School of Educationconnect collaborate and communicate

Developing graduate attributes and the electronic voting system (EVS): preliminary evaluation findings

The project team

Rosemary AllenClaire DickersonJoy JarvisJohn Mower

Why did we apply and what did we want to do?

• introduction of EVS part of UH wide focus on assessment for learning

• applied for funding to explore the pedagogical aspects of using EVS to support student learning

• EVS available to all academics with training and support from LTI and SoE technical staff

• use of EVS explored throughout our programmes and short courses (mostly anonymously)

Use during the project so far

• subject audits• quizzes to gauge

understanding in lectures

• to add variety to ways of responding in lectures

SoE aim is to establish a strong pedagogical underpinning to the use of EVS and through its

use, develop student Graduate Attributes

The School of Education contextLearning and teaching approaches• emphasis on pedagogy• research based • modelling practice• coaching • “viral” approach

Some related projects• assessment for learning• induction• student – staff partnership

Humanities, Law and Education Student-Staff Partnership in Learning & Teaching

Purpose and overview of the evaluation………….

to establish current practice of using EVS with particular reference to student and staff experience; student engagement and learning and efficiency

• mixed method approach • advisory group other colleagues and student

researchers consulted for question design• staff perceptions • students, academic and technical staff contributed to

evaluation

and ……burrowing down: John’s in-depth “ case study”

• John’s journey• pedagogy• assessment tool• thoughts• why gap in research• small scale • questions to trigger

discussion input of tutor

Findings from the evaluation

Benefits• gives students a voice• promotes discussion and

reflection• enhances understanding• formative assessment of

thinking/ understanding

Constraints• can be used as “bolt on”

rather than “built in”• need to use closed

questions• anxiety about

technology not working• novelty factor

diminishing

John’s research

• setting and context• to what extent does the use of EVS add to the

learning experience of our students?

The case study

The use of EVS with a small cohort• rationale• context• approach• findings

anonymity V

collated responses

The case study: so what does EVS add?• expediting immediate

formative feedback• promoting dialogue• facilitating reflection• advancing higher order

thinking

De Jong,T. Lane, J. Sharp, S. & Kershaw,P. (2009):‘Optimising personal audience response systems technology to enhance student learning in teacher education lectures’ in ‘The student experience’ proceedings of the 32nd HERDSA conference, Darwin, 6-9 July pp111-120

Children should be taught vertical methods of addition and subtraction as soon as they can learn the

mechanics of getting the correct answer

1 2 3 4

25% 25%25%25%1. strongly agree2. tend to agree3. tend to disagree4. strongly disagree

Potential pitfalls

• using the technology for the sake of it, or over-using it

• what happens when the ‘novelty’ wears off?• initial investment of time• logistical issues

Further reading• Bruff, D. (2010). Multiple-choice questions you wouldn’t put on a test: Promoting

deep learning using clickers. Essays on Teaching Excellence, 21(3).• Draper, S. W. & Brown, M. I. (2004). Increasing interactivity in lectures using an

electronic voting system. Journal of Computer Assisted Learning, 20(2), 81-94. • Freeman, M., Blayney, P. & Ginns, P. (2006). Anonymity and in class learning: The

case for electronic response systems. Australasian Journal of Educational Technology, 22(4), 568-580

• Hodges, L. (2010). Engaging students, assessing learning: Just a click away. Essays on Teaching Excellence,

• Nicol, D. & Boyle, J. (2003). Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom. Studies in Higher Education, 28(4)

• Sharma, M.D., Khachan,J., Cha, B., & O’Byrne,J. (2005). An investigation of the effectiveness of electronic classroom communication systems in large lecture classes. Australian journal of Educational technology, 21(2) 137-154

So what next?

• using evaluation findings to increase understanding of uses

• inform futures uses of EVS

• Develop our pedagogy• gathering data• reviewing areas and

identifying gaps• sharing ideas for use

Collaborate Exchangewill celebrate our work and make it visible • a forum for sharing and learning from

each otherwill provide opportunities:• to share and discuss learning, teaching

and research within the School• to learn about different approaches to

developing our practice and • to build upon one another's work and

make connections • To maintain focus on Graduate

Attributes