• Love to Learn. Online.

    Love to Learn. Online.

video role-play

Our newest feature, the Video Journal, is currently undergoing beta-testing and we will begin to roll it out to learners within the next couple of days. Besides answering multiple-choice and written work, learners will then be able to record video responses on our platform.

This will be especially useful in the context of courses with a focus on greyscale learning in the broad field of communication skills (leadership, sales etc.). Because becoming great requires practice. The ability to record, replay and record again until the learner is satisfied is one aspect that makes video responses such a powerful tool for effective online learning. In addition, sharing video responses in the Learning Journal enables learners to comment on each other’s work, complement each other or point out things that need improvement.

video role-play

Infinite Choice Through Video Role-Play

Video role-play assignments thus allow us to teach things online that are often thought of as being hard to teach in a digital format. Namely courses on real-life communication skills where there is no dichotomous black or white. Where there are many right and many wrong answers and many different shades of grey in between.

Examples of such courses are those dealing with topics such as sales, leadership or customer care. Consider one example: a course on leadership. This is exactly one of the “soft” or “human” topics that, as it is often argued, can only be taught well in a face-to-face environment. If it is taught in a digital format, it is either all theory or a fairly simple “multiple-choice game”. In a traditional web-based training one would, for example, watch a video of two people fighting in the hallway and then be prompted to respond to a couple of multiple choice questions that require the user to choose a course of action – usually stating the obvious.

However, knowing what is the right thing to do and actually doing it, are of course two fundamentally different things. The way we envision online education is that after watching the video, students have to use the camera of their device to formulate and record an original response to the characters in the conflict situation in form of a video comment answering the question: “What would you say now? 30 seconds. GO!”

Assignments such as video role-play allow students to respond to a complex problem in an infinite number of ways and require them to move from multiple choice to infinite choice. Aggregating the user-generated content in the Learning Journal and letting all learners give each other detailed feedback on the basis of sophisticated grading rubrics can take this one step further.

video role-play

In short: with this feature we want to teach learners complex topics such as leadership by moving beyond simple multiple choice formats. We try to encourage them to bring their context and experience to the table. An old person will respond differently than a young person. A woman differently than a man. Yet all of these different answers may well be correct in their own unique way – or not. And that’s for the learners to discuss and work out together. This approach to effective online learning allows them to be creative and to think outside of the box. It also shows learners that a lot of times, there can be many different ways to solve a problem. This truly embodies what we mean by greyscale learning. We believe that video role-play can help learners to broaden their horizons and to see the bigger picture of complex topics.



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We envision learning on iversity as a social experience. Therefore, we create a social network for our users that enables them to interact in ways that they are already familiar with.

The messaging feature, for example, allows learners to privately communicate with others on the iversity platform through a convenient messenger system – one on one as well as in groups. Learners can message each other regardless of whether or not they attend the same courses. All they need to do to start a conversation, is to search the user directory.

When searching for another user on our platform, learners can identify other learners who are members of the same organisation. This is a useful feature to help facilitate communication among people belonging to the same company. However, an organisation is not visible to non-members. That way only members of the same company can recognise each other as such. This is how we avoid harassment of our users, for example by headhunters or competition. Another way to ensure the learners’ privacy in the social network is the possibility to block other users in order to prevent spamming and other annoyances.


Social Network


The messaging feature also allows for group conversations. Here, learners have the possibility to add new members at any time or leave the conversation if they wish to do so. This allows users to turn to their peers when facing a problem and solve it together as a group. The feature makes it easy to exchange thoughts and discuss assignments with more than one person, while keeping the discussion among a select group of peers, instead of the entire course community.  Learners also have the option to name group conversations. This makes it easier for them to distinguish between multiple group chats – because convenience is key.

While the discussions feature is course public and intended solely for exchanging thoughts about the course content, the messaging feature can of course be used for personal chit chat among peers inside our social network.

Community Managers

A course member can be appointed community manager by the course admin and thus gains access to special messaging functions. He or she can send announcements – email messages that are sent to either all course participants or specific subsets of the group – e.g. in order to draw attention to specific posts that are particularly relevant, helpful or controversial. They can also contribute content of their own in order to provide inspiration or feedback. Through announcements, learners of a course are further encouraged to engage with the course content and to think outside the box. Thus, they help with community management and tutoring. They can provide learners with assistance regarding the substance of the course and help to ensure their successful progress throughout the course, fostering effective online learning.

 Recent Activities in a Course

On the dashboard page, learners can see a short preview of recent activities. Like in the picture below, they can see who joined the course, as well as who posted a comment or an entry to the Learning Journal. Much like the newsfeed feature in other social networks such as Facebook or Twitter, the recent activity overview allows users to see at one glance what is happening in a course. This enables them to find recent contributions, active discussions and to connect with other learners – even when they have been absent from the platform for a couple of days. Seeing other users’ activity is a key motivating factor. Instead of learning in isolation you can see what assignment your colleague has been working on yesterday. This can create a healthy form of competition. It also helps to create a sense of belonging where learners feel that they are part of an active community of peers.

Social Network

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peer review

Our peer evaluation feature allows course participants to evaluate, provide feedback and score each other’s work.

This is how we can provide all learners with qualitative peer feedback on creative assignments – even when there are thousands of learners in a course. At the same time, peer review exercises provide a valuable change of perspectives. By letting them evaluate each other’s work, learners can put themselves in the instructor’s shoes and look at the concepts taught, as well as the learning outcomes with fresh eyes.peer review

Peer review can either be done anonymously in a double blind peer review, so that no bias comes in their way. Or in a public peer review, where students provide feedback on each other’s journal posts.

In a blind peer review procedure the learners’ works are distributed in an arbitrary manner among them. Meaning that the work of a young participant of the course could for example be reviewed by a more experienced learner or vice versa. This ensures that the individual assignments are evaluated by people with different views and experiences to help learners take on new perspectives. As pedagogical research shows, averaging anonymous peer evaluation can be as fair and reliable in terms of quality as anonymous professional grading, and in fact more so than individual evaluation because there is less bias. Thus, peer evaluation provides a way for high quality summative assessment to scale.

Public peer review, on the other hand, enables everyone in the course to quickly find the most interesting pieces of work. This is achieved by filtering the Learning Journal. Learners can comment on the individual journal entries, or click on the “heart-button” to acknowledge entries that are outstanding. When learners write posts on controversial topics that invite disagreement and argumentation, public peer review makes the process of negotiating truth visible.

In any case, challenging one’s own perspective by reviewing somebody else’s work is an important tool that encourages an in-depth understanding of the course material.

Peer Review


Fostering Changes of Perspective

Another way of using peer review in order to enhance the advantages of the feature is purposeful heterogenous matching. This principle is based on the matching of participants across different variables such as demographics. After students take a demographic survey, we match them based on, for example age, gender, race, work experience, level of hierarchy or role. This approach can help learners to see issues from what might be an entirely different perspective. Through heterogenous matching, we try to encourage critical thinking in order for students to achieve the best possible results for their assignments.

Peer Review


Peer Review in Essay Competitions

In an essay competition, students create their own paper which is then evaluated by others through anonymous peer review. The essays are ranked according to the results of this evaluation and the learners can share their work with the course. Formulating an essay is a great way of practicing one’s skills. Not just when it comes to writing, but also in critical thinking. At the same time, it encourages learners to think for themselves and to carefully prepare and outline the topic they want to write about. By reviewing and commenting on other people’s essays, these skills are honed even further. This is because learners need to open themselves up to their peers’ perspectives, ways of arguing and styles of writing. Through peer review, it is possible to scale essay competitions because the work is distributed among the student. In addition, essay competitions provide a healthy way of competing and thus an effective method of motivating learners to achieve outstanding results and to get inspired by extraordinary work.

Peer Review


All in all, we believe that peer review can be an important tool in online education. Not only because it allows us to deliver feedback at scale, but also because the process of giving feedback as such is a valuable educational exercise. As the work is evaluated by many different people with just as many different perspectives and ideas, our platform encourages students to think outside of the box and to take on new perspectives that can lead to inspiring results.


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Active Learning

As I have explained in my post on online student engagement, active learning is key when it comes to motivating learners. What do I mean by active? An online course championing “active learning” should prompt the learner to participate and contribute. One way of doing this is to inject small tasks into learning videos, another common approach is ordinary multiple choice.

Active LearningFor effective online learning to take place, however, online learning has to move beyond making learners dance to the instructor’s tune. Exercises (which are optional) and assignments (which are mandatory) should challenge learners to think for themselves and to come up with their own creative solutions to open-
ended questions. Not just for a few moments, but often a few hours. Learners write essays, prepare presentations, work on designs, spreadsheet models and programming assignments. The idea is to enable, if not encourage, them to think outside the box. And to come up with their own (often unexpected) solutions.

Active Learning

For example one student in the course Design 101 came up with a unique and very creative solution to the following assignment: “Carefully choose a recipe to cook for yourself.”Today, you cook your chosen recipe and share with us a picture of your starting ingredients. Nothing less, nothing more.” You would expect them to use ingredients and kitchen utensils as suggested, right? But this student decided to give the assignment her very own interpretation. She said I”m going to make pancakes. But my pancakes are going to be a bit different. They will be from felt.” Here you see the “ingredients” she decided to use.

What this example illustrates is that the course – instead of simply telling people what a good and creative solution looks like – challenged the learner to think outside the box and come up with her own, brilliant solution. Active learning should allow for precisely this kind of open-ended experimentation. Instead of simply making people regurgitate information and knowledge, learners should apply it in assignments. This leaves them with both the opportunity to fail as well as to succeed beyond expectation.

Making Active Learning Social: The Learning Journal

The next step is to embed these kind of assignments in a social context. In order to do this we have created the so-called Learning Journal. The Learning Journal is an individual course blog that learners can use to share their solutions for the various assignments, take notes and discuss their work with the course community. Learners can »follow« the journals of other users to keep track of new content created by those peers they think stand out from the crowd.

Different layers of privacy settings allow learners to share their posts with no one, other participants in the same course or publicly on the internet. Through public sharing, journals can function as  learning portfolios. These serve as public, linkable proof of the things learners have created and accomplished in a course.

The course journal aggregates the journal posts from all users in the course. Learners can “like” each other’s work simply by clicking on the heart. Of course they can also leave more substantial feedback in prose. The hearts as well as the comments can be used to identify quality in quantity. Learners can also sort their posts either by date (starting with the most recent uploads) or by “most liked”. To easily navigate through specific assignments users can also filter by unit or search for the work of a specific learner.

active learning

An example of the process of active learning in the course “Visual Thinking for Business”

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