Detailed Description of Learning Activity
Have students take pictures of a variety of welds in their real world – their backyard, their homes, their workplaces, their places of leisure. Have them share their pictures with the group. Have the group pose questions that can be discussed as a group.
At the end of the task, have students submit a reflective summary of what was learned.
This activity could be done as an introduction, or as a culminative activity to showcase all the kinds of welding they have learned about during the course.
Purpose of Activity
- Connect book learning with real world.
- Build a sense of community.
What Makes This Open?
- Students create content.
- Incorporates reflective practice.
- Collaborative/team-based learning.
This could form part of a capstone portfolio that provides evidence of being able to identify certain kinds of welds.
It could also be turned into a “weld scavenger hunt”, where the competitive element becomes formative assessment.
|Explanation of activity and organization of groups||15 minutes|
|At-home collecting of weld pictures||1–2 hours|
|Distribution and peer discussion||1–2 hours|
|Summary and reflection||30 minutes|
- Smart phone.
- Collaborative space (virtual or face-to-face).
- Way to share photos (email to instructor, load to a learning management system, add to a virtual noticeboard, such as Padlet).