(E) LEARNING TECHNIQUES AND EFFECTIVE PEDAGOGIES FOR FACE-TO-FACE & VIRTUAL CLASSROOM INSTRUCTION

(E)LEARNING ACTIVITIES FOR FACE-TO-FACE & ONLINE CLASSROOMS
1- ART PROJECTS
2- ARTICLE / TEXT CRITIQUES
3- AUDIO RECORDING / PODCASTING
4- BLOGGING AND REFLECTING
5 - BRAINSTORMING, CONCEPT MAPPING AND LISTING FACTS / OPINIONS / MAIN IDEAS
6 - BRIEF DEBATES IN PAIRS / GROUPS
7 - BRIEF E-PRESENTATIONS (BY SCREEN SHARING)
8 - BRIEF LITERATURE REVIEW
9 - CASE STUDIES
10 - DATA COLLECTION ON WEB, WIKIS & BLOGS AND SHARING WITH CLASS
11- DISCUSSION QUESTIONS & DISCUSSION LEADERSHIP
12 - E-PORTFOLIO
13 - FISHBOWL
14 - FINDING ''REASONS & RESULTS'' & ''COMPARE & CONTRAST'' POINTS
15 - HYPOTHETICAL SITUATIONS
16 - KEY-WORD POOL
17 - KWL (WHAT I KNOW, WHAT I WANT TO KNOW, WHAT I'VE LEARNED)
18 - MAKING IMAGINARY JOURNAL TITLES
19 - PAIR / GROUP PROBLEM-SOLVING / EDIT / PEER-FEEDBACK / ORAL - WRITTEN REPORT
20 - PRODUCING WORK ON SOCIAL MEDIA AND SHARING IT WITH E-CLASS
21 - SOCRATIC DIALOGUE
22- VLOG / YOUTUBE / FLIPGRID VIDEOS
23 - WRITING QUESTIONS & FINDING ANSWERS: INQUIRY


1- ART PROJECTS

Students complete a design or artistic rendition and then submit it virtually.

https://www.metmuseum.org/art/online-features/metkids/time-machine
Students can choose timelines in history/social sciences subjects, investigate and discover deep into different regions, dates, artwork and so on all around the world throughout the human history. 


https://www.pearltrees.com/

Students can make a collection of photos, news, articles, magazines and share them with other students and instructors. It can be done on pearltrees website or on a simple word document and then can be shared on screen.

For more: https://www.kitchentableclassroom.com/best-art-museum-websites-interactive/



2- ARTICLE / TEXT CRITIQUES

Students are assigned articles or topics. Then, they share their findings on an online discussion forum, synchronous discussion, wiki, blog, or other presentation methods using 'share screen' on their laptops.





3- AUDIO RECORDING / PODCASTING

As part of projects, students can make audio recordings or podcasts on the given topics of the course and share it via canvas or their blogs. A simple google search will give instructors a lot of podcast-making apps and websites. The simplest one is student smartphone.

4- BLOGGING AND REFLECTING

Students can share their opinions and projects on their blogs. This will increase student engagement. Blogs can also be used as reflective spaces where students put forward their arguments and critically evaluate their peers' opinions and projects.
blogger, blogspot, wixsite are some of the renowned spaces for starting a personal blog.
https://www.blogger.com/about/?r=1-null_user
https://wix.com/




5 - BRAINSTORMING, CONCEPT MAPPING AND LISTING FACTS / OPINIONS / MAIN IDEAS

Students search for information, design thought maps, share their work via concept map applications.


https://miro.com/app/
https://mindmeister.com

6 - BRIEF DEBATES IN PAIRS / GROUPS

Students are given adequate time and topics to discuss and debate on. This activity can also be done in virtual rooms where students are randomly assigned and enabled to hear only the students in their rooms.


http://www.edeb8.com/random-debate-topic



7 - BRIEF E-PRESENTATIONS (BY SCREEN SHARING)

Students as solo or in pairs/groups can present topics with screen share while others are listening/watching and taking notes.




8 - BRIEF LITERATURE REVIEW

Students are given tasks and topics. Then, they conduct a literature review and share it using graphic organizers and screen-share.


https://padlet.com/dashboard


9 - CASE STUDIES

Instructors can use the 'case study' teaching method effectively in all levels and fields. This method gives students an opportunity to gain reading, comprehension, comparison, inquiry, and analytical skills.




10 - DATA COLLECTION ON WEB, WIKIS & BLOGS AND SHARING WITH CLASS



11- DISCUSSION QUESTIONS & DISCUSSION LEADERSHIP
Students are assigned specific articles and they lead the discussion in the class. This will empower students as future researchers, instructors and give them an opportunity to see their own weaknesses and strengths.

12 - E-PORTFOLIO

Students collect their works produced in any course in their blog or in a word document. E-portfolios are great tools for assessment and evaluation. E-p contributes to the enhancement of self-regulation and the metacognitive skills of learners as well.



13 - FISHBOWL

Students can categorize information transmitted in a course by the instructor. Graphic organizers help students remember information and learn by doing.




14 - FINDING ''REASONS & RESULTS'' & ''COMPARE & CONTRAST'' POINTS

In order to better comprehend a topic, students investigate reasons/results and compare/contrast points regarding the subject matter. They can then put their findings into a poster/brochure using apps.


15 - HYPOTHETICAL SITUATIONS

Students think of alternatives and broaden their horizons by asking hypothetical / what-if questions to themselves or one another.


16 - KEY-WORD POOL
Students form word clouds, key word pools by using available apps.
https://www.wordclouds.com/
https://wordart.com/



17 - KWL (WHAT I KNOW, WHAT I WANT TO KNOW, WHAT I'VE LEARNED)

KWL charts are helpful for organizing the learning of students. IT improves student regulation.





18 - MAKING IMAGINARY JOURNAL TITLES

Students make up their imaginary journal article titles as future researchers. Then, they might discuss what they would like to research.



19 - PAIR / GROUP PROBLEM-SOLVING / EDIT / PEER-FEEDBACK / ORAL - WRITTEN REPORT

Using personal blogs, padlet.com, google docs, students can work on given problems, edit and feedback their peers, and write reports or orally express their points.



20 - PRODUCING WORK ON SOCIAL MEDIA AND SHARING IT WITH E-CLASS

Students use hashtags and find relevant academic information, social media users (verified) and share their own posts and opinions.



21 - SOCRATIC DIALOGUE
The instructor provides a well-formulated question that requires personal responses from students. These responses elicit further questions and so on. It is sometimes referred to as teaching through questioning. Typical in ethics studies within any curriculum, politics, psychology, social studies, higher-order mathematical concepts, and law.


22- VLOG / YOUTUBE / FLIPGRID VIDEOS
As an in-(e)class activity or as an assessment tool, students might be asked to take videos and share them with their peers and instructors.


23 - WRITING QUESTIONS & FINDING ANSWERS: INQUIRY

Students gain critical thinking skills and learn to ask and answer questions. On a given topic or subject matter, students create as many questions as possible and then direct these questions to their (e)-classmates.