Beyond Chalk and Talk: A Year of Creative Classrooms II
This blog is a reflection of my teaching Digital Professionalism and Interpersonal Competence to Semester 3 BCA students. It showcases the innovative, activity-based methods I’ve used to make learning more practical and engaging.
Self-Audit (Google Yourself!)
As part of understanding digital professionalism, students engaged in an eye-opening activity where they Googled themselves to become more aware of their online presence. They observed what information appeared, whether it was related to them or someone else. They reflected on whether the content seemed professional, neutral, or questionable, along with their personal reactions to it. This exercise encouraged self-reflection on digital identity and reputation, leading to discussions about the kind of digital identity they are building, the implications of their online behavior, and possible changes needed in content sharing. Some students were surprised by how much—or how little—was available about them. In contrast, others rediscovered forgotten posts or profiles, all of which highlighted the real-world importance of a professional digital presence. Through this activity, students learned to understand digital footprints and personal branding, critically evaluate how others, such as employers or peers, might perceive them, and recognize the value of digital responsibility, thereby taking their first steps toward managing their digital reputation more mindfully.
Participatory Learning – Students brainstormed on the virtual meeting etiquette, which was reflected by them on classroom boards
The activity on best practices for online presentations and webinars was conducted using a participatory learning approach to make students aware of professionalism in virtual communication settings. Students were first given time to reflect individually on the do’s and don’ts before, during, and after joining an online meeting, writing their ideas in their notebooks. They then voluntarily shared their points on the classroom board, followed by a collective discussion that focused on key aspects such as technical readiness (checking devices, internet, camera, and mic), appropriate background and lighting, muting/unmuting etiquette, time management and punctuality, and engaging respectfully while avoiding distractions. Through this activity, students developed a practical checklist of best practices, enhanced their understanding of digital etiquette, improved their ability to self-assess readiness for virtual participation, and strengthened their collaboration and communication skills through peer sharing and discussion.
Email writing
The email writing activity was designed to help students understand the correct format and structure of a professional email, familiarize them with essential tools and features, and develop self-reliance through AI-powered feedback. The session began with a short interaction where students answered fundamental questions such as the full form of email, the standard format of an email, and the difference between CC and BCC—concepts they confidently grasped by the end of the activity. Each student was then given a prompt and asked to draft an email in Gmail using all key features, including CC, BCC, attachments, and formatting options like bold, underline, font size, and bullets. After drafting, they copied their email into ChatGPT and used it to refine tone and professionalism, identify grammar or structure issues, and learn how to correct them independently. This activity enabled students to apply the format of a professional email, differentiate between To, CC, and BCC, use email tools effectively, improve clarity and tone with AI support, and gain confidence in writing polished, professional messages without depending on others for corrections.
CV making
The CV-making activity introduced students to the purpose and importance of a Curriculum Vitae for academics, internships, and job applications. They learned key components and formatting guidelines, such as alignment, font, bullet points, headings, spacing, and maintaining a professional tone. Students explored digital tools like Microsoft Word, Google Docs, and online CV builders (Zety, ResumeGemini) to design their CVs, with in-class practice, peer review, and faculty guidance. As a take-home task, they finalized and submitted their CVs, gaining confidence in creating professional documents, improving digital literacy, and enhancing career readiness.
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Virtual Meeting Etiquette
The virtual meeting activity was conducted in an interactive, hands-on manner to help students effectively conduct and participate in online sessions while learning Google Meet features and digital etiquette. The class was divided into three parts: first, students created a Google Meet, joined with their devices, and practiced sharing the meeting link; second, they learned proper camera setup and orientation, muting/unmuting etiquette, and how to handle echo as a communication barrier; and third, they explored screen-sharing techniques, including sharing a tab, a window, or the entire screen. Each task was performed directly by students, giving them practical experience in managing meetings, overcoming technical barriers, and applying professional communication etiquette. By the end, they gained confidence in using virtual platforms, enhanced collaboration skills, and improved readiness for professional online interactions.
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I hope these activities not only help students strengthen their digital professionalism but also inspire educators to make learning and teaching more interactive, engaging, and impactful in today’s digital era.
