Learning Patterns

aha moment

A clear intent to bring a concept together for the learner to connect the dots.

Type

assimilative

Activity

content

Verb

consuming

An Aha moment is a planned point in the course where learners unlock a critical understanding or relationship in the course. While learners may have these moments on their own, the aim is to construct a point in the course where you, as the teacher, create a learning sequence with the specific objective of learners experiencing a breakthrough. This can be done by connecting learners to a new idea in a learning sequence, marking a point where they level up their knowledge and expertise or discovering something new in the course.

analogy

Use a comparison to show how two things are alike to provide a more simplified or identifiable explanation.

Type

assimilative

Activity

content

Verb

consuming

An analogy provides another reference point for the learner to understand a new concept. Useful analogies draw on events, experiences, or knowledge that learners are likely to relate to, providing an existing scaffold to build upon. Use analogies sparingly, as too many will become cumbersome.

aside

Information that is relational to the concept but out of the narrative context.

Type

assimilative

Activity

content

Verb

consuming

Asides help provide contextual information. They are a common feature in magazines, newspapers, and textbooks, providing readers with additional information related to what is being covered but doesn’t necessarily fit with the narrative structure. Learners can benefit from asides to provide information at the point of need and use them for supporting and contextual information. Asides are often used to provide summaries and lists of data, essential facts, statistics and timelines alongside the content so that learners don’t have to move away or navigate to another page or source of information.

connection

A demonstration of the relationship or association of key concepts.

Type

assimilative

Activity

content

Verb

consuming

A connection describes the relationship between two concepts, ideas or topics. Creating connections is one of the keys to learners learning and aids the development of their schema. For many learners moving along the novice/expert continuum, these connections are missing, so providing them with explicit and direct information about how things relate to one another can provide a shortcut for the learner and helps them to assimilate new information. Try and be accurate and concise when you develop your connection. Be clear as to what relates, how it relates and why it relates. It is also essential to be clear to learners why this relationship matters. In some instances, it may be helpful to illustrate this relationship and create or develop a graphic to convey how the connection works.

definition

A short and succinct definition for a key term or concept. If you can include a link to a source or expanded definition.

Type

assimilative

Activity

content

Verb

consuming

The aim of a definition is to guarantee the meaning of a term is consistent for all learners. It also helps to negate other meanings or uses of the terms learners bring from other contexts or assumed knowledge. These are vital for when you first introduce a term so that clarity is provided upfront. Consider how you might reinforce this definition throughout the course, reiterating and referencing it.

demonstration

A practical exhibition and explanation of how something works or is performed.

Type

assimilative

Activity

content

Verb

consuming

The aim of a demonstration is to perform the activity or act out a concept so that learners can watch the outcomes of an experiment, process or phenomenon. The power of demonstrations for learning is that they provide learners with experiences of real events which can help raise learners’ interest and motivation and can help learners carry out their own practical work more effectively. A demonstration allows you to focus your learners on particular aspects that they might otherwise miss, which can support your explanations and scaffold the learners’ understanding.

example

A relatable and typical case or exercise that illustrates a concept in the real world.

Type

assimilative

Activity

content

Verb

consuming

Examples are powerful ways to broaden and deepen learning. They allow learners to ‘see’ a concept and how it can be applied. To develop a good example, you need to ensure that the learner has sufficient context, framework or schema to connect the information with what they already know.

explanation

A clear articulation of the meaning, reason or justification for a statement.

Type

assimilative

Activity

content

Verb

consuming

The aim of an explanation is to describe how something works or is done. The structure of an explanation should start with the topic that identifies what is being explained. Next should come the supporting information that gives a sequenced explanation of how and why something works or happens. If it’s required, a concluding sentence should give a brief summary of the process. When it comes to making an idea easy to understand, simple trumps clever and complicated. Make your learners feel smart by building their knowledge and confidence and dazzle them with clarity. Add details sparingly – come back to one or two big ideas you know they will understand. Use an explanation to help and support the learner embed the concept and relate it to their understanding.

extension

A link to further information about a topic or concept.

Type

assimilative

Activity

content

Verb

consuming

An extension can be useful in directing learners to other information to further their knowledge or to gain access to some remediation and supporting information. Extensions can be useful in a course where there is a required breadth of knowledge, but the depth required is up to the learner. Extensions should be used at points where it would not be helpful for all learners to work through more detailed information, but where certain groups of learners may find it useful – the assessment question they have chosen, their previous study or experience, or their intended career choice.

illustration

The use of visual imagery to enhance, explain or as evidence of a concept.

Type

assimilative

Activity

content

Verb

consuming

The adage "A picture is worth a thousand words" describes the ability of a single image to convey complex and sometimes multiple ideas more effectively than a descriptive text. Illustrations are able to explain complex ideas in a simple and more accessible format by encoding information through colour, shapes and rhythm rather than just relying on text and words. This often requires some creativity and understanding of the concept in order to accurately encode that information using visual devices, but this can be achieved through collaboration with designers and media experts. An illustration should aim to depict the concept, not necessarily interpret it, and can often help to reduce supporting information to a minimum. Rather than make the illustration do everything, use it with patterns like explanations. You can also use multiple illustrations to go through a stepped process, where the image evolves with extra detail as you go through each part of the explanation. Do this on a timeline, and you have an animation.

instruction

A set of detailed information about what must be done, how to do it and what the results should be.

Type

assimilative

Activity

content

Verb

consuming

The aim of an instruction is to enable learners to independently perform a task or achieve a desired outcome. An instruction can be fairly basic with explicit information for every step of the process, leaving no chance for error. An instruction can also be more complex, where learners need to make decisions at certain points of the process based on information they have previously been given or it can be reasonably assumed they have already attained.

loop Back

Return to a previous topic, point or concept.

Type

assimilative

Activity

content

Verb

consuming

A loop back is a narrative device that helps learning by recalling topics, ideas and information that have previously been mentioned. A loop back engages learners by engaging their recall ability and helps to develop connections in their schema. The original idea can act as an anchor or foundation from which to expand and branch. When using this pattern, provide a link back to the original idea and where it is in the course, include a brief summary of it, and then explain why you are asking the learner to reconsider it.

orientation

A statement that situates where the learner is in the course and their learning journey.

Type

assimilative

Activity

content

Verb

consuming

An Orientation should situate the learner and provide a state of play: where are they in the course journey; what will they learn next and how it connects to what they’ve learnt already; and most importantly, why they are going to learn the next topic. The orientation can be part of a broader narrative of the course, but that can be challenging for courses that deal with complex material. In most situations, you should think of the orientation as a road sign – so make it clear, short and valuable for the journey ahead.

quote

A direct copy of the information provides evidence, authority and context for a statement, opinion or perspective.

Type

assimilative

Activity

content

Verb

consuming

A quote aims to provide the learner with a direct link to a primary source. It reaffirms the statement’s authenticity and benefits the learner by seeing the concept in its original form. Quotes help construct a context for learners and can be invaluable in explaining how ideas and practices have evolved. They can also help provide learners with concise explanations in the original author’s words. Remember that quotes can be more than just published text. Video, audio and images can help provide additional information to learners beyond the words themselves by showing the context of where and when they came. Utilising historical recordings can also help to dual-encode and reinforce essential information.

reveal

A set up where a hidden process is revealed to the learner.

Type

assimilative

Activity

content

Verb

consuming

A reveal helps to explain a hidden process to learners. It invites them to see the inner workings and what has been previously hidden from view. This can be akin to seeing how a magician does their trick, with the specific aim of dispelling the magic and showing that it is, in fact, an application of skill and knowledge. A reveal can assist in developing the learner’s opinion of themselves as they move from novice to expert – they are earning the right to access the secrets of the discipline.

stepped process

A Stepped Process includes a description of each step and the decisions and reasoning behind them.

Type

assimilative

Activity

content

Verb

consuming

A Stepped Process aims to make explicit every action the learner needs to take and what the result should be once they’ve performed each step. A Stepped Process is a form of instructions where the direction for each step is not just listed but also explained, how or why it is essential. For example, Ikea instructions provide clear instructions, but they don’t explain why each step is required or what it contributes to the whole. A Stepped Process offers clear directions and includes reasoning, especially around any decision-making learners would be expected to replicate when applying the process in different circumstances.

summary

A brief statement or account of the main points.

Type

assimilative

Activity

content

Verb

consuming

A summary aims to reinforce the main points of the content and aid the development of the learner’s schema. The summary provides an opportunity to clearly describe what you want learners to learn and allow them to recall any related information. This directs the learner’s effort, can clarify any misunderstandings, and is a chance to develop recall pathways vital for future development and learning. Please do not underestimate the power of a good summary, but make sure it’s clear, specific to the content, and as succinct as possible.

teaser

Purposely withholding information in order to create some excitement for what is to follow.

Type

assimilative

Activity

content

Verb

consuming

A teaser encourages learners to continue learning by purposely withholding information. A teaser calls out that in the future, there will be fascinating facts, applications of knowledge or strange connections that the learner will learn in the course. Used sparingly, teasers can help maintain learners’ attention and change their perceptions about what might be considered "dull" topics. Creating teasers can also be a creative way to rethink how you, as the teacher, present content and communicate the topics in ways that have been hugely successful by people like Dr Karl (ABC/Triple J) and other public science communicators. It’s important to note that teasing learners means setting expectations - which you’ll have to live up to! So don’t over-promise and under-deliver.

worked example

An instructional device that provides an expert’s solution to a given problem for a learner to study.

Type

assimilative

Activity

content

Verb

consuming

Effective worked examples have highly integrated components and combine multiple modalities in their presentation. At a minimum, they provide text and visual elements that walk the learner through a process. Adding video, voice, motion and graphical elements helps emphasise conceptual structures through labelling or segmenting a process. Showing how you work and thinking out loud are essential concepts to model for learners to learn the process, in addition to the solution. Highlighting key decision points and choices, especially where an incorrect choice can be catastrophic, is essential for learners to aid their understanding. Follow up a Worked Example with a practice activity so learners can test their abilities.

annotate

Learners actively comment on the resource in-situ, analysing the resource and its structure and composition.

Type

investigative

Activity

external

Verb

finding

Annotation of an external resource aims to enable critique of the resource itself or what the resource contains. The focus of this critique would depend on the context within which the task is occurring. For example, learners may be asked to critique an argument or theory discussed in the resource to demonstrate their engagement with theoretical concepts. Alternatively, learners may be asked to critique how a resource has been structured and presented to demonstrate their engagement with text and language composition.

note & review

Learners actively take notes and then review them to create a summary of the resource.

Type

investigative

Activity

external

Verb

finding

The aim of the Note & Review is for learners to make notes about a resource in a separate location. Learners should ensure their notes can stand alone and make sense without the original resource. This means taking notes using their own words and in their voice. The review stage requires the learner to utilise their notes and interpret them to create a summary, connection, or explanation. An alternative way to structure the task is to separate the act of note-taking by creating a shared note and then creating individual reviews. Another way could be asking learners to swap notes and then create a review from another learner’s notes. Sharing the work across the class can be helpful when breadth is required, and you are seeking to expose learners to a variety of external resources, and there are too many for a single learner.

question

Learners answer questions to aid their comprehension of the resource.

Type

investigative

Activity

external

Verb

finding

The aim of answering questions is to help the learner make sense of the resource in the context of what is being studied. You will provide the learner with the questions before engaging with the external resource so they can look for and extract the necessary information as they go. The questions provide an opportunity for you to direct the learner to engage more deeply in the resource to better understand the context of the topic being studied.

relate

Requires learners to place this resource into their understanding of the topic.

Type

investigative

Activity

external

Verb

finding

The aim here is for the learner to Relate an external resource to the topic being studied or connect it with their existing knowledge or practice. Instead of just consuming a resource, the aim is to create an activity that helps the learner contextualise the resource more broadly. Typically, learners are told to consider the topic as they work through an external resource that has been chosen specifically to relate to the current topic. The aim here, however, is to ask learners to create that relationship, which means the resource should be a little left-field. Rather than being directly related or from the established literature, the resource may be an example of theory in practice, a concept’s execution, or a recent news article. Learners will have to work to relate the resource to the topic at hand. Ideally, this activity would be followed by an Interactive activity. This subsequent activity would allow learners to communicate with their instructor or peers about their understanding of the relevance of the resource to the topic.

summarise

In their own words, learners explain, interpret and provide a short outline of the concepts covered in an external resource.

Type

investigative

Activity

external

Verb

finding

The aim of summarising an external resource is to provide learners with an opportunity to demonstrate their understanding of the content of a resource. Identifying and connecting concepts discussed in a resource and using skills like paraphrasing to explain them requires learners to explore a resource in depth. Summaries can be recorded as part of the learner’s notes or shared with the class. This activity will work well as a group or class activity or to cover several resources.

assess, diagnose, act

A discussion framed around three key actions that learners undertake. Assess what the issue or problem at hand. Diagnose what the root cause of the issue or problem. Actions that can be taken to solve the problem.

Type

discursive

Activity

discussion

Verb

talking

This is a guided approach to problem-solving. Each step will have the learner evaluate the problem and receive prompts to think of ways to address the situation. This kind of discussion may need to happen in phases and be broken up throughout a module. First learners work through the information to make an assessment. They then work through diagnostic information before being asked to develop a solution. As a group activity, there may be many variations or opinions that need to be corrected. If this occurs, you may need to steer learners by providing them with an explanation.

compare & contrast

This discussion asks learners to find connections and identify differences between ideas found in class texts, articles, images, videos and more.

Type

discursive

Activity

discussion

Verb

talking

When learners understand the similarities and differences between different ideas, they can develop a better argument because they understand both sides. This type of question will lead to better-constructed learner responses and deeper, more well-rounded discussions.

conceptual changes

Introduce learners to a new concept or idea, then ask them to search online to find a common misconception about this topic and explain it in their response.

Type

discursive

Activity

discussion

Verb

talking

This discussion gets learners to form their opinions about a topic based on the content they’ve read or watched. Once they’ve developed their ideas, they must search for common misconceptions of the topic. This forces learners to question their methods and challenge their original thoughts. These are great ways to get learners thinking critically about their ideas and coach them to reflect and self-evaluate.

consensus building

The aim of this discussion is to agree on a single answer. Learners must work together and work out what it is they can agree on.

Type

discursive

Activity

discussion

Verb

talking

This discussion aims to get learners to agree on a single answer. For this to occur, learners must work together and determine what points on which they can agree. They don’t have to get the correct answer, but one that has agreement from the group. This kind of discussion should focus on compromise and identifying similarities and differences. It can be tricky and requires learners to understand a process for reaching a consensus. It would be best if you outlined this for learners as there are distinct phases:

1. Introduce and Clarify - learners seek to understand the problem at hand and ask questions about the definitions and parameters of the problem.
2. Explore Ideas - Open the discussion as an exploration to seek common and shared understanding.
3. Form a Proposal - Work towards a position and a shared group statement. It doesn’t have to be finished or perfect, but a start.
4. Test the Proposal - Test the position and see how it performs for the group. Does it address the problem?
5. Amend the Proposal - Iterate between testing and amending the statement until there is no more movement.
6. Submit the Proposal - Circulate the final statement from the group.

debate

Learners provide arguments for different interpretations or sides of an issue or scenario.

Type

discursive

Activity

discussion

Verb

talking

A debate allows learners to explore different perspectives and can challenge their inherent biases. A debate requires structure, and it is a good idea to set up some limitations and constraints around the debate format and where learners can take the topic. Often ethical topics are seen as potential areas for debates, and while they can provide an interesting topic, they can be quite tricky to navigate for inexperienced learners and can quickly become unintentionally offensive. Picking a good topic is crucial, and sometimes choosing the ridiculous or extreme ends of an issue can be most effective as they require learners to think critically and creatively.

interpret & evaluate

A two-step discussion that first asks learners to discuss the intentions of a resource and then to evaluate its effectiveness.

Type

discursive

Activity

discussion

Verb

talking

This kind of discussion starts by asking questions about the intentions or goals of the author, creator, character etc. Then learners are asked to evaluate the veracity of these intentions and, finally, the effectiveness of the methods used. This kind of discussion works well with an external resource or case study to act as a stimulus. The discussion can begin with how learners have interpreted and perceived the intended outcomes or purpose of the resource. After they work through that information, they can evaluate how effective and close to the resource’s initial intentions.

moral-ethical dilemma

Provide learners with a problem or situation, and ask them to explore one or more of the moral and ethical concerns.

Type

discursive

Activity

discussion

Verb

talking

Ask learners to apply their knowledge and experience to a specific dilemma. This prompt will help learners think about a topic from multiple sides, giving them a broader understanding of the subject. To help facilitate this discussion, ask learners to qualify their answers and provide supporting evidence or precedent. Moral dilemmas do not tend to have a correct answer, which learners may be seeking, so this must be clear from the outset. The discussion should focus on how individuals make decisions and what guides them. This discussion should concentrate on collecting various views and not seeking consensus. It may also stimulate further discussion on ways to engage with different perspectives. It is important to note that moral dilemmas are typical of complex issues, which may make discussion difficult for learners who relate to the issues or the kinds of discussion that may occur. You may wish to find less topical examples to discuss or implement some clear guidance for the learners if they have difficulty participating in the discussion.

open ended questions

Open-ended questions cannot be answered with a simple yes or no and require learners to elaborate on their knowledge.

Type

discursive

Activity

discussion

Verb

talking

Open questions should allow every learner to participate and contribute to a discussion because there is no singular, wrong or right answer. They require learners to elaborate on their points and apply knowledge of concepts to new settings or to synthesise and combine them with the information they already know. Instead, an open-ended question should provide a hook to what the learner already knows or allows them to connect new information to a circumstance they are familiar with. Good open-ended questions tend to be grammatically closed but cognitively open. They provide a narrow or simple framing but allow the learner to open up and invite elaboration and enquiry. An initial yes/no answer to a question can be opened up by a follow-up question like "Why do you think that?", "Could there be an instance where that’s not the case?".

peer review

Learners provide a review of each other’s work and discuss how that learner has applied their knowledge to a task.

Type

discursive

Activity

discussion

Verb

talking

Peer Review enables learners to step outside their work to see how others tackle a task. Peer Review requires instruction to guide learners to review aspects of another learner’s work. For example, how has the other learner structured their work or how have they applied a concept? They must then be able to provide relevant and meaningful feedback. There also needs to be ground rules with this activity to ensure learners are constructive in their review and how they give feedback to each other. It may be helpful to provide learners with some additional resources or examples about how to provide feedback.

shared meaning

Let learners explore what a new term or concept means to them as individuals.

Type

discursive

Activity

discussion

Verb

talking

There are often different perspectives and ways of understanding complex situations, issues and topics. Learners can benefit from developing a shared understanding and making meaning together to understand and work with complex information. This discussion can be facilitated by asking learners, "What does _______ mean to you?". You may also want to assist learners in engaging with each other. Ask them to interpret someone else’s answer or to comment where it is similar or hugely different. This creative freedom helps learners find their authentic voice but encourages discourse around how others have interpreted the concept.

apply a model

Use an existing model and apply it to a new circumstance.

Type

formative

Activity

practice

Verb

trying

A good deal of learning comes from applying knowledge to other areas. This isn’t necessarily an intuitive process and often requires adaption to work. So the ability to Apply a Model to different circumstances is valuable for learners to practice. An excellent way to go about this is to set up scenarios where this can occur. In these scenarios, it is essential to ensure alignment between previous examples the learners have seen and this new scenario. If important values, terms or components of the model need to be identified correctly, then they should have their equivalents in the new scenario for learners to match these up. Remember that any information asymmetry between examples and the scenario will make it far more difficult for the learner to connect the model to the new situation.

case studies

A specific real or hypothetical situation is dissected and analysed to interrogate the critical decision points, intended and actual outcomes, and reasoning that produced a particular outcome.

Type

formative

Activity

practice

Verb

trying

The aim of a case study is for learners to practically apply their skills and understanding of learned facts to a real-world situation. They are helpful for complex situations where solutions are uncertain and require multiple perspectives. They are perfect launch pads for further class discussion or as a project for individuals or small groups. Case studies allow learners to practice inductive and deductive reasoning depending on the location within their course. Inductive reasoning requires the learner to understand what is going on from the case study and then have it confirmed and explained in the following content. For deductive reasoning, the case study would test what they learned previously and apply the theory provided to this particular scenario.

completion example

Work through a stepped task that has missing elements.

Type

formative

Activity

practice

Verb

trying

This kind of practice builds learner confidence and skills in addressing a process. Provide learners with scaffolding by creating steps that require them to interact with. By working through the process, learners should be able to self-correct in a way that the next steps would provide feedback or information to let the learner know they have made a mistake. For example, if they solve a mathematical equation and put that into another formula, they should be able to tell (or be provided with direct feedback) that the value they have entered is incorrect. In situations where learners’ contribution may specifically be to demonstrate something is inaccurate or wrong, you must ensure learners know that that is a possibility.

feedback loop

Learners complete a task, get feedback and then redo or modify the original document to make improvements and correct mistakes and errors.

Type

formative

Activity

practice

Verb

trying

A feedback loop allows learners to practice, get feedback, and then apply that feedback to modify their original submission. The loop aims to evaluate the learner’s ability to make the required changes more than their proficiency at the task. The loop could be part of formative or summative assessments, where the initial submission is treated as a draft and not marked, whereas the final version is, with a significant component of the marks being on how well the learner has implemented the requested changes. One way to do this is for learners to submit their work, giving feedback using track changes and comments. The learner then actions the feedback, and the document is resubmitted. Track changes should be on so the marker can see how the work has progressed and how the learner has addressed the comments and markup in the document.

piecework tasks

Learners take on small components of a larger task. These can be brought together as an assessment or practice for the main task.

Type

formative

Activity

practice

Verb

trying

Piecework tasks aim to break down a complicated or multistage process into its constituent parts for the learner to complete each task and receive feedback before moving on to the next task. This process ensures that learners are correct and demonstrate their competency at each stage so as not to fail at the larger task. This strategy is essential when a mistake at a single point will mean failure overall. Identifying these failure points is crucial for these tasks, and each one needs to be accompanied by feedback that allows the learner to self-correct. Feedback must ensure that the learner understands at which point they failed and why. This kind of task may require learners to submit multiple times or to remedy their process before the next task through discussion with the teacher.

scenario and debrief

Learners watch or participate in a realistic scenario and then debrief about the session.

Type

formative

Activity

practice

Verb

trying

Scenario-based learning is a compelling experience as it allows learners to observe, or be placed into, a simulation of real life. For genuine formative learning, the debrief should be the focus as it enables the observer and participants to reflect on the task and how their participation can be corrected or improved. The debrief can be used to discuss what went wrong and what went right, allowing learners to reflect on their own practice. A good debrief isn’t just about observing the scenario itself but linking the thought processes, emotions and experience to their learning journey. A debrief is a facilitated process where discussion is developed and steered to meet the objective of providing learners with the chance to reflect and develop their skills and experience from their practice.

skills development

Learners complete a task to develop or demonstrate a specific skill important in the discipline and their career.

Type

formative

Activity

practice

Verb

trying

The learning journey isn’t only about knowledge: often, it requires the acquisition and development of specific skills. If these skills align with the course learning outcomes or program learning outcomes, learners must be provided with opportunities to practice. Development of skills requires two things: repetition and feedback. Repetition requires learners to be provided with multiple chances to complete similar tasks. Deploying their skills several times assists in the development of understanding and schema. Feedback at each attempt is also important as learners need to be able to evaluate themselves and diagnose problem areas and mistakes. Combining repetition and feedback means learners should have evidence of their improvement over time as they get more fluent and experienced.

try again

Learners repeat a task multiple times to test their skills, take on feedback, and demonstrate understanding and improvement.

Type

formative

Activity

practice

Verb

trying

Often, practice tasks are finite – submitted and then assessed – and learners are either marked wrong or right. In a Try Again situation, the learner submits until they are 100% correct. This practice tests their competency and understanding before moving on and helps build a solid foundation and connection for their knowledge and skills to grow. This step is crucial in foundation topics, where an understanding is a requirement for progression. Adopting this technique can drastically improve a learner’s success, but you must accompany it with generous and patient feedback. It can take many forms and come from teachers and peers, but it needs to ensure that learners work towards a singular correct version and are consistent with that version.

analysis & critique

Offering a critical interpretation of information.

Type

productive

Activity

assessment

Verb

making

One of the most common assessment methods involves asking learners to analyse and critique an existing phenomenon. Learners are asked to engage their knowledge and understanding and apply it to a real-world situation in a way that requires them to evaluate information, consider different perspectives and make reasoned judgements. Through the production of an artefact, learners develop skills to evaluate information, form their opinions, and communicate them clearly. Many formats used in this form of assessment (essays, dissertations and reviews) provide a common structure and form that can be applied across disciplines and domains. The analytical components of this form of assessment provide insight into the learner’s understanding and ability to process information. Additionally, engaging in critique helps learners learn how to give and receive constructive feedback.

creative work

Manifestation of creative effort as artefact.

Type

productive

Activity

assessment

Verb

making

This assessment form captures a learner’s ability and skill while demonstrating innovation and originality. Through creative work, learners are asked to apply their knowledge and skills in novel and imaginative ways that allow them to go beyond real-world constraints and situations. Creative work allows learners to engage in problem-solving as they develop their own solutions and showcase their skills by encouraging self-expression and personal connection to their work. This provides opportunities for learners to build confidence and independence as they take ownership of their projects. Creative work is also an opportunity to encourage collaboration and communication and explore possibilities that are all applicable beyond their learning experience. Common examples of creative work include performance, writing of poetry and fiction, visual and moving pictures, sound and music, and communication formats like posters, websites and social media.

evidence collection

Structured collection of learning.

Type

productive

Activity

assessment

Verb

making

This form of assessment focuses on learners capturing aspects of experience, the tangible and perceptible and the internal and reflective aspects of their own experiences. Evidence collection often takes place over time or to mark a specific time and place and includes formats like journals, logbooks, portfolios, and notebooks. It may also include interviews and other forms of data. The collection process is an important aspect of this assessment with the methods used, storage, safety, custodianship and communication all being important opportunities to learn and practice.

observation

Recording of practice.

Type

productive

Activity

assessment

Verb

making

An observation asks the learner to view and record what they see and perceive from their experience. This form of assessment often works best when running in real-time in situations that allow the capture of natural behaviour, interactions, and engagement. It is perfect for learners to explore specific circumstances that can’t be replicated through resources or materials and instead require engagement with people, spaces, equipment, or environments. It allows learners to engage in authentic activities, real tasks and practices within a context. Formats of assessment could be through logs and reports, clinical assessments, study and site tours.

participation

Involvement and activity measurements.

Type

productive

Activity

assessment

Verb

making

A key aspect of cooperative, collaborative, and social learning experiences is active participation and contributions that aid the group. Participation is often misconstrued as ‘turning up’, but it should only be used at times when learners are required to engage and contribute. It can be used to recognise social skills and activities that are required for the group to function, such as organisation, facilitation, inclusion, and communication. In this way, the productive element is their effort towards the group and the shared experience. It can be captured through wiki and forum contributions, workshop involvement, group work facilitation, and through engagement in conversations, collaboration and sharing.

planning

Proposed actions or achievements.

Type

productive

Activity

assessment

Verb

making

Planning is a crucial element of any productive work, as learners must think critically about how they would approach a task or project. Assessing this process provides insight into how the learner approaches the situation and their ability to set goals, organise themselves and their efforts, anticipate challenges, and solve problems. The developed plan provides a structured framework for future development, so review, feedback, and reflection on their intentions can help guide and refine their future actions. Learners can engage in reflective practice and bring in their previous experiences to help with time management, prioritisation and monitoring of the work involved. Formats for planning include proposals, designs, strategies and storyboards.

practical demonstration

Examples of skills and knowledge.

Type

productive

Activity

assessment

Verb

making

Practical demonstrations allow learners to apply concepts and skills in real-world or simulated scenarios. These authentic tasks require learners to solve problems, address challenges in a hands-on manner, and demonstrate crucial skills to experienced practitioners. The process reveals problem-solving abilities, creativity, physical and spatial awareness, and adaptability in practical situations. These situations allow learners to use specific tools, follow procedures and protocols and demonstrate the skills crucial for mastering the discipline. Practical demonstrations can assess competencies beyond theoretical knowledge, including procedural skills, execution accuracy, integration and application of concepts. This holistic evaluation provides a more complete picture of a learner’s proficiency and often takes place as a skills test, demonstration, simulation and through work placements.

presentation

Speech or talk to an audience.

Type

productive

Activity

assessment

Verb

making

As an assessment method, presentations are an opportunity to develop, demonstrate, and practice various communication skills to demonstrate a deep understanding and their organisational abilities. A presentation should focus on the learner’s ability to synthesise information and make it accessible to their audience. Presentation skills are highly valued in professional settings, so by practising and mastering these skills, learners are better prepared for future career opportunities where effective communication and presentation are paramount. Overcoming the challenges of public speaking by ensuring a safe space and effective feedback helps learners build self-assurance and reduce anxiety about speaking in front of others. Presentations can take various forms, including speeches, debates, lectures, seminars, and specific formats such as pitches, lightning talks, pecha kuchas, and viva voces.

process documentation

Documented actions and decisions.

Type

productive

Activity

assessment

Verb

making

Process documentation, as an assessment, provides insight into a learner’s understanding and application through transparency, making their process visible. This assessment can take many different formats that suit different disciplines and practices – from operations manuals to application forms, scope and sequencing of tasks, risk assessments, and how-to guides to process diaries and logs. The defining element is that learners record their actions and decisions so that the process to reach the end is clear and can be assessed. This provides opportunities for learners to reflect on their practice and encourages metacognition as they evaluate their approach to problem-solving and task execution. Process documentation allows for progress tracking from the initial stages to the final outcome and, through their records, shows their development, effort, and the evolution of their understanding and skills. Seeing concrete evidence of work and learning makes the assessment more objective and comprehensive.

professional practice

Demonstrated skills related to specific discipline.

Type

productive

Activity

assessment

Verb

making

This type of assessment involves the learner engaging in professional practices beyond the job and task at hand, but their involvement with the profession itself. Professional practice should include developing industry-specific skills by working on authentic tasks and projects. This experience is invaluable for developing the expertise and confidence needed for professional success. It should also seek to engage in competencies and actions that foster professionalism, such as ethics, responsibility, and teamwork. Professional practice is also an opportunity to support forming a network and industry connections through interactions with industry professionals, mentors, and peers who can provide career advice and potential job prospects. This can occur through on-the-job tasks, formal procedures, network interaction with professional bodies, and conference submissions.

reflections

Critical self-examination of practice.

Type

productive

Activity

assessment

Verb

making

Using reflections as an assessment helps learners deepen their self-awareness and promotes metacognition and personal growth through self-assessment and analysis of their work, decisions and outcomes. Rather than searching for the ‘right’ answer, reflective practice allows learning to occur through mistakes, errors and responses to challenges. Learners can adapt and improve their future performance by analysing what went wrong and considering alternative approaches. Practices such as auto-ethnography, journaling, blogging, performance reviews, and portfolios allow learners to develop habits that foster a mindset of continuous learning, self-improvement and lifelong learning.

report

Statement of information.

Type

productive

Activity

assessment

Verb

making

Reports require learners to research, analyse and synthesise information on a specific topic or event. This process demonstrates their understanding of the subject matter and their ability to apply their knowledge in a structured format. To prepare a report, learners must gather and evaluate information from various sources, developing their research skills, data collection, source evaluation, and the ability to integrate and cite information effectively. Reports require a clear structure and logical organisation to ensure information is presented coherently and that analysis is drawn from this information logically. Writing case reviews, business reports, profiles, lab reports, and audits helps develop professional writing and communication skills.

role play

Scenario and actor based.

Type

productive

Activity

assessment

Verb

making

Role play is a powerful tool that enhances the practical application of knowledge and fosters the development of communication skills, empathy, and problem-solving. By immersing learners in simulated real-world scenarios, role play allows them to apply theoretical knowledge, understand concepts in context, and prepare for real-life situations. Learners can actively participate in sessions, learn through observation, and engage in debriefing and discussion to enhance their performance and interpersonal dynamics. These experiences not only build confidence but also provide exposure to skills such as negotiation, conflict resolution, and customer service. Engaging in role play equips learners with competencies directly applicable to their future careers.

summary statement

Statement of main points.

Type

productive

Activity

assessment

Verb

making

Summary statements provide opportunities for learners to demonstrate comprehension of important topics, enhance their analytical skills, and improve communication skills by forcing conciseness and clarity. The constraints of the format force learners to identify, distil and convey only the essential information. This practice helps improve their ability to communicate complex ideas in a straightforward and concise manner to different audiences. It provides some transparency into what learners have perceived as the priority information and can help identify misconceptions and misunderstandings. These summaries can utilise various media to engage their audiences and provide creative and engaging outlets for many learners. Some useful examples would be briefing papers, posters, newsletters, flyers, outlines and social media posts.

test

Structured and constrained setting.

Type

productive

Activity

assessment

Verb

making

Tests require learners to perform various tasks within a structured and constrained environment that reflects the learning context. The constraints and structure of the assessments, like exams and quizzes, should support the learning objectives and relate to real-world challenges. For example, if time limits are imposed, they are specifically there to support the learner’s ability to perform when time is a constraint and reflect real-world requirements for performance and practice. The same applies to limiting access to resources and equipment, and these are only applied if they match the expected standard in the profession. One of the key benefits of tests is their ability to provide standardised assessments and evaluate all learners on the same criteria. This allows for measuring progress and comparing achievements that can inform decisions about instructional effectiveness and learner’s needs.

workshop

Construct & run interactive sessions.

Type

productive

Activity

assessment

Verb

making

Learner-developed and facilitated workshops provide an assessment method that facilitates practical application and promotes collaboration and teamwork through active learning. A workshop is an interactive learning environment where learners actively participate in hands-on activities, discussions, and problem-solving. It enables learners to enact their understanding of a topic by developing ways of facilitating activities with their peers that develop their own learning and provide opportunities to engage in their specific and unique perspectives. Workshops can be based on diverse and individualised knowledge areas, skills-based activities, tutorial sessions, professional discussions or creative techniques. They provide a unique way of developing interpersonal skills and allow the shift of perspective from learner to teacher that can demonstrate the relevance of their learning and field of study.

critique

Learners provide critical feedback that would improve the work in front of them. While pointing to errors or flaws, learners must also provide changes and recommendations so that feedback is constructive.

Type

evaluative

Activity

review

Verb

reflecting

When setting up a critique, it is vital that it stays contained and focused on the work. You may want to start by asking the creators to provide contextual information to the reviewers, such as their intent, who their audience was, and what constraints and choices they made. It is also worthwhile setting goals and intentions for the reviewers too - what are they expected to comment on, what is out of bounds, and what they can provide suggestions or instructions. Some of the most valuable critiques are not necessarily the judgements, but the questions back to the learner about their work. Get reviewers to focus feedback on addressing the intent and goals of the work and how effective they were in addressing them.

peer interviews

Learners interview each other and ask fixed questions about their work in progress.

Type

evaluative

Activity

review

Verb

reflecting

The purpose of a Peer Interview is to talk through evolving ideas rather than comment directly on each other’s work. Learners are paired up and ask each other a fixed set of questions about their work in progress to get them to summarise their work and how they approach it. It can be helpful when learners are required to demonstrate additional skills, such as note-taking, bibliography, research and essay structure.

peer reviews

Learners review each other’s work and provide input, opinion and evaluation. When used in conjunction with an assessment structure like a rubric, learners can learn to evaluate the quality of others and their own work.

Type

evaluative

Activity

review

Verb

reflecting

Learners review each other’s work and provide input, opinions and evaluations. Using structured feedback, like a rubric, learners can learn to evaluate the quality of their peers and their work. This kind of task works well for encouraging peer interaction and social learning and provides a scalable method of review and feedback that doesn’t put the onus on the teaching staff. Pushing this work onto learners requires learners to be provided with support, clear instructions and clarity around the method of review, what they should be looking for and tone of communication. If it is left too open, there is the potential for learners to misinterpret, misunderstand and compound that with incorrect feedback on their work.

quiz

Provide learners with a set of questions they can answer and be provided with feedback if incorrect and guided on how to remedy their mistakes.

Type

evaluative

Activity

review

Verb

reflecting

A quiz is a set of questions with set answers where there is a wrong or right answer. Learners should use them to evaluate their ability to recall and interpret information or solve specific problems. The questions themselves can be complicated and nuanced. For an effective review, a quiz needs to provide feedback to the learners so they can identify their mistakes and correctly answer moving forward. Feedback and answers should be developed at the same time as the questions. For example, if creating multiple choice questions, don’t just choose random answers and one correct. Choose them in a way that helps to identify common mistakes and misunderstandings - for example, flipping the numerator and denominator in an equation. It will ensure the review process improves their learning, rather than simply testing their knowledge.

reflection

Learners reflect on their individual learning journey. They are asked to personalise the key aspects they have learnt, what was influential, and what triggered change and growth.

Type

evaluative

Activity

review

Verb

reflecting

Reflection is a learnt skill that needs to be developed over time and may be an entirely new experience for many learners. Introducing reflection into a course will require scaffolding to provide learners with the correct level of structure and direction to ensure they get the most out of the process. Provide learners with suggested questions focusing on specific areas of their study and experience.

repeated task

Provide learners with a task that is repeated a number of times and utilises feedback to improve their process.

Type

evaluative

Activity

review

Verb

reflecting

A technique to help learners is Spaced Repetition, which helps develop skills and reinforce knowledge over time, helping to strengthen connections in their schema and aid recall. Spaced Repetition requires tasks to be spaced out and occur across the teaching period. Rather than a one-off, learning occurs through the routine and regular opportunity to apply knowledge and skills. Each task can use the same knowledge or skills and apply them to different situations, but they must include repeated elements. Including feedback in the task helps learners improve their ability and skill and, over time, improves their performance.

revision points

Build a step in the learning journey specifically to review concepts in the course.

Type

evaluative

Activity

review

Verb

reflecting

Revision points within the course can aid learners with their understanding and development of their schema. If you know that there are key topics and concepts within the course that learners must know, you can set up revision points within the course rather than leaving it to chance. These can then be designed to encourage specific types of revision - such as memorisation and recollection, practice questions, and comprehension - specific to the desired outcome.

study plan

Learners develop a plan for their study and reflect on their learning journey and future planning to build self-regulated learning skills.

Type

evaluative

Activity

review

Verb

reflecting

A study plan aims to get learners to set milestones for their learning and to check their progress throughout the course. This type of review provides learners with a sense of responsibility and accomplishment to personalise their learning journey throughout the course. To do this, learners will have to be able to assess their current knowledge and have a clear understanding of what kind of milestones learners should record. Any milestones should align the assessments and course learning outcomes with the learner’s goals.

task Feedback

Provide learners with directly implementable feedback on a task so they can directly address the feedback and improve their work.

Type

evaluative

Activity

review

Verb

reflecting

Feedback is vital to personal development, and each individual can benefit from it when done correctly. It is essential to understand that feedback, by its nature, is a cyclical process rather than linear. This means that feedback shouldn’t be the end point of a task and instead occur before the last step so it can be actioned and implemented. One common problem with assessments is that the learner focuses on the marks rather than the journey they go through and the evolution of their work. We often consciously make feedback disposable in that sense and secondary to the marks attached because there is no follow-through. At the course design stage, it is essential to consider how formative and summative assessments can work together and how a review task like task feedback can feed into a subsequent assessment where marks are attached. Consider pairing review tasks, like task feedback, with productive assessments so that marks are given to actioning feedback and improving the work done by students.

test environment

In a suitable test environment, learners work on a practical example to explore a topic and test their skills, decisions and actions. It allows them to see what works, what errors occur and validation when correct.

Type

evaluative

Activity

review

Verb

reflecting

A test environment is not always available or suitable, but it creates a safe space for learners to make mistakes. A test environment should allow learners to make all the possible mistakes in this safe environment and learn from the consequences. This learning experience is common in some fields, like developing code, but can be applied more broadly to other disciplines – from administering doses of pharmaceuticals to identifying problems in accounting documents to working with problematic data sets. Test environments develop an understanding of the consequences of their actions and decisions and provide a way to experience the consequences and confront them through their mistakes. Getting something wrong is necessary for learning, but it can also be demoralising. It’s vital to enable learners to uncover their mistakes, learn where they went wrong and try again.

class conversation

Stimulate a class discussion based on the current learning sequence. Provide opportunities for learners to contribute to the discussion by directly inviting them in and getting them to gain confidence in a socialised learning process.

Type

social

Activity

interactive

Verb

sharing

This kind of interaction is about trying to involve the class as a whole and is perfect for when you want to explore diversity and individual experiences within the class. It is essential to note that the conversation needs to be facilitated well for the group to feel able to contribute. A facilitator often needs to encourage and invite class members to speak for learners to feel comfortable sharing. This may require the facilitator to take the lead and share their thoughts or experiences before inviting others. The facilitator needs to ensure that the class is a safe space to share and may need to lay some ground rules about the topic, fence off certain aspects and at times interrupt the conversation to guide it back on topic. The active facilitator role is essential when introducing this kind of activity, but over time, it can become more learned and practised by the learners and requires less input as the course progresses.

cooperative work

Learners perform together (co-operate) while working on selfish yet common goals e.g. shared notes, assembly of resources/examples, perform process but submit their own analysis.

Type

social

Activity

interactive

Verb

sharing

Cooperation is another form of group work, but rather than working on a single specific task together, learners share resources and efforts to complete their own tasks. This could include developing a shared reading list, assembling a glossary, contributing to a data set, or discussing key issues – which then aids each learner complete their own task. This shared work reduces the load on the individual, and a single contribution can have a much more significant impact when collected from the whole class. Cooperative tasks also reduce the risks and problems usually associated with group assessments by decoupling the group’s efforts from the individual’s mark.

divergent thinking

Learners work collaboratively to address a problem, generate multiple ideas, and expand the range of possible solutions.

Type

social

Activity

interactive

Verb

sharing

This activity is often thought of as ‘brainstorming’, generating multiple ideas and solutions by ‘thinking-out-loud’. This social interaction allows learners to see different perspectives and can often unlock unique and creative solutions that learners may not have been able to develop independently. Affinity mapping is a common technique for this task where individuals independently write out their ideas (often on sticky notes) which are then shared with the class, who then systematically group notes that are similar or share common elements. These grouping can then be presented as a Venn diagram, flowchart, hierarchy, or some other visual or written form that captures the main ideas and their relationships.

just in time support

Provide opportunities for staff and learners to interact and provide less structured learning and discussion to facilitate just-in-time support.

Type

social

Activity

interactive

Verb

sharing

While it is essential to provide learners with structured interaction, it can also be helpful to provide opportunities in the course for free-form and unstructured sessions. Drop-in and learner-led sessions can augment timetabled interactive sessions and provide an additional point for learners to connect or seek support from teaching staff. These sessions should coincide with scheduled points in the course, like assessment submission dates, to help clarify details and answer questions. They may also be prompted by discussion forums or questions during scheduled teaching sessions. They can also be added to a course plan to coincide with challenging topics or known problematic areas within the course.

peer sharing

Learners share their experiences and perspectives with the group to provide different perspectives and contextual applications of theory and practice.

Type

social

Activity

interactive

Verb

sharing

Peer sharing is an opportunity to expose learners to different experiences, interpretations, perspectives and opinions. The aim of sharing isn’t to convince learners of another opinion or to reach a consensus but to demonstrate to learners that there is breadth and variation in the chosen topic or concept. This activity is best suited to points in the course when drawing on the diversity within the class is beneficial. Use questions and prompts that learners can react and respond to that draws on their opinions and experiences rather than a specific answer. Choose prompts with the potential for each learner to respond differently, rather than those within a narrow scope of answers.

share example

Learners share the application of a concept in an environment they are familiar with.

Type

social

Activity

interactive

Verb

sharing

This activity aims for learners to share a tangible example from their worldview and experience. This can be useful to work out how well learners understand the topic. If they can draw upon their circumstances to find a relatable example, it can demonstrate their ability to apply their knowledge to different discipline areas. Courses with learners from various professions, backgrounds and disciplines can benefit significantly from being exposed to unfamiliar circumstances or possibilities they would not have thought of on their own.

share opinion

Learners provide an evaluation of a situation and make a judgement drawing on their knowledge.

Type

social

Activity

interactive

Verb

sharing

This activity can be as simple as a prompt for learners to share and contribute their opinion. All learners tend to have an opinion, so creating space for them in the course is a great way to get direct insight into their learning. It can be helpful in a before-and-after context to chart learners’ change in knowledge and understanding of a topic. It is also a simple way to relate contemporary issues to the topic. It can be helpful as a diagnostic to correct misunderstandings and misinterpretations or to fill in gaps that learners may have missed. If these opinions are available to be viewed by other learners, they can be a resource that allows reflection on their own opinion and see what diversity is in the class.

shared experience

Learners share how a concept has been applied or demonstrated from their own personal and professional experience.

Type

social

Activity

interactive

Verb

sharing

This activity aims to draw on learners’ personal experiences to provide examples and for other learners to see how they relate to the topic. A personal experience has a lot of resonance with individuals. It can make learning more tangible and real for many who find engaging with textbooks and imagined scenarios challenging. Experiences are, by their nature, personal and can be linked to quite intimate or emotional moments. It is important to acknowledge this might be the case in the activity instructions, as some learners may not feel comfortable sharing their experiences, especially if they are negative. Respect your learners and their privacy and always invite them to share, which many will do without issue, rather than make it a mandatory requirement.

team conversation

Stimulate a discussion with a small group of learners working towards a common goal. A cooperative task where learners share their perspectives and experiences to develop their understanding.

Type

social

Activity

interactive

Verb

sharing

Dividing the class into small groups allows more space and time for active participation in a conversation. This activity groups learners together for the specific purpose of speaking more deeply with each other about the topic. The aim is for learners to share knowledge and experiences to cooperate and build their understanding of a topic. You will need to provide questions that encourage learners to share their thoughts and experiences. Rather than providing specific answers, you may wish to offer prompts and follow-up questions so that learners have the tools to facilitate their own deeper team conversation.

team task

A small group of learners work together to complete a shared task which requires them to collaborate and create a consensus to achieve a set outcome.

Type

social

Activity

interactive

Verb

sharing

A Team Task requires learners to work together, build consensus and create a shared body of work. Some good examples of suitable tasks include working through a problem, example or case study, contributing to a document or shared response, or creating a list of resources, papers and literature. These kinds of tasks can work as asynchronous and synchronous tasks and are helpful for low-stakes work and getting learners used to learning in a social context. These tasks must be scaffolded and provide learners with clear instructions and roles, especially when introduced to learners. If these tasks are used consistently throughout a course or program, you can reduce these explicit instructions as learners become used to this way of working and self-organising. It is important to note that regardless of the level of study, you should treat each group of learners as novices when it comes to this kind of task. Knowledge and teamwork experiences apply to specific groups; what works in one group may not transfer to another.