{"id":7748,"date":"2020-12-15T16:00:51","date_gmt":"2020-12-15T16:00:51","guid":{"rendered":"http:\/\/sites.reading.ac.uk\/tel\/?page_id=7748"},"modified":"2025-06-26T20:52:14","modified_gmt":"2025-06-26T20:52:14","slug":"asynchronous-learning-activities","status":"publish","type":"page","link":"https:\/\/sites.reading.ac.uk\/tel\/asynchronous-learning-activities\/","title":{"rendered":"Designing asynchronous digital learning activities"},"content":{"rendered":"<h1>GOOD PRACTICE GUIDANCE<\/h1>\n<ul>\n<li>S<span data-contrast=\"none\">tudents are more likely to engage in asynchronous tasks when they are <strong>d<\/strong><\/span><span data-contrast=\"none\"><strong>esigned to complement live teaching <\/strong>and <strong>s<\/strong><\/span><strong>ignposted in <\/strong><span data-contrast=\"none\"><a href=\"https:\/\/sites.reading.ac.uk\/curriculum-framework\/module-road-maps\/\"><strong>Module Roadmaps\/Weekly Plans<\/strong>,<\/a><\/span><\/li>\n<li><strong><span style=\"letter-spacing: 0px\">Download the CQSD <\/span><a style=\"letter-spacing: 0px\" href=\"\/wp-content\/uploads\/sites\/33\/2020\/12\/Adapted-eTivities.docx\">adapted eTivities checklist<\/a><\/strong><span style=\"letter-spacing: 0px\">\u00a0and use it to inform design and running of asynchronous activities.\u00a0<\/span><span style=\"letter-spacing: 0px\">This resource draws on principles from the <\/span><a style=\"letter-spacing: 0px\" href=\"https:\/\/www.gillysalmon.com\/e-tivities.html\" target=\"_blank\" rel=\"noopener\">eTivities framework<span style=\"color: #000000\">,<\/span><\/a><span style=\"letter-spacing: 0px\"> encouraging participation through:\u00a0<\/span>creation of &#8216;invitations&#8217; through instructions,\u00a0effective modelling of activity and dialogue,\u00a0planning appropriate instructor interventions.<\/li>\n<\/ul>\n<p>For further information about design guidance, Gilly Salmon talks through the original eTivities framework in her video\u00a0<a href=\"https:\/\/youtu.be\/Rf7CVJfVCtE\" target=\"_blank\" rel=\"noopener\">&#8216;Creating invitations for\u00a0eTivities&#8217;<\/a>\u00a0<span data-contrast=\"auto\">and provides a summary of the framework\/benefits to asynchronous engagement in <a href=\"https:\/\/youtu.be\/yHw-Gt28Ol4\" target=\"_blank\" rel=\"noopener\">&#8216;Designing eTivities&#8217;<span style=\"color: #000000\">.<\/span><\/a>\u00a0<\/span><\/p>\n<p>&nbsp;<\/p>\n<h1>TEL ACTIVITY IDEAS for asynchronous learning<\/h1>\n<p>&nbsp;<\/p>\n<p>The information below gives a ideas for using technologies to deliver asynchronous learning activities. I<span data-contrast=\"auto\">f looking for adaptations to enable different delivery modes, see these <a href=\"https:\/\/sites.reading.ac.uk\/tel\/common-learning-activities\/\" target=\"_blank\" rel=\"noopener\">common learning activities translated into asynchronous, live online and live in-person teaching scenarios<\/a>.\u00a0<\/span><\/p>\n<p>A full list of approved technologies is displayed on the <a href=\"https:\/\/sites.reading.ac.uk\/tel\/digital-learning-activities-and-apps\/\">Digital Learning Activities and Apps homepage<\/a>.<\/p>\n<style>#sp-ea-9564 .spcollapsing { height: 0; overflow: hidden; transition-property: height;transition-duration: 500ms;}#sp-ea-9564.sp-easy-accordion>.sp-ea-single {margin-bottom: 10px; border: 1px solid #e2e2e2; }#sp-ea-9564.sp-easy-accordion>.sp-ea-single>.ea-header a {color: #444;}#sp-ea-9564.sp-easy-accordion>.sp-ea-single>.sp-collapse>.ea-body {background: #fff; color: #444;}#sp-ea-9564.sp-easy-accordion>.sp-ea-single {background: #eee;}#sp-ea-9564.sp-easy-accordion>.sp-ea-single>.ea-header a .ea-expand-icon { float: left; color: #444;font-size: 16px;}.sp-ea-one.sp-easy-accordion .sp-ea-single .ea-header a {\r\n    padding: 10px !important;\r\n    color: #434343 !important;\r\n    background-color: #EAEAEA !important;\r\n    font-weight: normal !important;\r\n    font-size:1px !important;\r\n \r\n}\r\n.ea-expand-icon.fa {\r\n    color: #434343 !important;\r\n  }<\/style><div id=\"sp_easy_accordion-1749236422\"><div id=\"sp-ea-9564\" class=\"sp-ea-one sp-easy-accordion\" data-ea-active=\"ea-click\" data-ea-mode=\"vertical\" data-preloader=\"\" data-scroll-active-item=\"\" data-offset-to-scroll=\"0\"><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-95640\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse95640\" aria-controls=\"collapse95640\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Activities involving video content<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse95640\" data-parent=\"#sp-ea-9564\" role=\"region\" aria-labelledby=\"ea-header-95640\"> <div class=\"ea-body\"><p><span data-contrast=\"none\">When providing activity instructions, remember that students are motivated to engage when they can \u2018see\u2019 and \u2018hear\u2019 their lecturer. Consider referring to learning activities in your screencasts. See \u2018<\/span><a href=\"https:\/\/sites.reading.ac.uk\/tel\/online-teaching-toolkits\/making-screencasts-for-tl\/\"><span data-contrast=\"auto\">Making Screencasts<\/span><\/a><span data-contrast=\"none\">\u2019 for more tips about this format when supplementing activities with short recordings.<\/span><\/p><ul><li data-aria-posinset=\"2\" data-aria-level=\"2\"><span data-contrast=\"none\">Alongside screencasts, it is advisable to use a\u00a0<strong>mix of information formats<\/strong>\u00a0to keep students engaged. Other information formats could include a\u00a0<\/span><a href=\"https:\/\/sites.reading.ac.uk\/tel-support\/2018\/08\/16\/blackboard-setting-up-links-to-your-talis-reading-list\/\"><span data-contrast=\"auto\">Blackboard Talis Reading List<\/span><\/a><span data-contrast=\"none\">, resources from\u00a0<\/span><a href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/linkedin-learning\/\"><span data-contrast=\"auto\">LinkedIn Learning<\/span><\/a><span data-contrast=\"none\">\u00a0and recordings from\u00a0<\/span><a href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/blackboard-linking-to-box-of-broadcasts\/\"><span data-contrast=\"auto\">Box of Broadcast (BoB)<\/span><\/a><span data-contrast=\"none\">. Your subject liaison librarian can assist you in selecting\u00a0UoR\u00a0learning resources for your module.<\/span><\/li><li>Activities involving student <a href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/yuja-blackboard-assignments\/\">video presentations<\/a> can be carried out via YuJa and Blackboard assessment tools.<\/li><\/ul><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-95641\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse95641\" aria-controls=\"collapse95641\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Personal reflection tasks<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse95641\" data-parent=\"#sp-ea-9564\" role=\"region\" aria-labelledby=\"ea-header-95641\"> <div class=\"ea-body\"><p><a href=\"https:\/\/sites.reading.ac.uk\/tel\/sample-page\/learning-activities\/journals\/\" target=\"_blank\" rel=\"noopener\">Journals<\/a>\u00a0provide a tool for ongoing \u00a0reflection, for example, a student can keep a journal as the module unfolds or when analysing topics over a longer period of time.<\/p><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-95642\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse95642\" aria-controls=\"collapse95642\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Collaborative authoring tasks<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse95642\" data-parent=\"#sp-ea-9564\" role=\"region\" aria-labelledby=\"ea-header-95642\"> <div class=\"ea-body\"><ul><li data-aria-posinset=\"1\" data-aria-level=\"2\"><span data-contrast=\"none\">Consider using a\u00a0<\/span><a href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/key-topic-discussions\/\"><span data-contrast=\"auto\">Blackboard Discussion Activity<\/span><\/a>\u00a0to\u00a0<span data-contrast=\"none\">allow students to post questions prior to live teaching; giving you time to collate answers and<\/span><span data-contrast=\"none\">\u00a0promote peer reflection on activities. See\u00a0Designing Learning Activities: Discussion Forums\u00a0for guiding principles to<\/span><span data-contrast=\"auto\">\u00a0effectively run this type of activity with your students.<\/span><\/li><li>All staff and students have access to\u00a0<a href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/tools-for-learning-activities-office-365\/\" target=\"_blank\" rel=\"noopener\">O365<\/a>, which provides a variety of options for running\u00a0<a href=\"http:\/\/sites.reading.ac.uk\/tel\/digital-worksheets\/\">collaborative authoring<\/a>\u00a0activities, such as\u00a0<a href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/tools-for-learning-activities-onenote\/\" target=\"_blank\" rel=\"noopener\">OneNote<\/a>\u00a0(for shared note-taking) and\u00a0<a href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/tools-for-learning-activities-powerpoint-online\/\" target=\"_blank\" rel=\"noopener\">PowerPoint Online<\/a>\u00a0(for shared presentations and posters)<\/li><li>All staff and students have access to the <a href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/key-topic-padlet-university-licence\/\">institutional licence for Padlet<\/a>. Use Padlet to enhance student engagement with learning activities, for example, group discussions, creative collaboration, Q&amp;A, research tasks, mind mapping and online community building.<\/li><\/ul><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-95643\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse95643\" aria-controls=\"collapse95643\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Quizzes<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse95643\" data-parent=\"#sp-ea-9564\" role=\"region\" aria-labelledby=\"ea-header-95643\"> <div class=\"ea-body\"><p><span data-contrast=\"none\">Allow learners to practice applying their knowledge; consider using\u00a0<\/span><a href=\"https:\/\/sites.reading.ac.uk\/tel\/digital-quizzes\/\"><span data-contrast=\"auto\">digital quizzes<\/span><\/a><span data-contrast=\"none\">\u00a0and<\/span><span data-contrast=\"none\">\u00a0i<\/span><span data-contrast=\"none\">nformal\u00a0<a href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/key-topics-ultra-tests\/\" target=\"_blank\" rel=\"noopener\">Blackboard Tests<\/a>\u00a0to\u00a0<\/span><span data-contrast=\"none\">provide a significant checkpoint for students engaging asynchronously.\u00a0<a href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/microsoft-forms-for-teaching-and-learning\/\" target=\"_blank\" rel=\"noopener\">Microsoft Forms<\/a>\u00a0can be used to\u00a0<a href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/yuja-quizzes\/\" target=\"_blank\" rel=\"noopener\">embed a quiz into screencasts via YuJa.<\/a><\/span><\/p><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-95644\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse95644\" aria-controls=\"collapse95644\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Monitoring and feedback of asynchronous learning activities<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse95644\" data-parent=\"#sp-ea-9564\" role=\"region\" aria-labelledby=\"ea-header-95644\"> <div class=\"ea-body\"><p>It is important to acknowledge and\/or respond to students completing learning activities, to sustain motivation and check progress. You could do this during contact hours and\/or you may decide to provide asynchronous feedback, for example:<\/p><ul><li>via participation in an online activity (such as responding to posts in a discussion forum)<\/li><li>setting up a submission point.\u00a0<strong>Please note, graded submission links are set up by support centres<\/strong>, however, if your activity does not count towards accreditation (i.e. it is informally assessed\/reviewed) then you can set up submission points to collate and respond to student activities.<\/li><\/ul><h3>Examples of submission points:<\/h3><ul><li data-aria-posinset=\"2\" data-aria-level=\"2\">You could ask students to upload files through an\u00a0ungraded Blackboard Assignment submission poin<a href=\"https:\/\/sites.reading.ac.uk\/tel-support\/2019\/04\/15\/formative-assessments-how-to-provide-feedback-with-no-mark\/\" target=\"_blank\" rel=\"noopener\">t<\/a>, located in the content areas of your course. If you are not able to respond to all submissions, you could take a sample and provide a screencast summary of feedback themes.<\/li><li data-aria-posinset=\"2\" data-aria-level=\"2\">Turnitin submissions can be set up for\u00a0<a href=\"https:\/\/sites.reading.ac.uk\/TEL-Support-Staff\/turnitin-lti-creating-a-peermark-assessment\/\" target=\"_blank\" rel=\"noopener\">peer feedback<\/a>. If the Turnitin assignment is not for summative assessment, and you don\u2019t want the Similarity Index to muddy the waters, untick all the Search Options in the Optional Settings.<\/li><li>Note: student responses to Blackboard authoring tools (Wiki, Blog, Journal and Discussion Board) are accessed via Blackboard and do not require a separate submission point to be viewed\/marked.<\/li><\/ul><\/div><\/div><\/div><\/div><\/div>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>GOOD PRACTICE GUIDANCE Students are more likely to engage in asynchronous tasks when they are designed to complement live teaching and signposted in Module Roadmaps\/Weekly Plans, Download the CQSD adapted eTivities checklist\u00a0and use it to inform design and running of asynchronous activities.\u00a0This resource draws on principles from the eTivities framework, encouraging participation through:\u00a0creation of &#8216;invitations&#8217; [&hellip;]<\/p>\n","protected":false},"author":63,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"om_disable_all_campaigns":false,"_lmt_disableupdate":"no","_lmt_disable":"","_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"jetpack_post_was_ever_published":false,"_links_to":"","_links_to_target":""},"categories":[],"tags":[],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v21.8.1 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Designing asynchronous digital learning activities - Technology Enhanced Learning<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/sites.reading.ac.uk\/tel\/asynchronous-learning-activities\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Designing asynchronous digital learning activities - Technology Enhanced Learning\" \/>\n<meta property=\"og:description\" content=\"GOOD PRACTICE GUIDANCE Students are more likely to engage in asynchronous tasks when they are designed to complement live teaching and signposted in Module Roadmaps\/Weekly Plans, Download the CQSD adapted eTivities checklist\u00a0and use it to inform design and running of asynchronous activities.\u00a0This resource draws on principles from the eTivities framework, encouraging participation through:\u00a0creation of &#8216;invitations&#8217; 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