Learner generated content

I am currently working on the Create C Chapter of my new book - Learning Design: a practical approach. One section describes ways in which learners can generate content. The table below lists the different approaches that can be adopted. Am I missing anything?




The learners annotate a resource and then summarise the key points

Collective aggregation

The learners work in teams to collectively aggregate a set of resources around a particular topic. They can aggregate these on a group blog, recipe a wiki or a Google doc. They add the link along with a brief description of the resource and why it is useful/relevant.

Crossword puzzle

This consists of a series of clues around a set of concepts. The learners are asked to complete the crossword. For example, ‘a type of pedagogical approach’ with 14 letters is constructivism, or the Spanish word for apple with 7 letters is ‘manzana’.

Mind mapping

Learners use a mind map to visualise a particular topic and associated ideas, either individually or in groups.


Learners are asked to create a poster on a particular topic. Peers can then provide comments and feedback.

Scavenger hunt

Learners are divided into teams, they are given a list of resources to find (for example they might be asked to find a resource on ‘constructivist learning’, or a resource describing how a wiki can be used to promote collaborative learning or a resource on the implications for learning). The team that collates all the items on the list first wins.


This enables learners to organise groups of ideas on a concept and assign them to themes. Patterns and relationships in the groups can also be observed. One slip of paper (or ‘post-its’) is used per idea generated or possible solution offered. A meeting is set up of up to 5 people. The slips of paper are viewed and then grouped ‘like with like’. Duplicates can be created if the idea/solution is relevant to more than one group. Patterns and relationships in the groups are observed.

4 Responses to “Learner generated content”

  1. Frances Bell Says:

    Used with caution and permission, the products and process of student assignment or project work can form valuable examples of practice for subsequent cohorts. Any PhD student will look at previous theses to get an idea of how others have done it (often recommended by supervisor). A Masters student wrote a paper with me from her assignment that was presented at International Conference, and then we used it on module the following year. This was very encouraging for students. I created a database of Final Year Projects when I was project coordinator.

  2. Gráinne Says:

    Good points thanks!

  3. Sheila MacNeill (@sheilmcn) Says:

    Hi Grainne

    We have a lovely case study here of a group of undergraduate law students who created a collective bibliography using a group wiki. Can see you a copy if you like or you can access from our open site https://www.coursesites.com/webapps/Bb-sites-course-creation-BBLEARN/courseHomepage.htmlx?course_id=_322798_1 - self enroll and go to case studies section.

  4. Gráinne Says:

    Nice one Sheila thanks! I will take a look! :-)

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