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How live polling can enhance student learning: Applications for general and research classes

How live polling can enhance student learning: Applications for general and research classes. Teaching, Learning, Mentoring Conference, Springfield, MO. Geoffrey W. Sutton, Ph.D., November 5, 2005. Presentation Outline. Part 1: General Interest Overview of live polling

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How live polling can enhance student learning: Applications for general and research classes

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  1. How live polling can enhance student learning: Applications for general and research classes Teaching, Learning, Mentoring Conference, Springfield, MO. Geoffrey W. Sutton, Ph.D., November 5, 2005 Geoffrey W. Sutton, Ph.D., 2005

  2. Presentation Outline Part 1: General Interest • Overview of live polling • Examples of live polling • Live polling software Geoffrey W. Sutton, Ph.D., 2005

  3. Presentation Outline Part 2: Details of the application • WebCT approach • Getting data into Excel and SPSS Geoffrey W. Sutton, Ph.D., 2005

  4. What Is Live Polling? Live polling is a method for getting responses from a group of people and displaying their responses in realtime. In the context of teaching, realtime means the current classroom time frame. Geoffrey W. Sutton, Ph.D., 2005

  5. Why Live Polling? Our rationale for live polling may derive from several sources • Authority • Affiliation • Geek savoir faire • Financial • Theoretical • Empirical Geoffrey W. Sutton, Ph.D., 2005

  6. Authority & Live Polling? National Academy of Sciences-National Research Council Educators should provide “active learning environments for all students, even in large sections, lecture-dominated courses (p. 39).” Geoffrey W. Sutton, Ph.D., 2005

  7. Affiliation & Live Polling? Active learning, like many ideas in the history of education, is a buzzword. Live polling is a strategy to encourage active learning. Affiliation is a human need. If you feel the need to belong, join the crowd. Buzz a few words, do some polls, then follow the wave to the next hot item. You will feel better and students may feel good even if they do not learn any more. Geoffrey W. Sutton, Ph.D., 2005

  8. Geek savoir faire & Live Polling? In a period of Geek revivalism, such as we now experience, it is useful to display a knowledge of all things Geek. Live polling is one of those things. p.s. googling savoir faire will give you a french lexicon, which is not useful. Geoffrey W. Sutton, Ph.D., 2005

  9. Financial Considerations& Live Polling There is funding for technology and research related to the use of technology to promote student learning. Finances can be a reason to obtain the technology and determine its value in active learning. Add live polling software as a part of your purchase and research plans. Geoffrey W. Sutton, Ph.D., 2005

  10. Theoretical Reasons for Live Polling: Schemas Students enter courses with various cognitive schemas. An accurate schema of the concepts presented in the course may require a modification of their existing schemas (most likely). Geoffrey W. Sutton, Ph.D., 2005

  11. Theoretical Reasons for Live Polling: Schemas As an educator, live polling provides you with -An understanding of a student’s pre-existing schema. -An understanding of how they have changed as a result of the learning activities. -An understanding of how many students “get it” as a result of the learning activities. Geoffrey W. Sutton, Ph.D., 2005

  12. Theoretical Reasons for Live Polling: Schemas As a student, live polling provides -Knowledge of how well they alreadyunderstand course concept. -Knowledge of how well they have understood a newly presented concept. -Knowledge of how they are doing compared to others. Geoffrey W. Sutton, Ph.D., 2005

  13. Theoretical Reasons for Live Polling: Feedback Feedback, or knowledge of results, promotes learning when it is immediate. So much feedback in education is delayed feedback. Live polling can provide immediate feedback Geoffrey W. Sutton, Ph.D., 2005

  14. Theoretical Reasons for Live Polling: Attention Theoretically, students need to attend to a stimulus in order to learn. Live polling may increase the attention of more students if it is a >novel stimulus >relevant stimulus (e.g., net polling) >discriminative stimulus ( learning cue) Geoffrey W. Sutton, Ph.D., 2005

  15. Empirical Reasons for Live Polling Attention span for students ~ 15 minutes (Prince, 2004) Geoffrey W. Sutton, Ph.D., 2005

  16. Empirical Reasons for Live Polling Recall- for the first 10 minutes of lecture ~ 70% Recall- for the last 10 minutes of lecture ~ 20% (Prince, 2004) Geoffrey W. Sutton, Ph.D., 2005

  17. Empirical Reasons for Live Polling Common lecture rate ~ 120-140 wpm Student notetaking rate as low as 20 wpm Geoffrey W. Sutton, Ph.D., 2005

  18. Examples of Live Polling WarmUps (Cox & Junkin, 2005) • Ask 3 questions about the assigned reading before class begins. • Use results for Just-in Time Teaching-- tailor your presentation to the customer. • [Software can set a timer to end availability of questions to end when class begins.] Geoffrey W. Sutton, Ph.D., 2005

  19. Examples of Live Polling Learning Consolidation & Mid-lecture Polls Engage with the material by reviewing their notes and solving a problem. > Individual work > Group activity Respond to the question and get feedback. Geoffrey W. Sutton, Ph.D., 2005

  20. Examples of Live Polling Attention & Focus Stimulus Survey the class on a topic of interest to students and relevant to the course content. Tattoo Use of WebCT Elections Geoffrey W. Sutton, Ph.D., 2005

  21. Examples of Live Polling Self-Test Ungraded questions provided at the end of class to reinforce accurate learning. Feedback can guide the learners to notes or text pages for the answers or lead them to other resources. Geoffrey W. Sutton, Ph.D., 2005

  22. Examples of Live Polling Selected Course Evaluation Outside of class time, a survey of selected course components can involve the students in feedback about the perceived value of various learning activities used by the instructor. Geoffrey W. Sutton, Ph.D., 2005

  23. Examples of Live Polling Specific Use-Testing & Research Classes: Develop skills for: writing questions & items web-based research downloading files Using Excel Using SPSS / data analysis software Live stuff is more fun! Geoffrey W. Sutton, Ph.D., 2005

  24. Live Polling Software • Webforms • A variety of options including live polling available at no charge from William F. Junkin. Wjunkin@erskine.edu Geoffrey W. Sutton, Ph.D., 2005

  25. Live Polling Software • WebCT • Quizzes and Options Module • I will illustrate WebCT in the next section Geoffrey W. Sutton, Ph.D., 2005

  26. Live Polling: Some Thoughts • Time to prepare the activity • Familiarity with the software • Familiarity with the equipment • Knowing the limitations • E.g., how to enroll people in a class End of Part I Geoffrey W. Sutton, Ph.D., 2005

  27. Geoffrey W. Sutton, Ph.D., 2005

  28. Part 2 In this Part of the Presentation I will cover • Adding Surveys in WebCT • Downloading files to Excel • From Excel to SPSS Geoffrey W. Sutton, Ph.D., 2005

  29. Surveys in WebCT Refer to the handout, which is based on the WebCT help guidelines. Begin by adding surveys from the control panel Add Tool feature. Complete the options information- including choice of an icon Click to add the tool and the features. Geoffrey W. Sutton, Ph.D., 2005

  30. Control Panel--- Surveys Geoffrey W. Sutton, Ph.D., 2005

  31. Create the Survey in WebCT • Course Menu- select survey • Select Create • Add title and create • You have set up the Survey but need to add questions Geoffrey W. Sutton, Ph.D., 2005

  32. Add Questions to the Survey • Select Survey • Edit • Add questions/ items • Create Geoffrey W. Sutton, Ph.D., 2005

  33. Add Questions Geoffrey W. Sutton, Ph.D., 2005

  34. Add Questions to the Survey • Type the item • Type responses e.g., Agree… • Save and Add Geoffrey W. Sutton, Ph.D., 2005

  35. Enter New Questions Answers Geoffrey W. Sutton, Ph.D., 2005

  36. Schedule the Survey • Select the settings • For example - for the class period • Update • That is it! Geoffrey W. Sutton, Ph.D., 2005

  37. Survey Settings Geoffrey W. Sutton, Ph.D., 2005

  38. Examining the Data • Select detail to see results • Update table • Click summary to see item responses Geoffrey W. Sutton, Ph.D., 2005

  39. Survey Detail Geoffrey W. Sutton, Ph.D., 2005

  40. Examining the Data • Click detailed statistics to see basic stats • That is usually enough for the live class polling • Have a discussion or move on… Geoffrey W. Sutton, Ph.D., 2005

  41. WebCT Live Geoffrey W. Sutton, Ph.D., 2005

  42. Downloading • From the survey/detail page, select export to disk • Select where to download • Open Excel • Open file from download • Select comma delimited • Accept defaults and finish Geoffrey W. Sutton, Ph.D., 2005

  43. Downloading • From the survey/detail page, select export to disk • Select where to download Geoffrey W. Sutton, Ph.D., 2005

  44. Export & Download Geoffrey W. Sutton, Ph.D., 2005

  45. In Excel • “Clean up” data • Do statistics or, • Save the file as an Excel file • See the examples Geoffrey W. Sutton, Ph.D., 2005

  46. Excel View Missing data Geoffrey W. Sutton, Ph.D., 2005

  47. Excel “Cleaned” Geoffrey W. Sutton, Ph.D., 2005

  48. In SPSS • Open SPSS • Open a new file • Select the excel file you created • Begin data analysis Geoffrey W. Sutton, Ph.D., 2005

  49. The End Please refer to the handout available on line for a list of procedures and references. Please send corrections to suttong@evangel.edu Thank you. Geoffrey W. Sutton, Ph.D., 2005

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