Activity or tasks for students to test their understanding of the content and get feedback.
- Activities can take place individually or in groups.
- Give expected outcomes and benefits from each activity e.g. links to assessment, clarification of understanding, collating and creating revision materials, self reflection or developing new skills.
- Activities should be associated with each key learning ‘chunk’ and interspersed with lecture content (see Present).
- If possible provide students with some form of feedback (group feedback, automated feedback, peer feedback, individual feedback).
- See LEaD workshops to support develop activities to help students apply and review their learning.
Please also check our online learning and teaching FAQ
Learning types: Practice, Investigation, Discussion, Collaboration, Production
Moodle: Assignment, Chat, Database, Forum, Glossary, Lesson, Quiz, Wiki, Workshop. See Participation and engagement tools in Moodle
Teams: Discussion, shared whiteboard, shared collaborative docs (OneNote, Word, Excel, PowerPoint)
Learning type: Production, collaboration, discussion
Tools: Narrated PowerPoint or Kaltura capture
Details: Students are required to share presentations (group or individual) with the rest of the cohort either synchronously (during a live session) or asynchronous using narrated PowerPoint/Kaltura capture and uploading to Moodle (assignment, blog, or forum). Peer feedback can also be added with groups/individuals providing feedback on a forum or in the chat.
Learning type: Investigation, production, collaboration
Tools: Moodle assignment, Moodle forum, Moodle wiki, Blog,
Details: Students are required to review case studies and produce a document or presentation either individually or collaboratively.
Learning type: Discussion
Tools: Moodle forum, Moodle chat, Webinar session using Teams or Zoom,
Resources: Recording of the Using Moodle Forums workshop
Recording of breakout room activities workshop
Requires the learner to articulate their ideas and questions, and to challenge and respond to the ideas and questions from the teacher, and/or from their peers. For example small group activities see the small group teaching blog and view the OneNote template for small group activities.
You can use Moodle discussion forums, which can be real-time (synchronous) or run over an extended period (asynchronous). Online forums can be even more productive than conventional tutorials as more students may contribute. For a synchronous discussion use Teams, Zoom or Moodle Chat.
Learning type: Production, collaboration, discussion, practice.
Tools: Moodle forum, Moodle chat, webinar,
Details: Requires students to work together in small groups to achieve a common project goal. Building on investigations and acquisition it is about taking part in the process of knowledge building itself. Can be linked to or part of assessment on the course. Students can work together to produce presentations or case studies. Student group work can then presented asynchronously on a forum, assignment, blog, or wiki. Students can also share their work synchronously presenting to large or small groups. In both cases peer feedback can be part of the process with students asking questions or providing suggestions for improvements or next steps.
Learning type: Practice
Tools: Moodle Lesson Activity, Moodle H5P activity, Moodle quiz, PollEverywhere,
Resources: Recording of Beyond Multiple Choice: Using Moodle Quizzes Workshop
Recording of Introduction to Poll Everywhere workshop
Details: Content can be interspersed with quiz questions. Students can receive instant feedback on the application of their knowledge and lecturers can gain information on common areas of misconception. Quizzes can be formatively or summatively assessed to encourage student participation.