Avoiding Digital Groundhog Day

The majority of students in our class are able to complete their follow up learning tasks independently. Some of them are capable of deep critical thinking and are utilising these skills in their discussion of what they are learning. Others have become comfortable in their understanding of learning expectations. As an example, in writing, some students are meeting their specific learning goals while slipping or stagnating in areas they were strong in.
Students may be becoming blase in their work standards because they feel they may be repetitious and boring. They perceive the tasks to be easy, despite not completing them fully and meeting success criteria.

It could be time for me to spark things up. Include Blooms Taxonomy to extend critical thinking for those comfortable with DeBono's Thinking Hats. Perhaps I could include more offline follow up tasks. Things that include drawing, writing, recording or performing their responses to learning.  I have probably fallen into the trap of placing 'Learn, Create, Share' into the total digital category, thus making digital activities the 'be all and end all' of follow up learning. It is important for me to step back, reflect upon the interests and abilities of the students under my care, and investigate a variety of media based learning tasks to stimulate learning.