Enhancing lectures through electronic voting systems
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Enhancing lectures through electronic voting systems Susanne Krauß DAAD-Lektorin S.Krauss @kent.ac.uk Canterbury, 26.05.2009
description
Enhancing lectures through electronic voting systems. Susanne Krau ß DAAD-Lektorin S.Krauss @kent.ac.uk Canterbury, 26.05.2009. Outline. Definition Using EVS in lectures Teaching method: lecture Uses for and pedagogical benefits of EVS Challenges How I used Turning Point - PowerPoint PPT Presentation
Transcript of Enhancing lectures through electronic voting systems
Enhancing lectures through electronic voting systems
Susanne Krauß[email protected]
Canterbury, 26.05.2009
Outline
Definition Using EVS in lectures
Teaching method: lectureUses for and pedagogical benefits of
EVSChallenges
How I used Turning Point Summary and outlook
Definition
Electronic voting systemExample: “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
Using EVS in lectures
What is your job title?
17% 17% 17%17%17%17%1. Administrative staff
2. Educational support staff
3. Management staff
4. Research staff
5. Teaching staff
6. Other
Answer Now
0of50
Do you give lectures?
Yes N
o
50%50%1. Yes
2. No
Answer Now
0of50
Name the three most important aids/tools you need or would like to have when listening to a lecture.
11% 11% 11% 11% 11%11%11%11%11%1. No aids2. Take notes3. Visualization (ppt, maps,
charts, …)4. Lecturer’s notes afterwards5. Notes/material beforehand6. A recording of the lecture
afterwards7. Oral discussion(s) during
the lecture8. Written discussion(s)
afterwards9. Other
Answer Now
Which aids/tools do you use in your lecture?
14% 14% 14% 14%14%14%14%1. PowerPoint during the lecture2. Notes on OHP3. Notes on the Whiteboard4. Notes/slides on WebCT or
Moodle5. Recordings on WebCT or
Moodle6. Material/handbooks
beforehand7. Other
Answer Now
0of50
Are you likely to approach and adopt new technology with confidence into your teaching?
20% 20% 20%20%20%1. Strongly Agree
2. Agree
3. Neutral
4. Disagree
5. Strongly Disagree
Answer Now
0of50
Teaching Method: lectures
Transmitting knowledge: one to many Teacher-centred Student: passive role Questions:
Learning styles?Interactivity?
Teaching Method: lectures
Laurillard’s conversational model:
(Cutts et al. 1)
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)
Uses for and pedagogical benefits of EVS
AdvantagesActivation through anonymity“digestible” chunks“construct meaning rather than merely
memorise facts” (Bates 3)Immediate feedbackMotivational
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)
How I used Turning Point
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
Setting
Attendance in 2007/2008(no EVS)
82% (avg)
Attendance in 2008/2009(EVS)
73.6% (avg)
“… the instructional design mostly isn’t in the equipment or software, but in how each teacher uses it.” (Draper)
Usage
Quick and easy to use Does not require prior technological
knowledge on the students’ behalf Trial run is nonetheless recommended
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
Did you find the integration of Turning Point useful?
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
StronglyAgree
Agree Neutral Disagree StronglyDisagree
Autumn (n = 29;72.5%)
Spring (n = 22;55%)
Summary and outlook
Summary
Positive experience No experience of a “time-loss” due to
the polling Designing questions can be
challenging Generally, a positive student reaction
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?
Thank you very much for your attention!
