Peer Review

Enables instructors to create assignments where students provide feedback on their peers' deliverables (documents or videos) based on predefined criteria.

• Students assess each other's draft reports before final submission

• Students upload videos of their work for peers to review and grade

Group Member Evaluation

Streamlines how students assess their peers' collaboration skills. The instructor specifies the criteria the students use to evaluate their peers' contributions to group work.

• Students give feedback on their peers' collaboration skills during a group project

• Personalise group grades based on individual contributions to group work

Skill Review

Facilitates instructor feedback on activities such as presentations, oral exams or interviews. Students are not required to make a submission.

• Review students' group presentations

• Evaluate oral exams

• Review negotiation skills

Assignment Review

Aims to improve student learning by allowing instructors to provide in-line feedback on deliverables. Instructors can specify the criteria and feedback format.

• Instructors review students' reports

• Instructors provide formative feedback on (group) laboratory assignments

Automated Feedback

Harnesses the power of artificial intelligence (AI) to generate instant, formative feedback on students' academic writing skills. This helps enhance the quality of students' final work and relieve instructor workload.

• With automated feedback, students will almost instantly receive feedback on their submitted work, being able to improve the final product

Group Formation

Allows teachers to make effective, well balanced and inclusive groups to enhance group dynamics, learning outcomes, student satisfaction and engagement.

• By having students answer a set of questions in a survey fashion, the students will be automatically assigned to groups, saving time and effort for the instructor.

Self Assessment:

• Of Skill

• Of Work

Allows students to reflect on their own performance based on predefined criteria.

• students develop self-regulatory skills by critically reflecting on their competencies and determining which aspects they should improve

Tool Name

Description

Example Use Cases

Comprehension

Allows instructors to upload multimedia materials (documents, video, or audio) for students to review while identifying and priming on predefined topics to guarantee a better understanding of the study material.

• Students add discussion topics on study material

• Students answer practice questions on a video

• Ask students to create exam questions

Interactive Study Materials:

• Interactive Video

• Interactive Audio

• Interactive Document

These tools support the flipped classroom method. Instructors can generate meaningful student-content interactions by adding questions or discussion threads to multimedia materials (audio, document, video).

• Students can better process the study

  content by priming on specific topics

• Students annotate a mockup essay to develop writing skills

Team Based Learning

Helps instructors organize a team-based learning activity with the pre-class preparation, Readiness Assurance Process (RAP) and peer evaluation steps

• Implement team-based learning

Discussion:

• On Work

• On Topic

Organizes online discussions where students can engage in debate by reviewing the work of their peers or topics the instructor puts forward

• Discuss questions raised during the class

• Draft deliverables to be discussed in thesis groups

Interactive Presentation

Activates and motivates students to engage with the pre-recorded presentations by adding questions or discussion points.

• Live polling during a lecture

• Ask questions in the beginning of the lesson to test student knowledge level or start a discussion