enhancing lectures through electronic voting systems
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 PresentationTRANSCRIPT
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Enhancing lectures through electronic voting systems
Susanne Krauß[email protected]
Canterbury, 26.05.2009
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Outline
Definition Using EVS in lectures
Teaching method: lectureUses for and pedagogical benefits of
EVSChallenges
How I used Turning Point Summary and outlook
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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
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Using EVS in lectures
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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
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Do you give lectures?
Yes N
o
50%50%1. Yes
2. No
Answer Now
0of50
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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
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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
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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
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Teaching Method: lectures
Transmitting knowledge: one to many Teacher-centred Student: passive role Questions:
Learning styles?Interactivity?
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Teaching Method: lectures
Laurillard’s conversational model:
(Cutts et al. 1)
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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)
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Uses for and pedagogical benefits of EVS
AdvantagesActivation through anonymity“digestible” chunks“construct meaning rather than merely
memorise facts” (Bates 3)Immediate feedbackMotivational
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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)
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How I used Turning Point
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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
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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)
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Usage
Quick and easy to use Does not require prior technological
knowledge on the students’ behalf Trial run is nonetheless recommended
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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
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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%)
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Summary and outlook
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Summary
Positive experience No experience of a “time-loss” due to
the polling Designing questions can be
challenging Generally, a positive student reaction
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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?
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Thank you very much for your attention!