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, 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.