Students are posed questions to discuss with the class. The questions serve as advanced organizers or scaffolds upon which the students construct new knowledge and tie in what they already know to emerging concepts. An asynchronous nature provides students the opportunity to consider questions more in depth.
Students are provided a controversial topic. Following research, they are assigned a position to debate with other students. Follow up discussion of the debate can critically analyze the performance as well.
Although generally used in speech, social sciences, and political science, the debate is appropriate for any topic. It is less often used in fields such as mathematics.
The concept mapping technique was developed by Dr. Joseph D. Novak at Cornell University in the 1960s. It is based on the theories of Dr. David Ausubel, who stressed the importance of prior knowledge and a proper learning set in being able to learn about new concepts through meaningful receptive learning. The basic idea is that students are given a central concept. To that concept other related concepts that the students already know are graphically mapped. It can be done individually or in a group. It can also be done in an instructor-led setting.
A case is presented to students or selected by the students, leading them to a correct response or solution given the situation or an experiential knowing of the given case. The activity can also lead to an understanding of the ramifications of their decisions. The case itself can be structured or unstructured. In case-based instruction, the learning can involve recording and synthesizing information on a case, indexing it to other cases, and/or adapting a solution to the given case.
Students are given a legal case or topic from which to search for cases and decisions. Students then prepare a written brief of that case. The student may also share that brief with the rest of the class in some way.
Law. Could be modified to brief any documents fitting a specific protocol
Participants gather over a common goal and find solutions. Group synergy allows for new ideas to be dynamically constructed and recapitulated. Brainstorming is generally conducted in a synchronous session so that ideas can quickly develop; however, it can also be done asynchronously allowing for participants to consider options over time.
Blogging is essentially a student monologue presented in text with a subscription potential and usually a comments feature for peer review. It is generally used for news releases and personal journals.
Especially useful in journalism and advertising, but helpful in any field in which current events can be analyzed, evaluated, and paraphrased by students.
Students record some audio sample, which may be a speech or a musical performance. This recording is submitted for instructor or peer assessment. Alternative is for the student to analyze a given audio recording and submit a report.
Especially applicable to speech, second language acquisition, music, education, law, and political science
Students are provided a list of journal articles to read. Each student is assigned an article to critique. Students then report on that article to the course and comment on other students’ critiques. These comments can be in an online discussion forum, synchronous discussion, wiki, blog, or other presentation method.
Generally used in advanced courses using primary research articles.
Students complete a design or artistic rendition and then submit it virtually.