With Response Tool authors can create a range of Questions and Questions Sets to capture students responses to a range of topics, questions and stimuli.

Questions and Question Sets can be Published and embedded into module/topic learning content inside a range of supported platforms such as Learning@Griffith, Microsoft Teams, Articulate Storyline/Rise and Microsoft Sway.

Users can revise responses at any point and download responses as a Word Document for continuation of learning or assessment.

Response Tool is open to anyone that has single sign-on (SSO) credentials with Griffith University. Both staff members and students are able to create Questions and Questions Sets.

Once published, users anywhere can use and experience a Response Tool Question or Question Set. Response Tools can be embedded into your Learning Management System (LMS) using a direct link. Response Tool has been tested to work inside platforms such as Blackboard LMS, Microsoft Teams and PebblePad. This list will of course continue to grow.

While use cases for student use are touched on in Use Cases for Response Tool, the intention is that students can synthesize their learning by creating their own revision Questions and Responses and add to deeper learning outcomes and discovery. There are many ways you can engage your students by using Response Tool, and as the community submits their practice, we will add them to the use cases.

The Response Tool has a wide range of possible use cases. You can capture your learners responses, thoughts and understandings throughout your course. Learners can revisit and revise these responses at a later date. They can also download these responses to an external document for further expansion. The concept of responding to to questions and other stimuli can be applied to a variety of learning experience use case. Some of these are listed below;     

• In content reflections on key knowledge points

• Group questions around a key concept or idea

• Learners develop their own reflection questions to document their knowledge

• Learners can revisit and revise previous reflections and various points throughout a course, year or program 

• Work Integrated Learning pre and post placement reflections

• Analyse student response to identify knowledge gaps

• Present student response in class to direct and drive discussions 

• Document group reflections oin workshops

• Formative assessment activites

• Progressively build an assessment outline