Reflecting on learning
As seen in the case studies in 5.4, students were asked to draw upon the resources they created or used online in subsequent activities. This may be for assessment purposes, for example using blog posts as part of a reflective practice report, or in preparation for seminars and practical activities. Prompting students to revisit and reflect on their contribution in subsequent activities again reiterates the connections between module content, activity and assessment, drivers of engagement and active learning.
Similar to this, students may need to identify gaps in their learning prior to assessment. After undertaking online activities using resources or after group learning activities, you could provide opportunities for identifying knowledge gaps through independent study using quizzes or synchronous discussions planning assignments using Collaborate.
Evaluating the activity
In addition to reflecting on the learning of students, you should include opportunities for reflecting on your teaching practice. This may be a self reflection, use of student module feedback or peer-review. Thinking back over Sections 4 and 5, you should assess:
- The appropriateness of the tool and space for the learning objective.
- The instructions provided to students to complete the task.
- The technical support available to students.
- Your approach to facilitation and guiding students towards learning objectives.
- Whether learning outcomes were met.
You may wish to include specific questions about the learning activity in your module evaluation or explore the online interactions and student contributions. Section 7. on evaluation methodologies goes into more detail.
Evaluation using procedural feedback
Department of English
View Case Study
Evaluation using course and contribution statistics
Departments of Environment and Biology
View Case Study