Maria (Mary) Gibson- School of Life and Environmental Sciences
I use StudyMate to provide students with a fun way of learning. Some of the concepts presented in my units are complex and activities such as crosswords, flip cards and pick-a-letter can be used to break down these concepts into small pieces of information that make students think about the larger concepts. As they learn these pieces of information the subconscious assembles the concept and understanding dawns.
I have found that producing the activities also clarifies what it is I actually want the students to learn.
Download Video (19 MB). View transcript (28 KB).
Clues for the activity can provide information which the student learns as they concentrate to try and work out the answer. For example, in a clue that asks: 'In epigeal or epigeous germination, what structure elongates after emergence of the radicle and pulls the cotyledons and plumule above the soil?' the student must know or look up the technical terms they do not understand. So, in this clue they learn what epigeal or epigeous germination is (and usually at the same time what hypogeal or hypogeous germination is), what radicles, cotyledons and plumules are, that these form early developmental stages of plants and that in this type of germination the cotyledons and plumule are above the ground following germination. They also find out the answer: hypocotyl.
The crossword example focuses on the acid growth hypothesis, a concept that students often find difficult to deal with. Again, as they focus on completing the crossword by answering the clues, they are subconsciously learning the basis of, in this case, the concept. This knowledge facilitates learning further detail concerning the concept. We should not underestimate subconscious learning.
Note: StudyMate is no longer a program listed in Deakin's online software catalogue.
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| A crossword activity (click link to enlarge picture) | A pick-a-letter activity (click link to enlarge picture) | A flashcard (click link to enlarge picture) |
Can you suggest another exemplar of online teaching at Deakin? Comments will be forwarded to the Institute of Teaching and Learning.