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Real-time voting: activity and interactivity in large student groups (version for web archive)

Real-time voting: activity and interactivity in large student groups (version for web archive). Dr. Stephen Bostock Advisor for Technology and Learning Keele University, UK s.j.bostock@keele.ac.uk. Summary. How do we create active learning or engagement in lectures and seminars?

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Real-time voting: activity and interactivity in large student groups (version for web archive)

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  1. Real-time voting: activity and interactivity in large student groups(version for web archive) Dr. Stephen BostockAdvisor for Technology and LearningKeele University, UK s.j.bostock@keele.ac.uk

  2. Summary • How do we create active learning or engagement in lectures and seminars? • There are five modes of engagement in student groups. • Voting works and can be done cheaply.

  3. With one or a few students, dialogue can prompt intellectual activity, provide feedback to tune concepts, and require participation. Feedback to teacher enables real-time adaptation of teaching. Dialogue Student Teacher

  4. Delivery passive role

  5. Enhanced Delivery

  6. Individual activity

  7. Examples of student activities • Solve a problem • Complete a gapped handout • Answer quiz questions • Read something short with a purpose • Write their own questions and answers

  8. Student interactivity

  9. Examples of student interactivities • Make notes on a topic together • Compare notes made so far • Buzz groups – discuss something • Recap slot: summarize to each other

  10. Student-teacherinteractivity

  11. Summary: Modes of engagementin large groups • Information delivery: talking no learning activity beyond listening & note taking • Enhanced presentations • Student individual activity • Student interactivity in small groups • Student – tutor interactivity: individual feedback to a teacher through a ‘personal response system’ and feedback to students on their responses

  12. How many modes of engagement are there in large groups? 1 Vote A 2 Vote B 3 Vote C 4 Vote D 5 Vote E 6 Vote F

  13. CommuniCubes

  14. Do you understand how to vote with a CommuniCube? • No, say it again • Not sure, let’s see how it goes • Yes, carry on

  15. First year Psychology

  16. Second year Law students with CommuniCubesphotograph removed

  17. Dr Ian Stimpson using the cubes with a widening participation group A video was shown here of students using CommuniCubes in a geology session on earthquakes that cause tsunamis.

  18. Two ways of giving results Back to the group, if you need To display them.

  19. CommuniCubes- partially anonymous - manual counting/ estimating - low tech, low risk, no training - cheap Response technologiesPersonal Response Systems • Electronic voting handsets • anonymous but can opt out • automatic counting and display • electronic: high risk for teacher, training needed • expensive Similar pedagogy

  20. Types of questions with a Personal Response System • Multiple choice quiz/problem solving at start to diagnose initial understanding • Students self-report relevant experience • “Concept check”: Multiple choice quiz on content just delivered • Students self-report level of understanding • Students opt for a revision topic • Combine MCQ with small group discussion (activity), and presentations.

  21. 1st year Psychology after several sessions: reasons cubes are helpful Score: high= most important 12. Gave me feedback on my understanding 12. It was fun, made lecture interesting 8. Participation, made me think, contribute, be involved, express an opinion 6. (Mention of) “interactive”

  22. With your CommuniCube Vote for: • Hear an interview with Ian Stimpson • Say more about student evaluations • Say more about electronic Personal Response Systems • Say more about CommuniCubes

  23. Sources • CommuniCubes: intermediate technology for interaction with large groups, Stephen J. Bostock, Julie A. Hulme and Mark A. Davys in Audience Response Systems in HigherEducation ed David Banks 2006 • Steve Draper Interactive lectures web sitehttp://www.psy.gla.ac.uk/~steve/ilig/il.html • Davies, P. 2003 Practical ideas for enhancing lectures Birmingham: SEDA Special 13, Staff and Educational Development Association, UK

  24. stop

  25. Interview with Ian Stimpson (5 minutes) (This may not work on the web archive)

  26. Evaluation conclusion • Most students found them helpful to learning: modal value is “significant advantage” • A few (able?) students may dislike them • In first year lectures the main reasons were getting feedback on understanding and fun • In second and third year seminars the reason was the enforced participation • The learning gains will depend on appropriate use, of course

  27. Personal Response Systems PRS • Infrared or radio handsets with unique codes in a set. Codes are detected and numbers fed to software to display/store results, maybe through PowerPoint. • Can be anonymous or use non-anonymous class register • Cost £60-150 per handset • Staff training needed • Risk of technical failure?

  28. CommuniCubes • Coloured cards and triangles have been used for voting • Cubes refine the idea and give 5 number choices • Best in a raked lecture hall with benching or seminar with tables • Pedagogic practice similar to PRS; participation is enforced; mix with other modes • Anonymous to different degrees • Different uses in seminars • Intellectual Property Rights: Stephen Bostock

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