Business students are now in the process of completing their final summative evaluations. Learners are using personal technology devices to encourage idea sharing and constructive feedback using familiar forms of mobile technology. My goal is to extend learning outside the traditional classroom.
Introduction to Business (grade 9) and Entrepreneurship (grade 10) are the two current courses that will be using OneNote. The final summative evaluation (FSE) will require grade 9 students to design, build, and market a product. Grade 10 students must research and prepare a presentation in order to “pitch” a product or service to a panel of teacher judges.
I can proceed using OneNote as a collaborative tool after setting up workbooks as demonstrated in an earlier post titled “Working with Microsoft OneNote Class Creator”.
Overall project instructions, evaluation rubrics, and due dates are posted in the Content Library workspace. I normally would post content in a separate word document but decided to experiment with the various formatting features that OneNote has to offer.
This includes creating separate pages to better organize content.
Students are able to copy page content into their personal workspace along with saving class notes, project files, and homework.
The first collaborative activity required students to obtain feedback of their draft business name and slogan. Using the collaborative workspace, students inputted the information required using the table provided in the template. Each group had a page assigned in the collaborative workspace to showcase the integrated business name, slogan, and logo.
A discussion took place during the preceding class that reviewed comments and allowed groups to orally discuss if they had found the feedback helpful. In the example provided, student names are blanked out to ensure privacy.
I was pleased at the quality of student feedback provided. It allowed learners an opportunity to communicate feedback that was relevant and helpful. I subsequently counselled groups of students and discussed how we could make changes to the product designs using feedback provided.
The second half of the activity required students to work in groups and draw a draft business logo that integrated the previously made business name and slogan.
The draft design was completed using a drawing design program (e.g. Adobe Photoshop) or sketched traditionally by hand. Designs sketched traditionally were digitally captured and uploaded via scanner or using a smart phone camera. Both options are extended to students regardless of access to technology and personal devices.
Students in the class were instructed to provide constructive feedback based on the integrated designs showcased. Students also experimented using the drawing toolbar including the Stylus Pen, Type, Panning, Hand, Eraser, and Highlighting tools.
Note – I would like to use a stylus pen to compare the experience versus using a traditional mouse on a mobile device.
The screen shot shows some of the tools used to emphasize feedback provided. Students highlight strengths (yellow) and weaknesses (blue) based on comments provided.
I also took an opportunity to use the audio and video recording tools using the Insert and Playback toolbars.
The following is an example of the video and audio feedback provided.