Using Classroom Technologies to support large group teaching

Using Classroom Technologies to support large group teaching

Nitin ParmarLearning Technologist

[ Wednesday 23 March 2011 ]

e-Learning team

Learning & Teaching Enhancement Office

go.bath.ac.uk/nitin | @nrparmar


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The Menu

• Explore five different, complementary Classroom Technologies

• Discuss the pedagogical implications of their use

• Reflect upon their introduction within your own learning and teaching related activities


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• TurningPoint 2008, a Microsoft PowerPoint 2003/2007/2010 plugin

2003

2007/2010

Electronic Voting Systems (EVS)

• 4 bags of 80 handsets and 2 bags of 40 handsets. Each bag contains a USB RF receiver

#1


Reaction Engineering• End of Semester Revision Quiz• Handsets used in a non-anonymised form• Leaderboard displayed regularly

CH

EM

ICA

L E

NG

INE

ER

ING

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Complex Analysis [Case Study] • Problems Class• Diagnostic testing • Supporting formative assessment[http://go.bath.ac.uk/2fr9 ]

MA

TH

EM

AT

ICA

L S

CIE

NC

ES


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Engineering Adventures through Audience Response Systems

Dr Andrew Dent, Department of Mechanical Engineering

Lecture Capture

http://go.bath.ac.uk/engadv



Institutional ThemesCliffe, E., Davenport, J., De Vos, M., Parmar, N. R., Hayes, A., (2010). Using EVS and ResponseWare to Enhance Student Learning and Learning Experience. [ http://opus.bath.ac.uk/18958/ ]

Bashforth H., Parmar N.R. (2010). The search for active learning: Lessons from a happy accident. [ http://opus.bath.ac.uk/18900/ ]

Davenport J.H., Hayes A., Parmar N.R. (2009). The use of an Electronic Voting System to enhance student feedback. [ http://opus.bath.ac.uk/12505/ ]

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STUDENT LEARNING

EXPERIENCE

ACTIVE LEARNING

HIGHER ORDER SKILLS


Mazur’s Peer Instruction Sequence

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1. Concept question posed2. Individual Thinking: students given time to think individually

3. [voting] Students provide individual responses

4. Students receive feedback – as a histrogram5. Small group discussion6. Retesting of same concept

7. [voting] Students provide individual responsesrevised answer

8. Students receive feedback – as a histrogram9. Lecturer summarises and explains "correct" response.

Originally presented in Nicol and Boyd (2003), source: http://www.psy.gla.ac.uk/~steve/evs/peertable.htmlFurther explaination – “What is the Mazur Peer Instruction course?”, http://drgn.in/aw3JuP

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What is Panopto?

The platform allows recordings to be made in two ways:

1. Equipment has been installed in lecture theatres to allow recordings to be made automatically.

[basic] screen capture, audio; [advanced] includes video

2. You can download (or have installed) the Panopto Recorder onto your own computer and record your presentation using off the shelf microphones, cameras or webcams connected to the PC.

[ What is Panopto? >> Learning Technologies FAQs database, http://drgn.in/a9OobV ]


#2

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Examples of use

1. To capture scheduled lectures


“SWISS CHEESE”

GAPS Khan, 2011

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Examples of use


2. To deliver content prior to the lecture


“SWISS CHEESE”

GAPS Khan, 2011

SELF REGULATED LEARNING

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Examples of use


2. To deliver content prior to the lecture

3. To capture and broadcast conference presentations


“SWISS CHEESE”

GAPS Khan, 2011

SELF REGULATED LEARNING

MAXIMISE ENGAGEMEN

T

[ Classroom Technologies blog, http://blogs.bath.ac.uk/classroomtechonologies ]

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Why capture your lectures?

Lecture capture enhances and extends existing instructional activities, whether in face-to-face, fully online, or blended learning environments.

It works especially well in subject areas where students benefit from repeated viewing of content, especially when complex items are being discussed.

Lecturers might add group activities during lecture time to supplement the material.

[ adapted from 7 things you should know about... Lecture Capture, http://drgn.in/9OgSFG ]


DRAFT

• Enables instant display of handwritten notes from the paper to screen.

• As featured on Five’s The Gadget Show

• Used in the Department of Physics

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Digital Writing with Papershow


#3

PROBLEM BASED

LEARNING

“The aims were to observe the students’ immediate response to the new tool first, and to establish whether the use of Papershow could lead to both an increase in active participation (engagement with the problem at hand) and an increase in cooperative exchange and discussion amongst students (peer interaction).” – Dr Alex Narduzzo, http://drgn.in/gOCT19

http://drgn.in/i0VSOP


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Other Technologies


Visualisers

#4Sympodiums

#5

#6 #7 #8


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The Questions

• How might you use these technologies to support your own learning and teaching related activities?

• What would stop you from introducing these technologies within your teaching tomorrow?


[ Book ] Audio Visual Unithttp://go.bath.ac.uk/audiovisual

[ Good Practice ] Classroom Technologieshttp://go.bath.ac.uk/ct

[ Support ] Learning Technologies FAQshttp://go.bath.ac.uk/ltfaq

[ Wider ] ESTICT Special Interest Grouphttp://estict.ning.com

Where next?

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Nitin ParmarLearning Technologist

[email protected] | +44 (0)1225 384 392

http://www.slideshare.net/tag/eatbath

Using Classroom Technologies to support large group teaching

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