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Tsépo Sekaleli
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Online discussions: These develops independent and yet collaborated effort to understanding a matter being discussed. Physical distance does not become a barrier to learning. Self assessment by learners become easy based on how they contributed to the discussion. Peers may also assess each other with regard to group presentations on the live learning platform, e.g Zoom or Microsoft teams

Blended learning assessment: In this case online and face-to face are used to assess learners. Critical reflections by the students of what they may have missed to understand on their own is addressed by face-to-face where learning by doing is easier.

e-portfolio: Learners have ample time on their own to gather enough material and provide answers to the assignment that will form the portfolio. They can even incorporate reflective journals to assess themselves in relation to e-portfolio assignment.

Question mark perception: Various types of tests can be done using this tool and can be combined to develop questions that will help get the best out of the learners.

Podcast: This allows learners to get an in-depth understanding of the subject matter and can play the podcast over and over, analyzing and critiquing content.

Online exams: They may promote appreciation of ICT technology in getting rid of exam fever where some student panic when they get into the exam room. This also enable integration as another type of significant learning (Connecting ICT with other subjects)

What would make these more appropriate for transformative learning and ESD practice is that learners are able to collaborate online to gain knowledge and also integrate their learning approaches which could be through discussions, podcasts, e-portfolio e.t.c