Category: Quality active learning
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Collaborating with online whiteboards in large groups
This pattern is concerned with the use of shared online whiteboards to support synchronous small group collaborative activities (Handley, 2023) in large classes.
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Active learning in large workshops
This pattern is concerned with active learning in large workshops and can be used with any large cohort where a suitable large flat-floor space is available. It supports learning and teaching at scale as it provides components that can be sequenced to support active learning in large groups.
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Simple scenario-based learning at scale
This pattern is concerned with simple scenario-based learning, which allows students to apply their learning to real-life situations. These scenarios can involve role-play, problem-solving, and skill demonstration, ranging from single to multiple conditions with multiple outcomes.
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Real-world projects for large classes
This pattern offers options for learning through real-world business problems and projects at scale with flexible levels of industry engagement.
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Learning through multimodal assessment
Learning through multimodal assessment may support learning as a continuous, reflective process through creative exploration of diverse contexts and tools.
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Students collaboratively choose topics
This pattern is concerned with supporting students’ development of reflective skills and learning-seeking behaviour. It encourages students to explore a collection of potential topics towards the end of a semester and reflect on their learning needs, before collaboratively choosing one or more elective topics of study in later weeks in a course.
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Interactive online workshops at scale
This pattern provides a structure for engaging students in large scale online classes where students can learn from multiple teachers and a large group of students. Flexible interactive online workshops may also assist educators in managing fluctuating class sizes.
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Reflection at scale
This pattern is concerned with engaging students with reflective practice in large scale classes where student support, marking and feedback need to be done efficiently and sustainably. Drawing on the experiences in multiple CLaS units, this pattern describes several options for how to structure the reflection activities throughout the semester to achieve this.
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Peer feedback on group work
This pattern is concerned with using peer evaluation to support students to take ownership of their own learning by developing their ability to evaluate their own and others’ performance and processes. The feedback students receive can complement feedback received from teachers.
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Introducing design thinking online
Design thinking is an approach that is increasingly used to help creatively problem-solve, collaborate in teams in creative ways, and manage and communicate complexity.