Beyond Chalk and Talk: A Year of Creative Classrooms II
This blog is a reflection of my teaching 'Professional Development and Soft Skills for IT Success', 'Digital Professionalism and Interpersonal Competence', and 'Content and Blog Writing' to 2nd, 3rd, and 4th semester BCA students, respectively. 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 behaviour, and possible changes needed in content sharing. Some students were surprised by how much—or how little—information 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 learnt 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 finalised 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 it with their devices, and practised sharing the meeting link; second, they learnt 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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Creating a Blogger Account
The activity on creating a Blogger account was conducted in an interactive, ICT-enabled, hands-on manner in the computer laboratory to introduce students to digital content creation and online publishing. The session began with an overview of blogging and its importance, followed by step-by-step guidance on creating a Blogger account using Google credentials and exploring the platform interface. Students then created their own blogs, selected and customised themes, managed layouts, and designed their blog pages. They were further guided to write and publish blog posts by adding titles, formatting content, and inserting images. Each step was demonstrated by the instructor and performed simultaneously by students, ensuring practical understanding and active participation. Through this activity, students gained hands-on experience in managing blogs, developed digital content creation skills, improved their ICT proficiency, and built confidence in expressing ideas through online platforms.
Importance of Quality Content & Writing Techniques for Different Digital Platforms
The flipped learning activity on the topics 'Importance of Quality Content' and 'Writing Techniques for Different Digital Platforms' was conducted in a student-centric and ICT-enabled manner to promote self-learning and conceptual understanding. Learning materials, including blogs and videos, were shared with students in advance through Google Classroom, and they were instructed to go through the content and respond to instructor-posted questions in the comment section, encouraging reflection and engagement before classroom discussion. Students accessed the material using mobile devices and the internet, allowing flexible and independent learning. Following this, worksheets were administered to assess their understanding and reinforce key concepts. This approach enabled students to develop critical thinking skills, improve their ability to analyse and respond to content-based questions, and strengthen their grasp of writing techniques across digital platforms while fostering confidence in self-directed learning.
Grammar, Editing, and Proofreading Basics – Grammarly, Hemingway, and QuillBot
The activity on grammar, editing, and proofreading basics was conducted in a student-centric, ICT-enabled manner to enhance students’ writing quality in content and blog writing. The session began with an introduction to the importance of grammar, editing, and proofreading in effective communication, followed by familiarisation with digital tools such as Grammarly, QuillBot, and Hemingway Editor. Students then engaged in a hands-on classroom exercise using mobile devices, where they practised identifying and correcting grammatical errors, improving sentence structure, and enhancing the readability of sample content through these tools. The activity allowed students to explore the features of each platform and understand how technology supports professional writing. Through this practical approach, students developed the ability to refine their written content, improved clarity and accuracy in writing, and gained confidence in using ICT tools for effective content creation and editing.
Case Studies and Success Stories in Content Marketing
The activity on case studies and success stories in content marketing was conducted in a student-centric manner through group discussion to help students understand real-life applications of content marketing strategies. Students explored selected case studies individually or in groups, where they identified key content types, strategies, and factors contributing to the success of various campaigns. This was followed by a classroom discussion in which students shared their insights and analyses, promoting peer learning and active engagement. The activity encouraged critical thinking as students evaluated real-world marketing practices and connected them with theoretical concepts. Through this approach, students developed the ability to analyse and interpret effective content marketing techniques, while also enhancing their communication, discussion, and presentation skills.
Comprehensive Unit Revision (Kahoot Quiz Activity)
The comprehensive unit revision activity was conducted in an engaging, ICT-enabled manner using Kahoot in team mode to prepare students for the Intermediate Examination. Students were divided into teams and participated in a quiz that included conceptual, application-based, and brainstorming questions, encouraging collaboration and peer learning. Using mobile devices, each team discussed the questions within a limited time and selected answers collectively, creating a competitive yet interactive learning environment. This approach motivated students to actively recall concepts, clarify doubts, and reinforce previously taught topics in a more dynamic way than traditional revision methods. Through this activity, students improved their understanding of key concepts, enhanced quick thinking and decision-making skills under time constraints, and developed teamwork and communication abilities.
The activity on strategies for virtual presentation was conducted in an ICT-enabled manner using YouTube to enhance students’ understanding of effective online communication and problem-solving techniques. Students watched a carefully selected video on virtual problem-solving, which highlighted key aspects such as planning, clarity of content, audience engagement, and the effective use of digital tools during virtual presentations. Following the video, students actively observed, analyzed, and participated in a discussion to reflect on the concepts presented and relate them to real-world scenarios. This activity encouraged active learning and critical thinking while exposing students to practical strategies for virtual communication. Through this session, students developed a better understanding of delivering effective virtual presentations, improved their ability to analyze and respond in online environments, enhanced their communication skills, and gained awareness of various tools and techniques for engaging audiences in virtual settings.
The data analysis and logical decision-making activity was conducted as a student-centric exercise to develop structured problem-solving and critical thinking skills. Students were given three problem-based questions on real-life situations, logical reasoning, and pattern recognition, and were instructed to solve them using a step-by-step approach that involved understanding the problem, analysis, generating possible solutions, and drawing conclusions. They worked individually or in small groups, followed by a class discussion where students shared and compared their approaches and reasoning. This interactive process encouraged active participation and collaborative learning while exposing students to different problem-solving perspectives. Through this activity, students enhanced their ability to apply logical thinking, improved structured decision-making skills, developed reasoning through pattern identification and error detection, and gained confidence in presenting and justifying their solutions.
