Want to keep learning?

This content is taken from the FutureLearn's online course, How To Teach Online: Providing Continuity for Students. Join the course to learn more.
a younger student on a laptop in a ball pool
Students are creative problem-solvers with different perspectives - they can be bought closer into the teaching process

Students as creators

Earlier in this activity we examined the role of learning types - identifying what it is you expect your students to do with your teaching approach.

Taking this idea of student centred design one step further is the idea of actively and expressly giving your students the space and opportunity to take ownership of their learning through creating, or working at more self-directed pace. Again, we are keeping in mind our guiding principles:

  • Asynchronous design
  • Promoting independence and autonomy
  • Doing more with less
  • Identifying Learning Types

This is a broad topic so we can break it into several subtopics. Resources are supplied at the end of this Step.

Involve your students in identifying topic, focus, or output

Students can be co-creators in that they are more deeply involved in deciding what they’re going to learn. This might be through negotiating a scheme of work, or by collaborating to choose ways they can demonstrate what they have been working on. By involving your students in what they’re working on, they could become more engaged and motivated to try out new ideas.

Give ample space and time to create

Creativity involves taking what is known, what is presented, what has been explored - and recombining or presenting these ideas in new ways. To do this requires time - and, it may also require structure to strike the right balance between creative freedom and support. Project or task-based approaches work very well asynchronously and offer lots of scope for autonomy and creativity, for either groups or individuals. The following stages could be negotiated with your students:

  • Break the task or topic into stages or chunks
  • Identify the learning types for different stages
  • Model or demonstrate possible outputs
  • Define success criteria (opportunity for collaboration and peer feedback)
  • Give guidance on group organisation (if relevant)
  • Clearly state times/deadlines for updating, presenting or submitting
  • Present all of this as an overview from the start - no surprises!

Be sure to leave a lot of time, room and scope within for how the students decide to self-organise or approach the assignment. If planning a group or collaborative activity, things will take longer online, as your students are doing things at different times.

Martin Weller, OU: “…an online collaborative activity would take 2 hours, as in face to face, and in fact had to be extended over several weeks as people negotiated roles, etc.”

Another benefit of longer project/task-based approaches is that while you will invest time in the initial set up, you may need to spend less time ‘teaching’. Students are given the space and time to be creative and become more independent. Updates could come from students or their parents/carers with less frequency as the students have more time to spend on task.

Suzanne Mordue, UK British Council: “You can give your learners group projects and get updates via email.”

Discussion

Which approaches or techniques to promote creativity could be suitable for your context? How might they increase engagement and motivation?

Share this article:

This article is from the free online course:

How To Teach Online: Providing Continuity for Students

FutureLearn

Get a taste of this course

Find out what this course is like by previewing some of the course steps before you join: