Creating Learning by Doing (LbD) Activities (with constructive feedback)

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Divya Thakur

Assistant Professor

ISME, ATLAS SkillTech University, Mumbai

Elements of LCM

• Learning Dialogues LeD Videos/ RS Content
• Learning by doing LbD Activities/ Constructive Feedback
• Learning Extension Trajectories LxT Resources
• Learning Experience Interaction LxI Discussion

Outline for today

“lecture-first, assess-later" method

promotes retrieval, experimentation, and iterative refinement.

Think and Answer

A colleague has designed a module of her MOOC with Learning Dialogues (LeD) followed by a quiz.

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Would this benefit the learners? Justify

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Module 1

LeD 1

LeD 2

LeD 3

Quiz based on Module 1

Activity: Discussion

• Chunking
• LeDs
• Assessment

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But

• No immediate practice
• Missed opportunity for Feedback
• Discrete

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Module 1

LeD 1

LeD 2

LeD 3

Quiz based on Module 1

Activity: Discussion

Give learners

• Multiple and frequent opportunities to practice
• Immediate application of the learning
• Feedback to improve

Practice based on LeD 1

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LeD 1

LeD 2

Practice based on LeD2

LeD 3

Practice based on LeD 3

Quiz based on Module 1

Module 1

Concept of LbD

Murthy S., Warriem J., Sahasrabudhe S., & Iyer S. (2018), "LCM: A Model for Planning, Designing and Conducting Learner-Centric MOOCs, Proceedings of IEEE Ninth International Conference on Technology for Education (T4E)

Purpose of LbD

Formative Assessment

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Immediate and Frequent practice

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Helps revise learning and improve understanding

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Concept of LbD

Murthy S., Warriem J., Sahasrabudhe S., & Iyer S. (2018), "LCM: A Model for Planning, Designing and Conducting Learner-Centric MOOCs, Proceedings of IEEE Ninth International Conference on Technology for Education (T4E)

Learning by Doing Activity

After every LeD

Immediate and frequent application & practice

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Concept attainment

Integration of knowledge

Example: Think and Answer

Which of the following contains maximum amount of Vitamin C?

1. Mango
2. Lemon
3. Pineapple
4. Watermelon

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What should be the feedback for each of the options?

Activity: Discussion

1. Option A is incorrect.
2. Option B is correct.
3. Option C is incorrect.
4. Option D is incorrect.

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Possible Answers.

But, these are NOT giving constructive feedback

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Activity: Discussion

1. Option A is incorrect. Mango contains 52 mg of Vitamin C
2. Option B is correct. Lemon contains 53 mg of Vitamin C
3. Option C is incorrect. Pineapple contains 47.8 mg of Vitamin C
4. Option D is incorrect. Water melon contains 8 mg of Vitamin C

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Possible Answers.

But, these are NOT giving constructive feedback

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Activity: Discussion

1. Option A is incorrect. Mango contains 52 mg of Vitamin C. Mango is a good source of fibre and pectin. But, it doesn’t have the maximum amount of Vitamin C.
2. Option B is correct. Out of all the options, Lemon contains maximum amount, that is, 53 mg of Vitamin C.
3. Option C is incorrect. Pineapple contains trace amounts of Vitamins A and K, phosphorus, zinc and calcium. It contains 47.8 mg of Vitamin C and is also rich in manganese.
4. Option D is incorrect. Water melon contains contains decent amounts of potassium, copper, Vitamin B5, and Vitamin A and only 8 mg of Vitamin C.

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Giving feedback: Key recommendations

Giving feedback: Key recommendations

Feedback should be:

• Customized
• Constructive

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Option A is incorrect. Mango contains 52 mg of Vitamin C.

Mango is a good source of fibre and pectin. But, it doesn’t have the maximum amount of Vitamin C.

Source: Engelmann, S., & Carnine, D. (1991). Theory of instruction: Principles and applications. ADI Press.

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Activity: Discussion

For effective feedback

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• Provide Constructive Feedback
• correct answers - to crystallize learning
• incorrect answers- to help understand how to improve / reason correctly.

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• Design Differential Feedback
• customised feedback for each option / possible response

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Closing the formative assessment loop

Frequent & Immediate activities

Activity

Is constructive customized feedback possible for questions requiring longer answers or steps of a problem?

Discussion

Assess open–ended answers using descriptive performance rubrics, implemented via self assessment or peer review.

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Peer review

• Feedback of open-ended LbDs is learner-centric
• Helps both the giver and receiver of feedback

What are Rubrics?

• Rubrics are descriptive rating schemes that define different performance levels of achievement
• If something complex or open-ended needs to be assessed – identify the criteria

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Think and Answer

Think of one difference between Reflection spot and LbD activity

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Type in your response in the chat

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Discussion

Key Differences

Summarise: To create LbD Activity

Takeaways

LbDs

• After LeDs, not only at the end of the course
• Frequent opportunities for practice
• Similar to formative assessment
• Variety based on cognitive levels & format
• Constructive customised feedback

Activity: Discussion

Reflection Spot

Practice questions after a topic: LbD

Source: NCERT Textbooks

Exercise at the end of the chapter

Short Break

Image source: www.pikrepo.com

Creating LbDs- Lab session

What makes a well-designed LbD?

LeD : An introduction to gravity

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Corresponding LbD:

Identify the fruit that fell

on the head of Newton

1. Mulberry
2. Apple
3. Watermelon

How: Creating an LbD activity

Creatively combine

How to construct an LbD?

How to construct an LbD?

Time for Our own LbD!

• LeD topic and script

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• LbD creation

LbD Class Activity

Bird’s eye view!

LbD constructor

Template and Guidelines for creating your LbDs

How to use this constructor

This constructor will help you create LbDs in your topic. An LbD will include a question or activity for learners, and feedback that learners will receive based on their response.

• The next slide contains an overview of the steps to create a set of LbDs in your topic.
• Each subsequent slide corresponds to one step. The slide will have:
• Actions to be performed (given on the slide).
• Guidelines to be followed and notes to be aware of (given in the speaker notes section).
• Perform the actions required to complete all the steps.
• The last slide contains a summary of the LbD creation steps.

Overview of steps to create LbDs

Create LbDs at Recall-Understand level for concept attainment

Create LbDs at Apply level for practice

Create LbDs at higher cognitive levels for knowledge integration

Identify concepts for LbDs at various cognitive levels

Overview of steps to create LbDs - A

Identify concepts for LbDs at various cognitive levels

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1. Choose the LeD for which you want to create LbDs
2. Identify the concept(s) in the LeD for which you want the students to
• attain at recall-understand level
• do practice at apply level

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Create LbDs at Recall-Understand level for concept attainment

Create LbDs at Apply level for practice

Create LbDs at higher cognitive levels for knowledge integration

Step A.1: Choose the LeD for which you want to create LbDs

MOOC title: Digital Transformation in Teaching Learning Process

LeD on Drawing and Writing https://www.youtube.com/watch?v=z2LOlKx1nSE&ab_channel=DTITLPCourse

Identify concepts for LbDs at various levels

Create LbD at Recall-Und. level

Create LbDs at Apply level

Create LbDs at higher levels

Step A.2: Identify concepts for LbDs at various levels

• Identify key features > Recall- Understand level
• Micro-practice how to perform a function > Apply level

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Identify concepts for LbDs at various levels

Create LbD at Recall-Und. level

Create LbDs at Apply level

Create LbDs at higher levels

Overview of steps to create LbDs - B

Identify concepts for LbDs at various cognitive levels

Create LbDs at Recall-Understand level for concept attainment

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1. Write 2-3 recall-understand level questions for concept attainment
2. Decide pedagogical & technological format for each question
3. Design constructive, customized feedback for each question

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Create LbDs at Apply level for practice

Create LbDs at higher cognitive levels for knowledge integration

Step B.1: Write Recall-Understand level questions

Q1. Identify the key features of the smartboard. [Multiple answers possible]

1. Multi-touch by 4 users simultaneously
2. Non-adjustable Pen Thickness
3. Erasing content using hand/ finger
4. Availability of a digital duster

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Identify concepts for LbDs

Create LbDs at Recall-Understand level

Create LbDs at Apply level

Create LbDs at higher levels

Step B.2: Decide pedagogical and technological format

MSQ option available on MOOC platform

Identify concepts for LbDs

Create LbDs at Recall-Understand level

Create LbDs at Apply level

Create LbDs at higher levels

Step B.3: Design constructive, customized feedback

1. Option A is correct. The smartboard can be simultaneously used by 4 users. If stylus are not enough; moving, typing, etc., can be done at the same time by 4 users.
2. Option B is incorrect. The pen tip size is adjustable while highlighting and drawing. The Smartboard has an Adjustable Pen Thickness feature.
3. Option C is correct. The Smartboard can be erased using hand/finger
4. Option D is incorrect. Digital duster feature is unavailable.

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Identify concepts for LbDs

Create LbDs at Recall-Understand level

Create LbDs at Apply level

Create LbDs at higher levels

Step B.1: Write Recall-Understand level questions

Q2. How should users ideally write and erase content on smartboards? (Multiple answers possible)

1. Use any whiteboard marker to highlight content
2. Use sharp objects to annotate and highlight
3. Use the stylus that is provided with the smartboard
4. Use multiple digital inks to write and draw
5. Erase content using fingers/hand

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Identify concepts for LbDs

Create LbDs at Recall-Understand level

Create LbDs at Apply level

Create LbDs at higher levels

Step B.2: Decide pedagogical and technological format

MSQ option available on MOOC platform

Identify concepts for LbDs

Create LbDs at Recall-Understand level

Create LbDs at Apply level

Create LbDs at higher levels

Step B.3: Design constructive, customized feedback

1. Option A is incorrect. It is advisable to avoid using white board markers on the sensitive smartboard surface . A Stylus can be used used for drawing and writing.
2. Option B is incorrect. It is advisable to using sharp objects to write on the sensitive smartboard surface. A Stylus can be used used for drawing and writing.
3. Option C is correct. Stylus is used for drawing and writing.
4. Option D is correct. Using multiple digital ink enhances visual presentation of content.
5. Option E is correct. Content can be erased using fingers or hand swipe motion.

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Identify concepts for LbDs

Create LbDs at Recall-Understand level

Create LbDs at Apply level

Create LbDs at higher levels

Overview of steps to create LbDs - C

Identify concepts for LbDs at various cognitive levels

Create LbDs at Recall-Understand level for concept attainment

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Create LbDs at Apply level for practice

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1. Write 2-3 Apply level questions for practice.
2. Decide pedagogical & technological format for each question
3. Design constructive, customized feedback for each question

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Create LbDs at higher cognitive levels for knowledge integration

Step C.1: Write Apply level questions

Q3. How to change the colour of the pen for writing or highlighting?

1. By opening the top menu and selecting the colour from the menu
2. By using the Brush Mode and selecting the colour from the menu
3. By touching and holding the pen on the Smartboard and selecting the colour from the pop-up menu
4. By using the three lines icon at the bottom and selecting the colour from the menu

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Identify concepts for LbDs

Create LbDs at Recall-Und. level

Create LbDs at Apply level

Create LbDs at higher levels

Step C.2: Decide pedagogical and technological format

MCQ

Identify concepts for LbDs

Create LbDs at Recall-Und.level

Create LbDs at Apply level

Create LbDs at higher levels

Step C.3: Design constructive, customized feedback

1. Option A is incorrect. There is no colour selection in the top menu
2. Option B is incorrect. Brush mode is not for writing, it is for painting.
3. Option C is correct. For changing writing or highlighting colour, we have to touch and hold the pen on the Smartboard screen for a few seconds. Then, from the popup menu that appears, select the color of your choice.
4. Option D is incorrect. The three lines icon is to open a menu for selecting other options.

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Identify concepts for LbDs

Create LbDs at Recall-Und.level

Create LbDs at Apply level

Create LbDs at higher levels

Step C.1: Write Apply level questions

Q4. Identify the correct sequence of steps for changing the pen color. i. Popup color menu appears

ii. Select the writing color

iii. Touch and hold the pen on smart board

1. i- ii- iii
2. ii- i- iii
3. iii-i-ii

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Identify concepts for LbDs

Create LbDs at Recall-Und. level

Create LbDs at Apply level

Create LbDs at higher levels

Step C.2: Decide pedagogical and technological format

MCQ

Identify concepts for LbDs

Create LbDs at Recall-Und.level

Create LbDs at Apply level

Create LbDs at higher levels

Step C.3: Design constructive, customized feedback

1. Option A is incorrect. Inorder for the Popup color menu to appear, you need to press the stylus on the Smartboard screen. Then once the Popup menu appears, you can select the colour
2. Option B is incorrect. Inorder for the select the colour, first you need to press the stylus on the Smartboard screen and then the menu will appear. After which you can select the colour
3. Option C is correct. For changing writing or highlighting color, you need to follow the correct sequence of steps- Press stylus on the Smartboard screen for a few seconds. From the popup menu that appears, select the color of your choice. The sequences given in A, B and C options are incorrect as you will not be able to change the pen color by following them.

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Identify concepts for LbDs

Create LbDs at Recall-Und.level

Create LbDs at Apply level

Create LbDs at higher levels

Overview of steps to create LbDs - D

Identify concepts for LbDs at various cognitive levels

Create LbDs at Recall-Understand level for concept attainment

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Create LbDs at Apply level for practice

Create LbDs at higher cognitive levels for knowledge integration

1. Choose concepts from multiple LeDs that need to be integrated
2. Create an activity that requires complex analysis or synthesis
3. Design feedback
4. Decide the format for implementing activity & feedback

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Step D.1: Choose concepts from multiple LeDs

Identify concepts for LbDs

Create LbDs at Recall-Und.level

Create LbDs at Apply level

Create LbDs at higher levels

Step D.2: Create an activity requiring integration of concepts

Identify concepts for LbDs

Create LbDs at Recall-Und.level

Create LbDs at Apply level

Create LbDs at higher levels

Step D.3: Design feedback

Identify concepts for LbDs

Create LbDs at Recall-Und.level

Create LbDs at Apply level

Create LbDs at higher levels

Step D.4: Decide format for activity and feedback implementation

Identify concepts for LbDs

Create LbDs at Recall-Und.level

Create LbDs at Apply level

Create LbDs at higher levels

Summary of steps to create LbDs

Create LbDs at higher cognitive levels for knowledge integration

1. Choose concepts from multiple LeDs that need to be integrated
2. Create an activity that requires complex analysis or synthesis
3. Design feedback
4. Decide the format for implementing activity & feedback

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Create LbDs at Apply level for practice

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1. Write 2-3 Apply level questions for practice.
2. Decide pedagogical & technological format for each question
3. Design constructive, customized feedback for each question

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Create LbDs at Recall-Understand level for concept attainment

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1. Write 2-3 recall-understand level questions for concept attainment
2. Decide pedagogical & technological format for each question
3. Design constructive, customized feedback for each question

​

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Identify concepts for LbDs at various cognitive levels

​

1. Choose the LeD for which you want to create LbDs
2. Identify the concept(s) in the LeD for which you want the students to
• attain at recall-understand level
• do practice at apply level

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Divya Thakur | divya.thakur2194@gmail.com|

Thankyou for joining, lets connect

My LinkedIn My Website- divyathakur.me

Keep Calm and Practice on!