<\/p>\n\n\n\n
For students who learn best through text, writing, and written reflection<\/strong>. They need to read, take notes, and write for understanding \u2013 and they like to work at their own pace.<\/p>\n\n\n\n For these students, it is not enough to \u201csee\u201d or \u201chear\u201d \u2013 they learn when they write their own notes, reformulate concepts and actively engage with texts. They process material with the keyboard \u2013 not necessarily with conversation.<\/p>\n\n\n\n Toolbox: Reading and Writing-Based Modalities for Asynchronous Acquisition<\/strong><\/p>\n\n\n\n These students need structure, calm and written reflection<\/strong>. This means that the learning objects should:<\/p>\n\n\n\n ******************************************<\/p>\n\n\n\n When planning activities for your students, you may have asked them to: But the three activities actually require something different from the students.<\/p>\n\n\n\n Your assignment:<\/strong> You may use your own experiences from the teaching \u2013 or take as a starting point a specific assignment you have given.<\/p>\n\n\n\nKey idea: To process<\/em> knowledge through text<\/h3>\n\n\n\n
Modality<\/strong><\/td> What does it do?<\/strong><\/td> Example from computer science education<\/strong><\/td> IT option (e.g. Rise)<\/strong><\/td><\/tr> Short subject-specific texts with questions<\/strong><\/td> Helps students process and engage with the reading<\/td> Text on REST architecture followed by questions such as: \u201cHow does REST differ from SOAP?\u201d<\/td> Text + Knowledge Check<\/em><\/td><\/tr> Reflection templates and writing fields<\/strong><\/td> Allows students to articulate their own understanding<\/td> A short theory section on class structure with a writing prompt: \u201cHow would you explain this to a fellow student?\u201d<\/td> Text Entry<\/em>, Journalblok<\/em><\/td><\/tr> \u201cExplain in your own words\u201d tasks<\/strong><\/td> Supports active processing and conceptual understanding<\/td> Explain \u201cabstraction\u201d in your own words after reading a short text<\/td> Free text response<\/em>, Knowledge Check med feedback,<\/em>
embeded padlet<\/em><\/td><\/tr>Articles + note-taking<\/strong><\/td> Enables active reading and note-taking<\/td> PDF on design patterns with the option to write notes along the way<\/td> Embed PDF + Text input<\/em><\/td><\/tr> Quizzes with feedback<\/strong><\/td> Encourages precise reading and reflection<\/td> Read about test-driven development \u2192 Quiz: \u201cWhat is the first step in TDD?\u201d<\/td> Knowledge Checks<\/em>, Multiple Choice + feedback<\/em><\/td><\/tr> Concept explanation tasks<\/strong><\/td> Makes reading active and structured<\/td> \"Read this description of SCRUM and write a short definition in your own words.\"<\/td> Scenario block<\/em>, Text Entry<\/em><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n Didactic reflection<\/h3>\n\n\n\n
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Write a short reflection text<\/strong><\/h3>\n\n\n\n
\u2013 reflect on a topic
\u2013 discuss in groups
\u2013 write an explanation in their own words<\/p>\n\n\n\n
Write a short text describing how the demands on the student change depending on whether you ask them to reflect, discuss, or explain something in writing.<\/p>\n\n\n\n