Prepare for an online class with ice-breakers

Knowing your target audience is key to engaging with them. Post-graduate students are different from on-campus undergraduate students, so being aware of what their contrasting needs, goals, challenges, and desires are is very important. Typically, post-grads are working professionals (full or part-time) and frequently study during stolen moments or at odd hours; some students may be older and returning to learning after a long break; others may have other work or family commitments that take up their time. Their backgrounds and skill levels may vary.

Many underestimate the amount of time studying online actually requires so they need to be given clear guidelines. A pacing guide can help students to stay on track with check-points and sign-posts along the way telling them exactly what they should be doing when.

Tips

• Set clear goals and expectations, early on, specifying exactly what they need to do, when, where, and how (provide examples, pacing guide, explain relevancy)
• Structure your content logically and make it clear and easy to navigate
• Don’t overwhelm students with too much content, break it down into chunks
• Evaluate which components of the class are better suited to the online environment; adjust as necessary
• Integrate and build digital literacy into your lesson plans
• Resources should be media rich, easily accessible, and preferably downloadable
• Constructively align assessments with learning outcomes
• Be fully conversant with the technologies and features you are using before the class begins so you can address any questions or issues that arise
• Use a forum for student introductions and peer-to-peer learning; build community and encourage discussion, enquiry, shared knowledge, experience and ongoing support
• Provide weekly instructions and updates to keep students engaged and motivated; pace the content out so it builds momentum – allow for student peaks and valleys

Icebreakers

Common ground

Give small groups five minutes to write a list of everything they all have in common. Then, have them introduce each other to the whole group, being sure to mention at least one thing they have in common with each other.

Introductions with a twist

This icebreaker gives students an opportunity to learn something silly about each other and divulge something personal about them. As a kick-off to the class, everyone is asked to introduce themselves by telling something informational (name), something silly (e.g., where you’d be if you could be anywhere right now, your favourite dessert, etc.), and something reflective (e.g., what you hope to get out of this class). Teachers may spontaneously recall specific things people said as a way of maintaining humour and giving students opportunities to connect during the rest of the class.

Burning questions

Students write 1-3 “burning questions” they have about the course which can later be shared and addressed in a group discussion.

Play an instrument

Many students play an instrument, so ask them to collaborate and compose or play a song to share with the class, or alternatively find a song that they all like if they don’t play themselves.

Miscomm-puter-unication

Ask students to share their most embarrassing mishap using a computer. Share your own experience, for example, replying to the wrong person in an email. This will loosen them up and cause a few to chuckle before embarking on a whole new way of thinking… using technology instead of paper and pen.

Five pictures

In this activity, students create a collage of five pictures or images that best describe themselves. These can be pictures they have already taken or images from other sources. Make sure they cite the sources for images that are not their own and describe how the pictures represent who they are.

Two truths and a lie

In groups students tell each other three interesting facts. Two of these are true and one is made up. Have group members guess the lie.

I’ve done something you haven’t done

Have students introduce themselves and then state something they have done that they think no one else in the class has done. If someone else has also done it, the student must state something else until he or she finds something that no one else has done.

Things

Choose an object to share with the class that represents you and explain why.

The ‘Me shield’

For this activity, have students design their own coat of arms or shield answering 4 of the following 7 questions:

• What are three things you are good at?
• What do you like most about your family?
• What do your friends like about you?
• What do you think you can do better than almost anyone else?
• What do you dream about doing one day?
• What is something you have already done that makes you feel really good?
• What is one thing you would like to change about yourself?

Students can write their answers or use a combination of art and writing to express themselves. Try using Microsoft Whiteboard or Google Jamboard. 

First job

Have students introduce themselves, sharing their name and something valuable they learned on their first paying job.

My slogan

Many organisations and companies have slogans or mottos which reflect their values. Ask each person to write (or borrow) a slogan to describe him or herself and share that with the class.

Memory lane

Ask students to list three major world events that happened the year in which they were born, then have the other members guess the year and post a short response on whether they remembered the events or had never heard of them. 

WHIPS

Quick answers to incomplete sentences, such as:

• “Right now I’m feeling…”
• “Today I…”
• “I wish…”
• “The best part of the day…”

The magic wand

You have just found a magic wand that allows you to make three changes. You can change anything you want. How would you change yourself, your job, or any other part of your life? Have students discuss why it is important to make the change. Another variation is to have students discuss what they would change in this classroom if they were the teacher.

Shoe pictures

Have everybody take a photo of one their shoes. Upload on to a shared screen. Select shoes at random and have all participants invent something about the shoe and its owner. Have one or two people share their thoughts. (e.g. the shoe belongs to somebody that likes to exercise). Ask the real owner to show themselves and share the story of their shoe.

Movie pitch

Have students work in breakout rooms give them 10 minutes to invent a film they’d like to make. Each group pitches to the class. The class votes on the best pitch.

Time machine

Write in the chat a year and a place you would like to go back in time to visit. Suggest someone you might want to meet from the past. Would you like to remain in the past or just visit? Why? Would anybody like to go far into the future? Why or why not? Ask students to share their responses and discuss.

Food memories

Ask students to share in chat, breakouts or with the class their favourite comfort food. What does it remind them of and what emotions are associated with it?

Picture me

This icebreaker is useful for getting students to open up about their feelings and discuss their thoughts about the course and how they perceive it. The icebreaker is also a light-hearted way of introducing participants. Place your pictures on a pre-prepared board and ask participants to each select a picture that best represents their feelings and/or other significant issues regarding the course topic. As each person introduces themselves, ask them to explain their thoughts behind why they chose that particular picture and review their comments in turn. Where you can, identify common issues that occur within the group and discuss them.