone physical laboratories. Journal of Engineering Education, 100(3), 540–573

Mercer, L., Prusinkiewicz, P., & Hanan, J. (1990). Concept and design of a virtual laboratory. Proceedings - Graphics Interface, 149–155.

Challenge Based Learning

What is it? What purpose does it serve?

Challenge based learning (CBL) is an educational approach that frames learning around global, real-world, authentic challenges. These challenges are co-developed, investigated and acted upon by students and multidisciplinary stakeholders, including academic, enterprise and community participants.

Throughout the CBL process, creative, problem solving, and innovative thinking is encouraged to broaden perspectives, create new processes, ideas and solutions, and stimulate motivation. Although there are many different ways CBL can be implemented in teaching, the key features of all CBL approaches usually include an engagement stage, an investigation stage and an action stage

Step-by-step Methodology

1. Engage: Through a process of essential questioning, learners move from an abstract general idea to a concrete and actionable challenge: 

·        General idea: It’s a broad concept that can be explored in multiple ways; it is attractive, and relevant to students and society. It is often a topic of global significance, such as biodiversity, health, war, sustainability, democracy or resilience

·        Essential question: By design, the general idea allows for the generation of a wide variety of questions. A delimitation process yields an essential question, which reflects the interests of the students and the community’s needs. It creates a more specific focus for the general idea and guides students toward more manageable aspects of the global concept

·        Challenge: It arises from the essential question when stated it involves students in the creation of a specific solution that will result in a concrete and meaningful action. The challenge is designed to address the general idea and the essential questions using local actions

2.               Investigate: All learners plan and participate in a journey that builds the foundation for solutions and addresses academic requirements throughout the experience:

·         Guiding questions, activities and resources: They are generated by the students, they represent the necessary knowledge to develop a successful solution, and they provide a roadmap for the learning process. Students identify lessons, simulations, activities, and content resources to answer the guiding questions and thus establish a foundation to develop innovative, deep and realistic solutions 

3.               Act: Evidence-based solutions are developed, tested with an authentic audience, and then evaluated based on the results:

·        Solution: Each established challenge is broad enough to allow for a variety of solutions. The solution must be thoughtful, concrete, clearly stated and feasible in its implementation in the local community

·        Implementation: Students try the efficacy of their implementation in a realistic environment. Its reach can vary greatly depending on the time and resources available, but even the smallest amount of effort in carrying out the plan in a real setting is valuable

·        Evaluation: It can and must be conducted through the challenge process. The results of the formal and informal evaluation validate the learning process and support the decision making as we advance in the implementation of the solution. Both the process and the product may be evaluated by the teacher 

·        Validation: Students judge the success of their solution by using various quantitative and qualitative methods, including surveys, interviews and videos. Teachers and experts in the field play a vital role in this stage. Iterate, if necessary. Never fall in love with your solution 

·        Documentation and publication: These resources can be used as the basis for a learning portfolio and as a forum to communicate their solution to the world. Blogs, videos and other tools can be used 

·        Reflection and discussion: Much of the deeper learning takes place during this stage, as students reflect on their learning, their relationship with the content, concepts and experience, and their interaction with other people

(adapted from CBL Guide - Apple; Edu Trends from the Observatory of Educational Innovation Tecnológico de Monterrey)

Tips

• Propose the theme of the challenge or the challenge itself together with the students, other teachers or external experts
• Make sure there is a clear relationship between the learning objectives, the challenge’s general idea and all its stages
• Integrate the key competences that the students will develop by taking on the challenges
• Encourage students to be responsible for their learning, and to be involved in the development of the challenges
• Be a facilitator during the development of the challenges by supervising the activities, reviewing teams’ progress, and guiding the students by using trigger questions, but without spelling out the answer or solution
• Encourage critical thinking that includes risk-taking and experimentation
• Give up having the usual amount of control of the class in order to guide students throughout the entire process
• Allow students to make mistakes so that later on, they can realise their error and correct it themselves
• Work collaboratively with other colleagues from different areas, since challenges are often multidisciplinary

Peer assessment 

What is it? What purpose does it serve?

Students give feedback to their peers in an individual or team basis.

The aim is to have contact with other student projects, and enhance feedback opportunities.

Tips

• Group Size: Unlimited
• Time Frame: 30-60 minutes 
• Facilitation Level: Intermediate 
• Contributes to: Evaluate, Analyze, Apply, Understand, Remember & Activate
•  Resources: Computer/Tablet 
• Individual Work and Teamwork Mode: Online & Offline 

Examples of implementation

• 1. The students perform final team presentations to the class (usually 4 students/team). After the presentation, another group (chosen by the teacher) asks questions to the presenting team. 
• 2. Students individually read each other’s group projects and provide structured feedback in an online discussion forum. Students also react to the feedback comments that their own group projects received. This will prompt a discussion about the project.  

Challenges 

The challenge with this activity is keeping with a rigid timeline, supporting quality feedback, and manage expectations.