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5.1 Linking learning outcomes, activities and tools

The University of New South Wales Sydney (2017) provide a very useful table grouping together common themes of learning outcomes, the kinds of activities often used with learners to achieve those outcomes, and some potentially useful online technologies for each. An edited version of this table forms the basis for Activity 5 below.

Activity 5 Identifying technologies that you might use

Timing: Allow about 45 minutes

Read the activity tasks below and then examine the table that follows.

  1. Which tools and associated practices shown in the table do you or your learners (as far as you know) currently use in a teaching and/or learning context? Spend just a few minutes making a list.
  2. As far as you know, outside of the teaching environment, which tools do your learners use (or which would you presume that they use) to express themselves, to reflect, to explore and to play? Again, make a list.
  3. Which of the tools on your two lists above are social? Put an asterisk by each of the tools that you would describe as social.
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Discussion

This activity should help you to develop further your responses from last week – now you should be able to match possible tools to the tasks you wish your learners to achieve online. In later weeks, you will build further upon these ideas.

Table 1 Learning outcomes and selecting technology tools
Desired learning outcomes (the ‘what?’)Rationale (the ‘why?’)Relevant activities ( the ‘how?’)Potential technological tools

Information literacy.

Global practice.

Digital literacy.

Ethical practice.

Preparation for success.

Exposure to, awareness of, contribute to external:

  • activity
  • conversations
  • resources
  • techniques and approaches.

Appropriate referencing.

Appropriate equipment of the 21st century graduate.

Managing information load.

Multi-dimensional evaluation.

Sharing and reviewing online resources.

Connecting with outside experts/communities.

Check for plagiarism.

Media making/mashups.

Digital storytelling.

Copyright/Creative commons discussions.

Activities relevant and authentic to discipline.

Embedded activities for generic attributes.

Contextual prompts to evaluate sources.

RSS feeds/aggregators.

Blogs.

Plagiarism prevention (e.g. Turnitin).

Presentation sharing (e.g. SlideShare).

Video sharing (e.g. YouTube, Vimeo).

Podcasting.

Online/distance learning platforms (e.g. Blackboard Collaborate, Adobe Connect).

Screencasting.

Self-directed learning.

Reflective practice.

Engaged learning.

Co-learning.

Quality learning environment and experience.

Negotiate understanding.

Feedback on the course.

Reflection on learning.

Global practice.

Consistency of experience.

Problem/case-based learning.

Flexible access to material.

Project planning and management.

Student self-tests.

Teacher (and technology) as facilitator of learning.

Choice of modes and activities.

Access to technology (e.g. mobile devices).

Agreed code of conduct.

Wikis.

Quiz/survey.

Recorded lectures.

Video sharing (e.g. YouTube, Vimeo).

Podcasting.

Mobile learning (e.g. smartphone, tablet).

Online/distance learning platforms (e.g. Blackboard Collaborate, Adobe Connect).

Giving and receiving feedback.

Multiple perspectives.

Feedback on performance.

Collaborative writing.

Group negotiation and planning.

Assessment of teamwork.

Review (e.g. group work).

Publishing.

Reflection.

Wikis.

Blogs.

Discussion forum.

Peer review (e.g. via forum).

Online/distance learning platforms (e.g. Blackboard Collaborate, Adobe Connect).

Screencasting.

Working in teams.

Collaborative practice.

Negotiate understanding.

Multiple perspectives (for teacher).

Management of group work.

Digital literacy.

Inclusivity.

Collaborative writing.

Group negotiation and planning.

Project planning and management.

Problem/case-based learning.

Assessing team contribution.

Media-based projects.

Variety of communication styles supported.

Wikis.

Blogs.

Peer review (e.g. via forum).

Google Docs.

Online/distance learning platforms (e.g. Blackboard Collaborate, Adobe Connect).

Moderated discussion.

Critical reviewing.

Critical thinking.

Independent learning.

Negotiate understanding.

Multiple perspectives.

Feedback.

Practice of critical reviewing.

Practice of critical thinking.

Reflecting.

Debating.

Reviewing.

Social knowledge building.

Review of / commentary on online material.

Give and receive feedback.

Blogs.

Discussion forum.

Online/distance learning platforms (e.g. Blackboard Collaborate, Adobe Connect).

Seminar replicators (e.g. VoiceThread).

Video sharing (e.g. YouTube, Vimeo).

Podcasting.

RSS feeds/aggregators.

Peer review (e.g. via forum).

Synthesis of learning.

Apply learning (at high level).

Able to solve new problems.

Application of knowledge in integrated way.

Experience ‘authentic’ practice.

Integrative (could be group) project.

Problem/case-based learning activities.

Authentic voice via video/audio.

Online/distance learning platforms (e.g. Blackboard Collaborate, Adobe Connect).

Simulations e.g. virtual experiments.

Animations.

Written communication.

Negotiate understanding.

Contribute to external activity, conversations, resources.

Appropriate referencing.

Reflecting.

Debating.

Reviewing.

Publishing.

Checking for plagiarism.

Blogs.

Discussion forum.

Plagiarism prevention (e.g. Turnitin).

Presentation sharing (e.g. SlideShare).

Messaging (e.g. Twitter, Yammer).

RSS feeds/aggregators.

Oral communication.

Presentation skills.

Language proficiency.

Sharing audio/video material.

Presenting.

Digital storytelling.

Audio/video discussion and feedback.

Seminar replicators (e.g. VoiceThread).

Video sharing (e.g. YouTube, Vimeo).

Podcasting.

Presentation sharing (e.g. SlideShare).

Online/distance learning platforms (e.g. Blackboard Collaborate, Adobe Connect).

Screencasting.

Activity 6 Selecting tools

Think back to the activities in the previous two weeks, and retrieve your notes about what you want to deliver online and what kinds of tools you would need to employ to achieve this. Which tools from your lists already map across to some of your desired objectives in teaching online? Which objectives do not have an already-used tool mapped across to them? Have you discovered anything in this week’s materials that might help you meet these objectives?

Your answers are saved within the course, and you are likely to revisit them later.

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Discussion

This activity should help you to develop further your responses from previous weeks – now you should be able to match possible tools to the tasks you wish your learners to achieve online.

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