Learning Activities

We aim to include a mix of learning activity types in our courses. We know from research that certain types of activities lead to improved student outcomes (though not always higher student satisfaction).

Keep in mind (from Toetenel & Rienties, 2016, Rienties & Toetenel, 2016):

  • Learning activity design strongly influences academic retention and success.
  • Assimilative activities (more passive, transmission) are negatively correlated to student outcomes (these are often the most prevalent kind of activity we see).
  • Communication activities were most strongly associated with academic retention (completion and success).

Please use the table below for ideas on the types of activities that can be designed for (adapted from Toetenel & Rienties, 2016 and ABC Learning Design).

CategoryType of activity  Examples
Assimilative  (Acquisition) Attending to information   Read, Watch, Listen, Think about, Access.   
Finding and handling  Information  (Investigation)  Searching for and processing information   List, Analyse, Collate, Plot, Find, Discover, Access, Use, Gather.   
Communication  (Collaborate and Discussion) Discussing module related content with at least one other person  (student or tutor)   Communicate, Debate, Discuss, Argue, Share, Report, Collaborate, Present, Describe.     
Productive    Actively constructing an artefact   Create, Build, Make, Design, Construct, Contribute, Complete.  (These types of activities should follow, scaffolded previous activities to help build skills) 
Experiential  (Practice) Applying learning in a real-world setting   Practice, Apply, Mimic, Experience, Explore, Investigate.     
Interactive/adaptive    Applying learning in a simulated setting Explore, Experiment, Trial, Improve, Model, Simulate.   
Reflective  Reflecting on own learning  Journal, Blog, Discussion, Annotation  

References:

Toetenel, L., & Rienties, B. (2016). Analysing 157 learning designs using learning analytic approaches as a means to evaluate the impact of pedagogical decision making. British Journal of Educational Technology, 47(5), 981–992. https://doi.org/10.1111/bjet.12423 

Rienties, B., & Toetenel, L. (2016). The impact of learning design on student behaviour, satisfaction and performance: A cross-institutional comparison across 151 modules. Computers in Human Behavior, 60, 333–341. https://doi.org/10.1016/j.chb.2016.02.074