Short description

An activity that helps to build up community amongst people in any online course. It motivates learners to search for information and meet other learners in the course.

Process description

1. Each learner sends to a facilitator email with the information that other participants are unlikely to know (e.g. MA degree in philosophy, four children, parachuting aficionado, etc.).

2. The facilitator emails each learner with some piece of information concerning one of the participants, he/she is to locate.

3. The learners now can ask questions on the discussion board helping them to find the person (they cannot, however, ask straightforward questions e.g. did anyone studied philosophy?). A learner may ask for clues such as: does anyone know Kant's ideas?

4. The facilitator monitors the whole discussion.

5. When the learners are ready to give their answers, the facilitator asks them to post the names on the discussion board.

6. Each learner reviews the postings checking whether other participants recognised him or her.

Required resources

• online asynchronous discussion board

• access to emails

Comments

The learners can also search for information connected with various courses they took part in and some previous experience with trainings.

The description of the activity „Find someone who...“ was prepared on the basis of R. Watkins's „75 e-learning activities“.

PSI: https://psi.methopedia.eu/learning-activity/find-someone-who

Short description

All participants make a short statement regarding how they feel at the moment, how happy they are with the course or with progress in the project. It's a quick activity for finding out the mood or the ideas of a group of people.

Process description

The facilitator throws the ball to a participant who makes a statement. The facilitator should not comment on the statements but remember them or take notes in order to be able to later say something to the group. The person who made a statement throws the ball to the next person.

Required resources

• Pen

• Paper

• Chat

• Forum

Examples

Sample questions:

In order to clarify expectations and prerequisites:

• What are your expectations today?

• The meeting will (not) be successful if …..

To take a quick opinion poll:

• How do you personally rate the results achieved so far?

When closing a session:

• How do you rate your accomplishments?

Comments

Make sure the statements are short by announcing before this feedback round that everybody has only 20 seconds. If there are too many participants, the feedback can be done in writing:

• with cards which can be put on a pin board

• a diagram on a flip chart on which participants stick a dot to indicate a quick vote

PSI: https://psi.methopedia.eu/learning-activity/flash-light

Short description

A group of learners works through a topic, which is then presented as a drawing.

Process description

1. A group prepares a subject - for example, reads a text and searches the Internet.

2. An overview is produced on a flip chart. However, without words - just as a drawing.

3. The other groups have to explain the drawing.

4. A discussion follows.

Required resources

Flipchart and camera

Examples

• https://www.glebbr.de/raten.php

Comments

Tell participants that no fancy painting is expected.

PSI: https://psi.methopedia.eu/learning-activity/flipchart-picture

Kurzbeschreibung

Sie kennen das: Fragen und Antworten. Hier aber eine soziale Variante.

Ablauf

1. Mit einem Beamer wird eine bestimmte Anzahl von Fragen an die Wand projiziert.

2. An einer Pinnwand hängen Antwortmöglichkeiten.

3. Auf dem Flipchart stehen die Fragenummern.

4. Jeder Teilnehmer greift sich eine Antwort und hängt sie zur Frage.

Benötigte Tools und Materialien

Offline:

• Pinnwand

• Flipchart

• Karten

• Fragen auf einem Blatt oder am Beamer

Beispiele und Links

Noch keine. Hilf mit hier ein Beispiel einzustellen. Melde dich bei Methopedia!

Kommentare

Gut läuft es, wenn zwischendurch diskutiert wird. Passen Sie die Menge der Fragen der Anzahl der Teilnehmer an. Jeder Teilnehmer soll sich dann eine Antwort greifen.

PSI: https://psi.methopedia.eu/learning-activity/flipchartquiz

Short description

This is an ice breaker activity that can be used face to face and online.

Process description

It is fun to do and introduces a personal and emotional element into a course. People get to know each other in a different way and have other topics to connect with each other.

Required resources

Only clever questions suitable for the audience.

Examples

• If you had a time machine that would work only once, what point in the future or in history would you visit?

• If you could go anywhere in the world, where would you go?

• If your house was burning down, what three objects would you try and save?

• If you could talk to any one person now living, who would it be and why?

• If you HAD to give up one of your senses (hearing, seeing, feeling, smelling, tasting) which would it be and why?

• If you were an animal, what would you be and why?

• Do you have a pet? If not, what sort of pet would you like?

• Name a gift you will never forget.

• Name one thing you really like about yourself.

• What's your favourite thing to do in the summer?

• Who's your favourite cartoon character, and why?

• Does your name have a special meaning and or were you named after someone special?

• What is the hardest thing you have ever done?

Comments

We have found this to work as an incentive for people to go look at someones online entry. Instead of pushing people to log on this may create a pull :)

PSI: https://psi.methopedia.eu/learning-activity/icebreaker

Short description

The goal of this activity is for participants to become more aware of their own writing process and learn from the strategies of others.

Process description

Participants receive the following starting text which they are supposed to complete in writing….

I am the project report of … and I have been thinking.... I don’t want anybody else to write me. But it is not easy with him/her. Therefore, I am glad I can share my concerns here…

Afterwards, participants are asked to work in pairs and read their texts to each other. The idea is that they exchange their views on their writing strategies and experiences with each other.

Required resources

• Paper

• Pen

Examples

None

Comments

The instructor should watch that participants do not just share their problems but also make constructive suggestions for improving each others writing strategy or point out what works well.

PSI: https://psi.methopedia.eu/learning-activity/homework-anonymous

Short description

A person on a „hot seat“ responds to the questions of the group members. This activity can be used for reviewing a topic or asking questions about that person.

Process description

1. Decide on a topic

2. Explain the goal of the activity

3. Form a semi circle with the chairs, leaving one chair at the top of the circle empty

4. Ask someone to have a seat on the hot seat

5. Ask questions!

Required resources

• Chairs

Examples

A prerequisite for this activity is a very trusting group climate. Participants can refuse to answer questions of a too personal nature.

PSI: https://psi.methopedia.eu/learning-activity/hot-seat

Kurzbeschreibung

Die Internetrallye ist eine Methode des Interneteinsatzes im Unterricht. Den Teilnehmerinnen und Teilnehmern wird eine gewisse Anzahl von Fragen und Aufgaben gestellt, die sie beantworten und lösen müssen.

• wie lade ich eine Datei herunter

• wie mache ich ein Bildschirmfoto

Eine Internet-Rallye durchführen:

1. Die Gruppe teilt sich in zwei oder mehrere Gruppen.

2. Pro Gruppe steht ein Rechner zur Verfügung.

3. Alle Gruppen erhalten vom Tutor die Aufgaben (eine Datei oder Internet-Adresse).

4. Alle Ergebnisse werden notiert und vorgestellt (Bildschirmfotos, Blog, Präsentation).

5. Lösungsstrategien werden diskutiert.

Benötigte Tools und Materialien

• Arbeitsblätter

• Computer

• Internetzugang

Beispiele und Links

Beispielfragen:

• Wie lautet die Internetadresse der Weltraumbehörde NASA?

• Wie lautet die Internetadresse der Wochenzeitung „XXX“

• Wie groß ist der Ball beim American Football?

• Welches chemische Element hat das Symbol „Cd“ und welche Ordnungszahl besitzt es?

• In welchen Sprachen werden die Reden des Bundespräsidenten auf seiner Seite angeboten?

• Wie weit sind Sonne und Erde voneinander entfernt (größte Entfernung)?

• Suche aus dem CIA World Factbook die aktuelle Einwohnerzahl („Population“) der Bundesrepublik Deutschland heraus.

Kommentare

• Die Wettkampfatmosphäre wird verstärkt, wenn die Zeit gemessen und verglichen wird (Zusenden des Ergebnis per E-Mail für die Zeitmessung).

• Weil Wikipedia eine gern besuchte Seite ist, um sich zu informieren, könnte diese als Informationsquelle ausgeschlossen werden.

Quellen

• https://www.lehrer-online.de

PSI: https://psi.methopedia.eu/learning-activity/car-race

Short description

Students will choose an animal they think they would like to have for a pet. They try to find out what environment they would have to build/create to keep this pet at their home. Students will write, in letter format, a convincing argument to justify why they should be allowed to have this animal for a pet. Students will present their argument to the class. The letter should include a picture of their pet, a description of a healthy environment for their pet, its needs (special foods, etc.) and more.

Process description

1. Read the background of this activity to the class.

2. Discuss what the students should be looking for when they conduct their research at big chalk.

3. Write an example of the kind of notes they should take.

4. Go over Activity 1 with students.

5. Have students individually explore the Internet to learn more about a favorite animal.

6. Complete Activity 1. Outline of Procedure – Day 2

7. Students should finish Activity 1 if it isn’t complete. Using the notes they took and Activity 1, students should write a convincing argument to persuade their parents to let them have this pet.

8. Students should sketch pictures of the housing they will provide for their pet and include ideas on how they will support it (i.e., pay for its care!). Outline of Procedures – Day Three

9. Students should be given 10 minutes to put their work together in a folder or notebook.

10. Student should read their argument to the class.

11. Students should turn in their notebooks.

Required resources

• Computer with access to the Internet

• Paper

• Colored pens or pencils

• Miscellaneous art materials as outlined

PSI: https://psi.methopedia.eu/learning-activity/small-world

Krótki opis

Przykład aktywności przełamującej pierwsze lody w kontaktach. Uczestnicy mają za zadanie opisać się w kilku słowach, co pozwala na poznanie i identyfikację grupy. Aktywność może być wykorzystana praktycznie w każdym typie kursu online.

Opis procesu

1. Instruktor określa datę i czas spotkania online na czacie (biorąc pod uwagę dostępność uczestników).

2. Instruktor przygotowuje listę wszystkich uczestników i wysyła ją emailem razem z informacją o spotkaniu i aktywności do każdego z uczestników.

3. Na początku spotkania na czacie, instruktor pisze "Jesteśmy...".

4. Każdy z uczestników, według listy powinien napisać dwa lub trzy słowa opisujące siebie (np. nauczyciel, super tata, itd.)

5. Kiedy wszyscy uczestnicy się przedstawią, mogą zacząć szukać podobieństw między sobą.

6. Każdy z uczestników powinien napisać co najmniej jeden opis. Następnie, instruktor może zakończyć aktywność lub kontynuować następną rundę.

Wymagane zasoby

• dostęp do email

• dostęp do chat rooms

Przykłady

Komentarze

Po zakończeniu aktywności, instruktor i uczestnicy mogą zidentyfikować kilka grup o podobnych opisach (np. nauczyciele, ojcowie, itd.). Następnie, instruktor może utworzyć kilka tematów dyskusji na asynchronicznym forum dla każdej ze zidentyfikowanych grup uczestników.

Opis aktywności został przygotowany na podstawie książki: "75 e-learning activities" R. Watkins'a.

PSI: https://psi.methopedia.eu/learning-activity/who-we-are