Ideas for learning
This TEL team page showcases creative ideas for using technology to support learning.
Support learners to personalise their journey
Providing learners with tools to personalise their learning journey improves their experience. Personalisation includes supporting learners to set their own goals, decide their starting point and choose how they interact with content. Addressing individual needs this way increases motivation, confidence and likelihood of achievement. We will focus on learner pathways and their role in helping learners find resources compatible with their needs.
Learner pathways using Forms
We have developed a range of example learner pathways via Microsoft Forms. The advantage of this method is the learner does not have to scroll through lots of irrelevant resources. The Form asks the learner a series of questions and generates a personalised list of resources just for them. Have a practice with our example pathways:
- Prototype NES TEL learning pathway on Forms (NHS Scotland only). This is a basic pathway using only the functionality available in Forms.
- Multi-professional advanced practice toolkit user pathway on Forms (anyone can respond). This Form has been created in conjunction with Power Automate to provide additional functionality for users external to NHS Scotland.
Support
For support to create a learner pathway on MS Forms, contact the TEL team digital learning help desk
Let learners test knowledge without you
This section explores online tools you can offer learners to test their knowledge and gain immediate feedback at any time. Allowing learners to assess their own progress is an effective, learner-centred way to:
- Promote critical thinking.
- Motivate learners to take ownership of their learning.
- Increase self-directed learning skills.
Self-assessment tools prompt learners to think about what they know, identify learning gaps and develop strategies for further progression. We have created 2 methods of online self-assessment you can try. They are:
- Multiple-choice questions using Articulate Rise eLearning module example
- Cognitive load theory multiple-choice questions on Forms
Think about!
Including self-assessment tools in your learning resources for an impactful and interactive experience! Have a look at our test resource, Introduction to cognitive load theory on Sway with both methods of assessment incorporated.
Support
- Assessment on Articulate Rise. Submit a request on the eLearning digital learning help desk.
- Assessment on Microsoft Forms. Submit a request on the TEL team digital learning help desk.
Get the discussion going
Discussion is one of the most impactful learning activities in adult education. Conversing with others encourages connection, critical thinking and deeper learning as we share ideas, challenge assumptions and consider different perspectives. We have curated some well-known, structured discussion techniques for you to explore.
Access these in our Generating discussion in learning toolkit on Sway.
Asynchronous discussion
Online discussion forums are asynchronous, online message boards for creating social connections. They are an effective way to create a learning community and encourage learners to connect and share with peers and facilitators. Forums also serve as a central place for support. They are simple to create, but it takes effort to ensure their long-term success.
Access Guide to creating discussion forums for learning on Sway to learn more.
Active learning with digital escape rooms
Educational escape rooms are game-based learning activities suited to both digital and in-person environments. The original format leads participants to discover and solve clues to escape a room within a set timeframe. The term is used more broadly in learning to describe activities where learners achieve their goal by solving problems in stages of increasing complexity.
Key features are problem solving, critical thinking, collaboration, communication, action and creativity.
Escape rooms in health and social care learning
Escape rooms share a similar structure to simulated and problem-based learning activities, making them well suited to health and social care learning. Studies show learners find escape rooms less stressful than simulation, which presents an opportunity to use them as preparation for more formal environments. The format is also popular for multi and interdisciplinary learning relating to the promotion of holistic, person-centred care. Good design is flexible, but health and social care escape rooms commonly share the following characteristics:
- Learners work together in teams.
- Authentic work-based scenarios are modified with clues and several, bite-sized activities.
- The visual set up replicates a real-life environment to create an immersive experience. A range of media communicates important information.
- Learner activity is focussed on decision making and performing real-life tasks within a set time frame.
- Correct responses are rewarded with access to the next stage of the problem.
In synchronous environments, the facilitator monitors and guides and will only intervene when absolutely necessary. A limited number of pre-arranged hints can be given, but there must be room for failure. A debrief and feedback concludes the activity.
Think about!
Escape rooms are not known to improve outcomes over any other active learning strategies, but they are linked to increased motivation and enjoyment. They should be fun, but they still need to progress learning. The room you design must be meaningful to the learner and contribute to the achievement of intended learning outcomes.
Digital examples
The following are examples of how you can use a range of tools to create digital escape rooms. Both can be used in synchronous and asynchronous environments.
Bryan's escape room: Escape from Forms
My escape room demonstrates how Microsoft tools can be combined to create an impactful escape experience. It begins with a short video hosted on Microsoft Stream which then links to the first of 3 interconnecting MS Forms. Each Form hosts an image or video with a related set of questions. The questions are branched so that correct and incorrect answers generate bespoke feedback that either sends the participants back to try again or moves them forward to 'escape' to the next Form. There are opportunities to incorporate further Microsoft products such as Power Automate, Excel, and Outlook, including external applications and links. Remember, the more applications you include, the more time it can take to create.
Marcia's escape room: Santa is stuck in the Sandbox
My escape room uses Sandbox on Padlet. A linked series of Sandbox cards provides the structured framework for the online escape 'room' learning. Cards are filled with sequential tasks that must be completed before progressing to the next 'room' or level. I used multiple-choice questions and answers but a traditional layout using the discovery of objects to enable progression is possible. Video, animation or audio resources can be hosted on cards, along with links to external intranet content and sites. Links to external information may be necessary for learner review before task completion. This feature ensures that learners can access supplementary materials to deepen their understanding or review key information as needed. This framework layout could be suitable for linear progression models or hub and spoke models. Similar rooms can be set up in apps such as Canva or Genially.
