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School of Education connect collaborate and communicate

School of Education connect collaborate and communicate. Developing graduate attributes and the electronic voting system (EVS): preliminary evaluation findings. The project team Rosemary Allen Claire Dickerson Joy Jarvis John Mower. Why did we apply and what did we want to do?.

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School of Education connect collaborate and communicate

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  1. School of Educationconnect collaborate and communicate

  2. Developing graduate attributes and the electronic voting system (EVS): preliminary evaluation findings The project team Rosemary Allen Claire Dickerson Joy Jarvis John Mower

  3. Why did we apply and what did we want to do? • introduction of EVS part of UH wide focus on assessment for learning • applied for funding to explore the pedagogical aspects of using EVS to support student learning • EVS available to all academics with training and support from LTI and SoE technical staff • use of EVS explored throughout our programmes and short courses (mostly anonymously)

  4. Use during the project so far • subject audits • quizzes to gauge understanding in lectures • to add variety to ways of responding in lectures

  5. SoE aim is to establish a strong pedagogical underpinning to the use of EVS and through its use, develop student Graduate Attributes

  6. The School of Education context Learning and teaching approaches • emphasis on pedagogy • research based • modelling practice • coaching • “viral” approach Some related projects • assessment for learning • induction • student – staff partnership

  7. Humanities, Law and Education Student-Staff Partnership in Learning & Teaching

  8. Purpose and overview of the evaluation…………. • to establish current practice of using EVS with particular reference to student and staff experience; student engagement and learning and efficiency • mixed method approach • advisory group other colleagues and student researchers consulted for question design • staff perceptions • students, academic and technical staff contributed to evaluation

  9. and ……burrowing down: John’s in-depth “ case study” • John’s journey • pedagogy • assessment tool • thoughts • why gap in research • small scale • questions to trigger discussion input of tutor

  10. Findings from the evaluation Benefits • gives students a voice • promotes discussion and reflection • enhances understanding • formative assessment of thinking/ understanding Constraints • can be used as “bolt on” rather than “built in” • need to use closed questions • anxiety about technology not working • novelty factor diminishing

  11. John’s research • setting and context • to what extent does the use of EVS add to the learning experience of our students?

  12. The case study The use of EVS with a small cohort • rationale • context • approach • findings

  13. anonymity V collated responses

  14. The case study: so what does EVS add? expediting immediate formative feedback promoting dialogue facilitating reflection advancing higher order thinking De Jong,T. Lane, J. Sharp, S. & Kershaw,P. (2009): ‘Optimising personal audience response systems technology to enhance student learning in teacher education lectures’ in ‘The student experience’ proceedings of the 32nd HERDSA conference, Darwin, 6-9 July pp111-120

  15. Children should be taught vertical methods of addition and subtraction as soon as they can learn the mechanics of getting the correct answer • strongly agree • tend to agree • tend to disagree • strongly disagree

  16. Potential pitfalls • using the technology for the sake of it, or over-using it • what happens when the ‘novelty’ wears off? • initial investment of time • logistical issues

  17. Further reading • Bruff, D. (2010). Multiple-choice questions you wouldn’t put on a test: Promoting deep learning using clickers. Essays on Teaching Excellence, 21(3). • Draper, S. W. & Brown, M. I. (2004). Increasing interactivity in lectures using an electronic voting system. Journal of Computer Assisted Learning, 20(2), 81-94. • Freeman, M., Blayney, P. & Ginns, P. (2006). Anonymity and in class learning: The case for electronic response systems. Australasian Journal of Educational Technology, 22(4), 568-580 • Hodges, L. (2010). Engaging students, assessing learning: Just a click away. Essays on Teaching Excellence, • Nicol, D. & Boyle, J. (2003). Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom. Studies in Higher Education, 28(4) • Sharma, M.D., Khachan,J., Cha, B., & O’Byrne,J. (2005). An investigation of the effectiveness of electronic classroom communication systems in large lecture classes. Australian journal of Educational technology, 21(2) 137-154

  18. So what next? • using evaluation findings to increase understanding of uses • inform futures uses of EVS • Develop our pedagogy • gathering data • reviewing areas and identifying gaps • sharing ideas for use

  19. Collaborate Exchange will celebrate our work and make it visible • a forum for sharing and learning from each other will provide opportunities: • to share and discuss learning, teaching and research within the School • to learn about different approaches to developing our practice and • to build upon one another's work and make connections • To maintain focus on Graduate Attributes

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