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Learning activities

Learning activities

Good teaching is characterised by constructive alignment between learning objectives, learning activities and forms of assessment. This means that you should choose learning activities and forms of assessment that best support the learning objectives.

To select learning activities, ask yourself:

  • What learning activities can be good to use for students to acquire the learning objectives in the course in the best possible way?
  • How can learning activities be organised well throughout the semester and year to ensure learning and progression?
     

Examples of learning activities

Examples of learning activities

  • Students work with individual work, for example through the acquisition of theory (text, video, nano-courses), reflection (notes, blog), repetition (quiz).
  • Learning activities include the personal learning arena and can be physical and/or digital
  • Can strengthen digital competencies
     
  • These are any learning situations in which two or more people can learn together
  • Students work, discuss and reflect together, for example through group discussions, group assignments, collaborative writing, peer assessment, Team-based learning (TBL).
  • Useful for training communication and teamwork skills
  • Learning activities are characterised by sharing information in a one-to-many situation
  • Students or teachers present material in plenary, for example via lectures, podcasts, videos or student presentations
  • Often great for creating a sense of community and practicing communication skills
     
  • Are learning situations for authentic training and practical testing of skills
  • Students receive skills training in what they have learned, for example through lab work, simulation, role-playing, fieldwork and secondments.
  • Often provide useful insights and equip students for working life.
  • is a learning situation where students can get to know each other and have the opportunity to establish relationships with each other
  • Learning that takes place in informal arenas, such as mingling areas, restaurants, digital meeting places or on training trips.
  • Note: As a teacher, you cannot order students to meet in digital arenas where NTNU does not have a data processing agreement.

Teaching design

Teaching design

Read more about course and teaching design. At NTNU, we use the methodology Salsa to design and further develop teaching. 

How will you carry out your teaching?

The choice of learning activities is also related to how you will carry out your teaching:

  • To what extent should the teaching be physically on campus? How much should be digital?
  • How much to teach to everyone at the same time (synchronously) and how much it should be up to the individual student to choose when and where to do it (asynchronously).

On campus vs. digital

  • Learning activities can be carried out both on campus physically/location-based and digitally, often in a combination.
  • It is a good idea to reflect on which activities are suitable analogue or digital, for example with regard to relationship building.
  • Digital learning activities can provide students with useful digital skills for the future.

Asynchronous (not in real-time) vs. synchronous (in real time)

  • Asynchronous learning activities do not happen in real time but are activities where the student can participate as they see fit. This may, for example, be the acquisition of theory or collaboration via a digital conversation thread with fellow students.
  • Synchronous activities, on the other hand, happen in real time, i.e. directly. This can be lectures, seminars or live streamed lectures and webinars in video conferencing tools.