Every time I train staff on Blackboard someone will say something along the lines of “I didn’t know Blackboard could do so much”. In accomplishing day to day tasks we forget to explore. We miss all the opportunities technology can afford.
one effective way to develop self-regulation in students is to provide them with opportunities to practice regulating aspects of their own learning and to reflect on that practice. (Nicol and MacFarlane-Dick, 2006)
Journals allow students to communicate directly with you. Private journals are an ideal tool for reflective journals. Students are able to share their thoughts, feelings and opinions in private with you. Students could use a journal to:
- Reflect on the results of their assessment
- Tell you about their progress on a project
- Share difficulties they are having with group work
Blogs allow students to express their ideas and opinions in a social learning space. Blogs are public and allow students to comment on each others posts. Students could blog about:
- The development of an idea for a project
- Record the progress of a project
- Resources they have found
Students learn a great deal by explaining their ideas to others and by participating in activities in which they can learn from their peers (Boud et al., 2001).
Think of a Wikipedia for your subject. Students can collaborate by creating pages, adding content and editing existing content to create a course resource. Students could create a Wiki on:
- Topics that are covered in the course
- Create a Wiki in a group
- Sharing ideas
- Collecting useful resources
Discussions boards allow students to communicate asynchronously. Students can discuss course topics, pose questions and share resources.
- Create a question and answer forum for assessments
- Ask students to debate a topic
- Ask students to share useful articles
Students indicated that completing a structured, comprehensive review for someone else is an illuminating way of becoming aware of areas that require attention in their own work. (Mulder et al., 2014)
Students can read, review, and evaluate work submitted by their peers. Reviews can be anonymous and instructors can assign a student specific papers to review. Instructors can provide marking criteria and questions on which each paper is to be reviewed.
Boud, D. Cohen, R. and Sampson, J. (2001) Peer learning in higher education. [online] London:Kogan Page. Available from https://books.google.co.uk/books?id=dHN9AwAAQBAJ [Accessed 8 April 2016].
Mulder, R. Pearce, J. and Baik, C. (2014) Peer review in higher education: Student perceptions before and after participation. Active Learning in Higher Education, 15 (2) 157–171.
Nicol, D. and MacFarlane-Dick, D. (2006) Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31 (2) 199-218.