A clear intent to bring a concept together for the learner to connect the dots.
Use a comparison to show how two things are alike to provide a more simplified or identifiable explanation.
Information that is relational to the concept but out of the narrative context.
A demonstration of the relationship or association of key concepts.
A short and succinct definition for a key term or concept. If you can include a link to a source or expanded definition.
A practical exhibition and explanation of how something works or is performed.
A relatable and typical case or exercise that illustrates a concept in the real world.
A clear articulation of the meaning, reason or justification for a statement.
A link to further information about a topic or concept.
The use of visual imagery to enhance, explain or as evidence of a concept.
A set of detailed information about what must be done, how to do it and what the results should be.
Return to a previous topic, point or concept.
A statement that situates where the learner is in the course and their learning journey.
A direct copy of the information provides evidence, authority and context for a statement, opinion or perspective.
A set up where a hidden process is revealed to the learner.
A Stepped Process includes a description of each step and the decisions and reasoning behind them.
A brief statement or account of the main points.
Purposely withholding information in order to create some excitement for what is to follow.
An instructional device that provides an expert's solution to a given problem for a learner to study.
Learners actively comment on the resource in-situ, analysing the resource and its structure and composition.
Learners actively take notes and then review them to create a summary of the resource.
Learners answer questions to aid their comprehension of the resource.
Requires learners to place this resource into their understanding of the topic.
In their own words, learners explain, interpret and provide a short outline of the concepts covered in an external resource.
A discussion framed around three key actions that learners undertake. Assess what the issue or problem at hand. Diagnose what the root cause of the issue or problem. Actions that can be taken to solve the problem.
This discussion asks learners to find connections and identify differences between ideas found in class texts, articles, images, videos and more.
Introduce learners to a new concept or idea, then ask them to search online to find a common misconception about this topic and explain it in their response.
The aim of this discussion is to agree on a single answer. Learners must work together and work out what it is they can agree on.
Learners provide arguments for different interpretations or sides of an issue or scenario.
A two-step discussion that first asks learners to discuss the intentions of a resource and then to evaluate its effectiveness.
Provide learners with a problem or situation, and ask them to explore one or more of the moral and ethical concerns.
Open-ended questions cannot be answered with a simple yes or no and require learners to elaborate on their knowledge.
Learners provide a review of each others' work and discuss how that learner has applied their knowledge to a task.
Let learners explore what a new term or concept means to them as individuals.
Use an existing model and apply it to a new circumstance.
A specific real or hypothetical situation is dissected and analysed to interrogate the critical decision points, intended and actual outcomes, and reasoning that produced a particular outcome.
Work through a stepped task that has missing elements.
Learners complete a task, get feedback and then redo or modify the original document to make improvements and correct mistakes and errors.
Learners take on small components of a larger task. These can be brought together as an assessment or practice for the main task.
Learners watch or participate in a realistic scenario and then debrief about the session.
Learners complete a task to develop or demonstrate a specific skill important in the discipline and their career.
Learners repeat a task multiple times to test their skills, take on feedback, and demonstrate understanding and improvement.
Offering a critical interpretation of information.
Manifestation of creative effort as artefact.
Structured collection of learning.
Recording of practice.
Involvement and activity measurements.
Proposed actions or achievements.
Examples of skills and knowledge.
Speech or talk to an audience.
Documented actions and decisions.
Demonstrated skills related to specific discipline.
Critical self-examination of practice.
Statement of information.
Scenario and actor based.
Statement of main points.
Structured and constrained setting.
Construct & run interactive sessions.
Learners provide critical feedback that would improve the work in front of them. While pointing to errors or flaws, learners must also provide changes and recommendations so that feedback is constructive.
Learners interview each other and ask fixed questions about their work in progress.
Learners review each others' work and provide input, opinion and evaluation. When used in conjunction with an assessment structure like a rubric, learners can learn to evaluate the quality of others and their own work.
Provide learners with a set of questions they can answer and be provided with feedback if incorrect and guided on how to remedy their mistakes.
Learners reflect on their individual learning journey. They are asked to personalise the key aspects they have learnt, what was influential, and what triggered change and growth.
Provide learners with a task that is repeated a number of times and utilises feedback to improve their process.
Build a step in the learning journey specifically to review concepts in the course.
Learners develop a plan for their study and reflect on their learning journey and future planning to build self-regulated learning skills.
Provide learners with directly implementable feedback on a task so they can directly address the feedback and improve their work.
In a suitable test environment, learners work on a practical example to explore a topic and test their skills, decisions and actions. It allows them to see what works, what errors occur and validation when correct.
Stimulate a class discussion based on the current learning sequence. Provide opportunities for learners to contribute to the discussion by directly inviting them in and getting them to gain confidence in a socialised learning process.
Learners perform together (co-operate) while working on selfish yet common goals e.g. shared notes, assembly of resources/examples, perform process but submit their own analysis.
Learners work collaboratively to address a problem, generate multiple ideas, and expand the range of possible solutions.
Provide opportunities for staff and learners to interact and provide less structured learning and discussion to facilitate just-in-time support.
Learners share their experiences and perspectives with the group to provide different perspectives and contextual applications of theory and practice.
Learners share the application of a concept in an environment they are familiar with.
Learners provide an evaluation of a situation and make a judgement drawing on their knowledge.
Learners share how a concept has been applied or demonstrated from their own personal and professional experience.
Stimulate a discussion with a small group of learners working towards a common goal. A cooperative task where learners share their perspectives and experiences to develop their understanding.
A small group of learners work together to complete a shared task which requires them to collaborate and create a consensus to achieve a set outcome.