Boost engagement for high knowledge uptake before class

With Interactive Study Materials tools, instructors upload multimedia study materials and enrich them with questions and discussions for students to respond to. This significantly encourages active engagement and interaction with the content right from the start, resulting in deeper understanding. To save time, instructors can use the Engagement Assistant feature in the tool (powered by AI) to create context-based open questions and discussion prompts.

• ASYNCHRONOUS • INDIVIDUAL

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Activate students in class

Instructors organize in-class session to dive deeper into the content covered prior to class time, by explaining the misconceptions and answering the questions emerged during the pre-class activity.

• SYNCHRONOUS • CLASSROOM

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Students consolidate their knowledge

Instructors organize engaging knowledge quiz with Quiz tool to make sure students engage in the pre-class activity, and help students consolidate and build on their knowledge. Furthermore, this step helps students gain awareness of their understanding and areas for improvement.

• ASYNCHRONOUS • INDIVIDUAL

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Detect and address knowledge gaps

Based on the learning analytics from the quiz, teachers can identify the knowledge gaps and misconceptions to be discussed during the in-class sessions.

• ASYNCHRONOUS • INDIVIDUAL

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Groups work on 1st draft

Based on teachers’ clarification on the existing gaps and misconceptions, students work in groups on a writing deliverable (e.g. business case, research report, etc.)

• ASYNCHRONOUS • IN GROUPS

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Receive feedback on writing formalities

Groups submit their 1st draft to Automated Feedback tool and receive instant, formative feedback on low-level writing skills (reference style, grammar, spelling, etc.). This helps save instructors giving feedback to large student cohort, while providing students with personalized comments.

• ASYNCHRONOUS • IN GROUPS

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Encourage peer learning with peer feedback

At the same time, groups upload their deliverables to Peer Review tool, where they give feedback on other groups' work based on teacher defined criteria. This process stimulates meaningful dialogues, critical thinking, and self-regulatory skills.

• ASYNCHRONOUS • IN GROUPS

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In-class reflection on common themes of improvement

Instructors use the learning analytics to spot the common themes of improvements that arose during feedback process, and provides suggestions on how to tackle them during the in-class session.

• SYNCHRONOUS • CLASSROOM

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Final submission and teacher feedback

Groups improve their product based on the peer-feedback and teacher insights received in the previous session, then submit their final products and receive teacher feedback based on a set of criteria within Assignment Review tool.

• ASYNCHRONOUS • IN GROUPS

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Reflection on collaboration process

Students engage in group assessment and self-evaluation based on collaboration skills criteria. This step helps to increase accountability and develop self-regulatory skills along the way. Instructors can facilitate the reflection step using Group Member Evaluation tool.

• ASYNCHRONOUS • INDIVIDUAL

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