Modification of Traditional Classroom Activities | Origin: EL113
This is a general discussion forum for the following learning topic:
Active Learning in an Online Environment --> Modification of Traditional Classroom Activities
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
I learned that having a beginning period (like week 1) where students don't have to worry about graded assignments does help create a tone of ease before things kick off officially in the next week. This is also helpful for students that may start in the course a few days later. Since the courses are more accelerated where I will teach, I might incorporate this within the first few days and use that time to get to know everyone.
nstructors may feel uncomfortable moving from the "expert" who provides all answers to the "facilitator" who manages the process of students finding their own answers.
I learned how traditional classroom activities can be transformed into active learning strategies that promote engagement, collaboration, and critical thinking. I plan to apply these ideas by incorporating more interactive tasks, student-centered activities, and meaningful participation opportunities in my future classes.
I've had good and bad experiences in the past with doing group projects in online classes, but I think they were both important experiences as they provide life exepreince to work through conflict as well as provide an opportunity to connect with peers.
To make our courses into active learning experiences requires planning and preparations in excess of what we used to do in traditional teaching. It is not clear who pays for that, but it must be done.
Rubrics play a critical role in virtual education, particularly in contexts where students have access to artificial intelligence tools. Well-designed rubrics help clarify expectations, define performance standards, and make assessment criteria transparent for both instructors and students. By focusing on learning outcomes such as critical thinking, application of concepts, originality, and reflection, rubrics allow instructors to evaluate the quality of student work beyond surface-level writing. In online environments, rubrics also promote consistency and fairness in grading, reduce ambiguity, and support meaningful feedback. Rather than preventing the use of AI, rubrics can guide students toward responsible and ethical use by emphasizing process, understanding, and value-added contributions.
Las rubricas son unas herramientas demasiado utiles para otorgarles a los estudiantes puntos claves y resultados satisfactorios, tambien el ayudarles a gestionar el tiempo porque es una habilidad que se debe obtener en estas nuevas modalidades
Rubrics are a great way to help standardize the grading process and provide detailed rationale as to why a stupid earns or loses points based on assignment criteria.
Incorporating "low-risk" active learning strategies slowly is a way to ease into an active learning classroom. Use of rubrics makes grading fair/less subjective. It also gives students the ability to grade their own work before submitting an assignment, ensuring they've completed it accurately.
I, personally, do not like group projects as I feel there is always 1 student that does not put forth as much effort. I do like rubrics as it makes grading easier and more fair.
I appreciated the section on rubrics. I've found that a detailed and clear rubric saves a lot of headache when grading. I also like the idea of using the rubric and having students do a self-evaluation or peer evaluation on an assignment. This is a method of active learning as well.
During the pandemic, group projects were often presented on zoom. Whether it is zoom or collaborative google slides/powerpoint, technology facilitates collaboration in a way that distance and online learners would otherwise struggle to achieve and thus benefit from.
I currently feel overwhelmed with online teaching and feel that I will be uneasy at first with using active learning techniques. I feel this module will help me to have clear communication with my students and to also be the facilitator over my online classroom.
I learned about the idea of the "flipped classroom". This is a great technique for online learners because they can individually watch a video or read a resource, then meet up to discuss and learn more synchronously.
A grading rubric is an essential tool in online learning because it establishes clear expectations, consistency, and transparency for both instructors and students. By outlining specific criteria and performance standards, rubrics help students understand exactly what is required to succeed and guide them in producing work that meets course objectives. For instructors, rubrics ensure fairness and consistency in grading, reduce ambiguity, and provide a structured framework for delivering meaningful feedback. In the online environment where face-to-face clarification is limited rubrics serve as a critical communication bridge, empowering students to stay aligned, motivated, and confident in their learning journey.
Rubrics are a grading tool for instructors but also is designed to assist students in meeting standards and expectations of assignments to be completed.
Taking this course taught me how to rethink and redesign standard classroom practices so they support deeper engagement, critical thinking, and student-centered learning. In addition, designing a rubric around the classroom practices is essential for students to remain aligned and on track with the course.
Rubrics are essential, not only for grading but setting expectations. It creates an even playing field and allows the students to complete the assignment based on the expectation. Instructors should provide adaquate feedback that is individualized for each student and their performance.
Time management is a major skill that students need to be empowered to practice and build. Rubrics are key to success, ensuring that it is clear to the students.
