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Selected Learning Activities

Introduction

• The activities described below have no specific discipline restriction. They can be used or applied to most of our courses in the Department.

• There will be separate powerpoints for individual categories of activities.

• Further information can be found in Penn State World Campus site.
  
• Additional sources will be added wherever necessary.

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Teaching Strategies

• Developing critical thinking
  
  • Using examples

• Everyday life
• Reflective journal assessments

• Create thinking time and space
• Collaborative learning
• Creating dissonance
  
• Reading skills (can be adapted to other applications)
  
  • Problem-posing
  • Framing
  • Question-generating
  • Believing and doubting
  • Evidence-finding
  • Case
  • Norming session
  • “Rough draft workshop”
  • Metacognitive
    

Source: Spiller, D. (2009). Teaching strategies to promote the development of student’s learning skills. NZ: Teaching Development Unit, University of Waikato.

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Guidelines and Rationale

• A separate file for this topic
  
• Sources
  • Chippewa Valley Technical College (CVTC)
  • Michigan State University (MSU)
  • The University of New South Wales (UNSW)
  • Tracy Penny Light from the University of Waterloo in 2004

Initiation

• Course Beginning (Please refer to Penn State World Campus)
• Students’self-introduction (brief biography)
• Personal home page
• Representation or collages

Themes of Activities 1

• Problem-based Learning (Please refer to Penn State World Campus)
• Case studies
• Problem-based activity
• Interactive case studies using “Quandry”

Themes of Activities 2

• Communication (Please refer to Penn State World Campus)
• Examples from Michigan State University (MSU)
• A separate file for an activity from MSU
  
  • Guided discussion forums
  • Interview
  • Guest lecturer
  • Pen pals
  • "Ask an expert"
  • Open forum
  • Students-as-teachers
  • Polling, debates, and fishbowls using “course talk”

Themes of Activities 3

• Foster interaction
  • Examples from Michigan State University (MSU)
  • Examples from Chippewa Valley Technical College (CVTC)
    
    • Instructor – Students
    • Students – Content
    • Student - Student

Themes of Activities 4

• Projects (Please refer to Penn State World Campus)
  
  • Design projects and prototypes
  • Simulations
  • Build-as-you-go project
  • Modifying graphics

Themes of Activities 5

• Foster participation
• Techniques from Michigan State University (MSU)

Themes of Activities 6

• Collaboration
• (More examples offered in Multimedia? Educational Resource for Learning and Online Teaching (MERLOT) website)

Themes of Activities 7

• Experiential learning

Themes of Activities 8

• Self assessment

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Selected Activities 1

• Conceptual learning [University of Maryland University College (UMUC)
  
• Professional development learning activity [The Institute of Chartered Accountants of Nova Scotia (ICANS)]

Selected Activities 2

• Creating an individual learning contract (California State University at Chico, School of Social Work (CSUC_SW))
• Pizza Explorer?(Purdue University (PU))

 

Selected Activities 3

• A number of activities from MERLOT
• Communication? (Examples of netiquette in MSU can be modified to meet course’s requirement)

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References

Beard, C. & Wilson, J. P. (2002). The power of experiential learning: A handbook for trainers and educators. London: Kogan Page.

Boud, D. (1995). Enhancing learning through self assessment. London: Kogan Page.

Brooks-Harris, J. E. & Stock-Ward, S. R. (1999). Workshops: Designing and facilitating experiential learning. Thousand Oaks, CA: Sage.

Sampson J. & Cohen, R. (2001). Strategies for peer learning: Some examples. In Boud, D., Cohen, R., & Sampson, J. (Eds.), Peer learning in higher education: Learning from & with each other (pp. 35-49). London: Kogan Page.

Download this Outcome-based Learning Activities as PowerPoint

 

 

 

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