After welcoming a learner into the learning environment and engaging the learner in the material, good instructional design creates active opportunities to use recently learned content. While assignments and quizzes are valuable summative assessment tools, formative collaborative interactions present important opportunities to demonstrate learning.
Remote Learner’s Instructional Design Team suggests actively engaging the learner in all learning experiences, through the use of collaborative learner-teacher and learner-learner interactions that add both depth of understanding and higher level application of learning.
These types of interactive collaboration opportunities build upon the foundation of Bloom’s Taxonomy by contributing to opportunities for Application, Analysis, Synthesis, and Evaluation. Within the context of a course, interactive collaboration stands in contrast to completing assignments or downloading resources independently by encouraging learners to contribute, share, and learn from others. Those who do this end up with a stronger overall understanding and connection to the material.
In this blog, we contrast several common individualized activities with interactive collaborations for more purposeful learning experiences.
Food and Exercise Log PDF to download, print, and complete.
Questionnaire module with food and exercise log questions.
Anonymous results allow learners to complete the assigned log, then compare their own results with others in the course. Analysis and evaluation of their peers and own results contribute to deeper thinking, motivation, and application.
Learners are motivated by comparing and evaluating
their own results with those of their peers.
Watch a video
Video Discussion Forum
Utilize the Forum to present a video with neatly organized discussion threads featuring questions to consider. Learners respond to questions and read through the responses of others, leading to deeper thoughts and further application than simply watching a video on their own.
Collaborative interactions engage learners to actively think rather than passively watch.
Assignment to upload a paper.
Peer Editing Forum.
Use a forum to post a paper for peer feedback. The Q&A Forum prevents learners from seeing other posts until creating an initial post. Peers can read through the papers of others, offer and receive edits, respond back and forth with thoughts that would not have been considered in an individual assignment. Everyone comes out of the forum with a stronger paper to submit for the formal assessment.
Forums offer compelling ways to interact with peers beyond standard topic discussion.
Study Guide PDF to download.
Study Guide Glossary.
The Glossary is populated by both the instructor and learners. The instructor sets up the glossary with basic information and entries; learners contribute entries approved by the instructor. Learners can use comments to ask questions and offer further information about other entries.
Engaging learners to contribute to their own learning increases retention.
Assignment to upload Book Report Form (or another assignment with specific information to collect).
Book Report Database.
A database can be set up as a guide for learners to add the required information about the book which is then submitted and presented in a highly visual format, graded and approved by the instructor, and made visible for peers to browse.
The Database provides a wonderful way to work through
guided exercises directly within the LMS.
Remote Learner’s Instructional Design Team has expertise and experience creating unique activities that leave an impression on the learner. Contact Remote Learner today to connect with our team of designers for consultation to rethink your activities for a greater impact on your learners.