calls strategic or surface learning, instead of the deep learning experiences we want them to have. Deep learning is hard work, and students need to be well motivated in order to pursue it. Extrinsic factors like grades aren’t sufficient—they motivate competitive students toward strategic learning and risk-averse students to surface learning.
create accounts on a social-bookmarking service and to bookmark Web sites, news articles, and other resources relevant to the course you’re teaching. Create a unique “tag” for your course and have your students use it, so that their bookmarks can be easily found. Ask students to apply multiple tags to the resources they bookmark, as a way to help them locate their bookmarks quickly and to prepare them for the kind of keyword searching they’ll need to do when using library databases. If you’re teaching a face-to-face or hybrid class, be sure to spend some class time having students share their latest finds, so they can see the connections between this work outside class and classroom discussions.
create accounts on Twitter or some other back-channel tool and share ideas that occur to them in your course. During a face-to-face class session, students discuss their reading in small groups and share observations on the back channel. Or students post a single question about the week’s reading they would like to discuss.
Every page in Wikipedia has a parallel discussion page, where those editing the page debate which edits to make, the edits are a synthesis of dozens and sometimes hundreds of contributors, a form of peer review.
Students to engage in the kind of editing and revision but you can still see individual students accountable for their work. Create collaborative timelines, presentatiions using Prezi.com.