Saturday, 7 July 2018

Learner-created visuals for deeper text engagement and conceptual comprehension Part 2

The first formative essay submission date on the summer presessional was last Friday.  It's an introduction to criticality in the form of an exhibition review.  

Having marked the reviews, I was really pleased in terms of overall organisation, argumentation and critical awareness.  However, in the next summative written assignment, the students have to sign to say their work is their own and have to provide a list of references so it was time to focus on these areas.

I gave the students the following task:
   
   Research
  • What is plagiarism?
  • How can it be avoided?
   Create a poster to clarify your findings

The students used their mobiles to research and worked in groups to collaborate on their posters.  

Taking this approach meant that the content was learner-generated and then, once again, I could encourage co-construction using visualisation to highlight text comprehension -  see original post: Learner-created visuals for deeper text engagement and conceptual comprehension

The students produced the following posters:

              

               

The posters showed that the concept of plagiarism still needed clarifying. I asked the students to identify which groups had produced content on their poster that they needed to reference in order to avoid plagiarism.  This prompted reflection and metacognition and the two posters below were identified. 

The next day, we focused on how to use the Harvard referencing system and the posters were amended accordingly:



This was great as their understanding of plagiarism and the need for referencing emerged from the content generated.  Further practice of referencing was provided by creating a bibliography from the list of sources the students had collected as they had been working on their exhibition reviews.

I'm looking forward to further practical experimentation and doing a TD session to share ideas with colleagues. I'm collecting related literature on the topic and would be very interested to hear of any open access research into this area of visualising reading that you may be aware of. 

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