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Enhancing Lectures with Electronic Voting Systems

Learn about the benefits, challenges, and practical uses of electronic voting systems (EVS) in lectures. Discover how to use Turning Point for interactive teaching. Evaluate the impact on student engagement and learning outcomes. Get insights into modern pedagogical methods and technology integration.

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Enhancing Lectures with Electronic Voting Systems

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  1. Enhancing lectures through electronic voting systems Susanne Krauß DAAD-Lektorin S.Krauss@kent.ac.uk Canterbury, 26.05.2009

  2. Outline • Definition • Using EVS in lectures • Teaching method: lecture • Uses for and pedagogical benefits of EVS • Challenges • How I used Turning Point • Summary and outlook

  3. Definition • Electronic voting system • Example: “Who wants to be a millionaire?” • EVS – electronic voting system • GRS – group response system • ARS – audience response system • SRS – student response system • CRS – classroom response system

  4. Using EVS in lectures

  5. 0 of 50 Answer Now What is your job title? • Administrative staff • Educational support staff • Management staff • Research staff • Teaching staff • Other

  6. 0 of 50 Answer Now Do you give lectures? • Yes • No

  7. Answer Now Name the three most important aids/tools you need or would like to have when listening to a lecture. • No aids • Take notes • Visualization (ppt, maps, charts, …) • Lecturer’s notes afterwards • Notes/material beforehand • A recording of the lecture afterwards • Oral discussion(s) during the lecture • Written discussion(s) afterwards • Other

  8. 0 of 50 Answer Now Which aids/tools do you use in your lecture? • PowerPoint during the lecture • Notes on OHP • Notes on the Whiteboard • Notes/slides on WebCT or Moodle • Recordings on WebCT or Moodle • Material/handbooks beforehand • Other

  9. 0 of 50 Answer Now Are you likely to approach and adopt new technology with confidence into your teaching? • Strongly Agree • Agree • Neutral • Disagree • Strongly Disagree

  10. Teaching Method: lectures • Transmitting knowledge: one to many • Teacher-centred • Student: passive role • Questions: • Learning styles? • Interactivity?

  11. Teaching Method: lectures • Laurillard’s conversational model: (Cutts et al. 1)

  12. Uses for and pedagogical benefits of EVS • assessment • formative feedback on learning • formative feedback to the teacher • peer assessment • community mutual awareness building • experiments using human responses • initiate a discussion (Draper)

  13. Uses for and pedagogical benefits of EVS • Advantages • Activation through anonymity • “digestible” chunks • “construct meaning rather than merely memorise facts” (Bates 3) • Immediate feedback • Motivational

  14. Challenges • New or amended lecture layout (cf. Simpson & Oliver 20) • Takes up time from the lecture (cf. Bates et al. 7; Simpson & Oliver 20) • Question design • “In a good multiple choice question, each response option would relate to a common student understanding or misunderstanding of the material.” (Cutts et al. 3)

  15. How I used Turning Point

  16. Setting • GE301/516 cultural studies lecture • Post-A level, mostly 1st year students • Held in German • 1 contact hour per week • Lecture slides (without TP questions) and a movie of the slides with an audio commentary were available on WebCT afterwards

  17. Attendance in 2007/2008(no EVS) 82% (avg) Attendance in 2008/2009(EVS) 73.6% (avg) Setting “… the instructional design mostly isn’t in the equipment or software, but in how each teacher uses it.” (Draper)

  18. Usage • Quick and easy to use • Does not require prior technological knowledge on the students’ behalf • Trial run is nonetheless recommended

  19. Usage • Most often used to test the understanding • In 13 out of 15 lectures • Min. of 4, max. of 7 questions per lecture • Content: covered material, understanding of video clips • Used for surveys and polls • In 6 lectures • Content: feedback on the lecture style, asking for students’ opinions etc. • Used for the end of term evaluation

  20. Did you find the integration of Turning Point useful?

  21. Summary and outlook

  22. Summary • Positive experience • No experience of a “time-loss” due to the polling • Designing questions can be challenging • Generally, a positive student reaction

  23. Outlook • Pedagogical benefit for the learning process • Checking understanding (esp. with non-native speakers) • Monitoring students’ approach to learning • Tendency to memorise facts rather than constructing concepts and establishing relations • Help to improve note-taking strategies?

  24. Thank you very much for your attention!

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