Success Project

It offers a different approach to enable powerful reflection and honest planning Having a glimpse of what you want to achieve in the future helps in navigating the paths that we take or provides reassurance that we are in the right direction Be clear when providing the prompt questions based on the focus of the future letter Not everyone readily engages with reflections, so some participants might take longer to produce their letters than others. Adequate time and support should be offered. This approach can be used with different group sizes As an added extra, letters can be collected and stored by the lecturer and then sent back to the participants on the specified future date. For example, if the future date was one year, then it should be sent back to them one year later either by post or e-mail. Why consider this method? Examples of how to use the method/tool in teaching In the SUCSESS project, this approach was used in order to support participants in articulating their learning objectives in order to reveal the development of their learning. Things to consider when implementing Technological tools can support both in-class and online teaching. Some of the main aims of these tools are to increase participation by activating students, and to structure the learning sessions to support the students’ own information processing. As online education specialists Lim and Newby (2021) state, the use of technological tools (or Web 2.0 tools) especially supports social constructivism-based learning, where learners are also co-constructing knowledge. In addition, including participatory digital technologies in teaching may positively influence the development of digital literacy in general, i.e., the capabilities for living, learning and working in a digital society (Beetham, McGill & Littlejohn, 2009) and support lifelong learning by contributing to digital and technology-based competences (European Commission, 2018). It is noteworthy that no technological tool alone can increase learning. There should be pedagogical justification for the utilisation of any tool. For instance, if the aim is to develop activating learning (or instruction), then the teacher will first outline the contents of the session and then consider how and by using what kinds of learning tasks the students could be involved in working and developing the topic further (Nevgi et al., 2011). Many of the technological tools available merely provide mechanisms to realise these learning tasks in a digital environment rather than representing completely new pedagogies. That said, they do offer new and interesting ways for the realisation of diverse tasks. Because of the high speed of technological development, new technological tools are constantly emerging. As such, it is important for teachers to follow progress and exchange ideas about new potential tools to be utilised in teaching. 4.4. Technological tools for in-class and online participation 50