Diversity in higher education: Using Socrative to hit home€¦ · The use of Socrative proved to...
Transcript of Diversity in higher education: Using Socrative to hit home€¦ · The use of Socrative proved to...
Socrates
in the
Classroom Aitza Marie Haddad Núñez
Howard University
1. What is the problem?
2. Why/how the integration of technology into the classroom
can help.
3. What is Socrative?
4. What the key goals of Socrative?
5. How to use Socrative.
Table of Contents
Short BioAitza Marie Haddad Núñez
Education, Job & Affiliation
B.A. Political Science, J.D., LL.M. Comparative Law
Ph.D. Candidate
Howard University School of Communication, Communication, Culture & Media Studies (CCMS)
Adjunct Professor
Howard University, School of Communication
Strategic Legal & Management Communication (SLMC)
Research Interest
Communication, Teaching, Technology
Human Rights, Civil Rights, Public Interest
Postsecondary-educators often receive little
to no formal pedagogical training
Most end adopting teaching strategies that
closely mirrors;
The ones experienced from former instructors
Their learning style
Introduction
The production of a faculty that is:
Unfamiliar with educational theories
Unaware of the importance of accommodating learning styles
with instructional strategies, and/or
Reluctant or uncomfortable with incorporating innovative
teaching strategies in their course delivery
The emergence of a divide between the teaching style
of the instructor and the learning style of the student
(Hawk & Shah, 2007)
Why is this a problem?
This divide is exacerbated by millennial learners’
dependence on the daily use of technology
From100,000 students of 195 participating institutions;
86% own a laptop,
62% own a smartphone,
33% own a desktop computer,
15% own a tablet, and
12% own an e-reader (Wash, 2014)
Why is this a problem?
If well understood and used
correctly, integrating technology
into the classroom can be fun and
engaging for both students and
professors
However, it can also be difficult,
and if misused, can lead to
distractions, staleness, and failure
(Burkhardt & Cohen, 2012)
Teaching + Technology = Solution (?)
An early study on concluded that although
millennial students enjoy using many of the course
management tool, due to the fact that they
Embrace technology, and
Expect technology use to contribute to learning
“They do not see the tools as highly effective at
enhancing the learning experience” (McCabe &
Meuter 2011)
How much do we know?
More recent studies have shown that;
Most colleges and universities are implementing the use of
various course management systems (CMS)
Students embrace interactive learning technologies (ILT)
Which forces instructors to integrate certain academic
technology into their teaching
The use of ILT contributes to better teaching and learning
outcomes (Wash, 2014)
What else we know?
Analysis of attendance data collected during an academic year
Socrative was introduced in the second semester to enhance the attendance taking routine
Provided supplementary quantitative and qualitative data
Allowed the examination of the efficacy of Socrative in improving learning outcomes in a non-STEM courses Increased and improved attendance and engagement,
as necessary conditions for retention
Calls for further testing in a STEM course
Proposed Study
Free student response system (SRS) or software developed in 2010Allows for the creation of virtual classrooms with the use of
self-created class IDs or codes
Can be used to take attendance and ask questions in different formats
Questions can be created prior to class, or can be created simultaneously with the class discussion
Allows for “the lecturer to see how many students had made a mistake,” and thus, “for instant corrective action or advice” (Fabian, 2013, p.6)
What is Socrative?
Méndez (2013) – when both students and professors
efficiently use the mobile application Socrative, 3 different
goals are achieved:
1. Real-time assessment of the students’ learning;
2. Motivation of the students; and
3. Increased opportunities for active learning
Dervan (2014) – described his own experience using
Socrative, and that of his students, as positive and effective
(p.1806)
3 Goals of Socrative
Awedh, et al., (2014) – Socrative supports collaborative learning, as well as the communication, and thus, learning process by;
Improving “students level of interactivity” (p.23)
Increasing students’ motivation, as well as “the level of communication with their classmates and teachers”
Developing “communication skills and a collaborative spirit among students”
Making students “feel that their answers and opinions are given value by the teacher and their classmates”
Helping “them improve their learning performance” (p.22)
3 Goals of Socrative…
MethodologyAttendance data of introductory, but mandatory courses
analyzed for two semesters
Non-STEM Course – Academic Year 2015-2016
150-170 Students per semester
Fall 2015 – attendance without Exit Ticket
Spring 2016 – attendance supplemented with Exit Ticket
STEM Course – Academic Year 2016
150-170 Students per semester
Spring 2016 – attendance without Exit Ticket
Fall 2016 – attendance supplemented with Exit Ticket
What is an “Exit Ticket”? Quick check exercise that asks;
1. How well did you understand today’s
material? (Multiple Choice)
2. What did you learn today? (Open
Response)
3. Please answer your teacher’s
question (Opportunity to ask and
capture any question)
Can be used to;
Complement attendance
Adjust the course
Non-STEM Course Results
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
1 2 3 4 5 6 7 8 9 10 11 12
Attendance in Percentage - Non-STEM
OUT OF 167 - Fall 2015 OUT OF 158 - Spring 2016 (WOET) OUT OF 158 - Spring 2016 (WET)
Non-STEM Course Results
67%
60%
68%
56%
58%
60%
62%
64%
66%
68%
70%
Average
Average Attendance - Non-STEM
OUT OF 167 - Fall 2015 OUT OF 158 - Spring 2016 (WOET) OUT OF 158 - Spring 2016 (WET)
An analysis of the quantitative data revealed that:
Attendance percentages gradually increased from
the beginning to the end of the semester
Attendance average significantly increased
An analysis of the qualitative data allowed for:
Assessments of class level of understanding and
engagement
Better tailoring of class meetings, and course in
general
Discussion
The use of Socrative proved to be positive and
effective in a Non-STEM course
Increased and improved attendance and engagement
Improved communication, and thus, active
collaborative learning process
Although fundamental and technical differences exist
between non-STEM and STEM courses, it is expected that
the use of Socrative will be as positive and effective in a
STEM course as it was in a non-STEM course
Conclusion
DEMONSTRATION
How to use Socrative?
Create Your Account
How to use Socrative?
How to use Socrative?
Creating/Starting/Editing a Quiz
Import your Quizzes
Starting a Quiz
Starting a Quiz
Promotes Instant Feedback
Promotes Teamwork
Getting Instant Reports
Getting Saved Reports
Green Teaching!