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1 Real-time voting: activity and interactivity in large student groups (version for web archive) Dr. Stephen Bostock Advisor for Technology and Learning.

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Presentation on theme: "1 Real-time voting: activity and interactivity in large student groups (version for web archive) Dr. Stephen Bostock Advisor for Technology and Learning."— Presentation transcript:


2 1 Real-time voting: activity and interactivity in large student groups (version for web archive) Dr. Stephen Bostock Advisor for Technology and Learning Keele University, UK

3 2 Summary How do we create active learning or engagement in lectures and seminars? There are five modes of engagement in student groups. Voting works and can be done cheaply.

4 3 Teacher Student With one or a few students, dialogue can prompt intellectual activity, provide feedback to tune concepts, and require participation. Feedback to teacher enables real-time adaptation of teaching. Dialogue

5 4 passive role Delivery

6 5 Enhanced Delivery

7 6 Individual activity

8 7 Examples of student activities Solve a problem Complete a gapped handout Answer quiz questions Read something short with a purpose Write their own questions and answers

9 8 Student interactivity

10 9 Examples of student interactivities Make notes on a topic together Compare notes made so far Buzz groups – discuss something Recap slot: summarize to each other

11 10 Student-teacher interactivity

12 11 Summary: Modes of engagement in large groups 1.Information delivery: talking no learning activity beyond listening & note taking 2.Enhanced presentations 3.Student individual activity 4.Student interactivity in small groups 5.Student – tutor interactivity: individual feedback to a teacher through a personal response system and feedback to students on their responses

13 12 How many modes of engagement are there in large groups? 1Vote A 2Vote B 3Vote C 4Vote D 5Vote E 6 Vote F

14 13 CommuniCubes

15 14 Do you understand how to vote with a CommuniCube? 1.No, say it again 2.Not sure, lets see how it goes 3.Yes, carry on

16 15 First year Psychology

17 16 Second year Law students with CommuniCubes photograph removed

18 17 Dr Ian Stimpson using the cubes with a widening participation group A video was shown here of students using CommuniCubes in a geology session on earthquakes that cause tsunamis.

19 18 Two ways of giving results Back to the group, if you need To display them.

20 19 Electronic voting handsets –anonymous but can opt out –automatic counting and display –electronic: high risk for teacher, training needed –expensive CommuniCubes - partially anonymous - manual counting/ estimating - low tech, low risk, no training - cheap Similar pedagogy Response technologies Personal Response Systems

21 20 Types of questions with a Personal Response System Multiple choice quiz/problem solving at start to diagnose initial understanding Students self-report relevant experience Concept check: Multiple choice quiz on content just delivered Students self-report level of understanding Students opt for a revision topic Combine MCQ with small group discussion (activity), and presentations.

22 21

23 22 1 st year Psychology after several sessions: reasons cubes are helpful Score: high= most important 12. Gave me feedback on my understanding 12. It was fun, made lecture interesting 8. Participation, made me think, contribute, be involved, express an opinion 6. (Mention of) interactive

24 23 With your CommuniCube Vote for: 1.Hear an interview with Ian StimpsonHear an interview with Ian Stimpson 2.Say more about student evaluationsSay more about student evaluations 3.Say more about electronic Personal Response SystemsSay more about electronic Personal Response Systems 4.Say more about CommuniCubesSay more about CommuniCubes

25 24 Sources CommuniCubes: intermediate technology for interaction with large groups, Stephen J. Bostock, Julie A. Hulme and Mark A. Davys in Audience Response Systems in Higher Education ed David Banks 2006 Steve Draper Interactive lectures web site Davies, P Practical ideas for enhancing lectures Birmingham: SEDA Special 13, Staff and Educational Development Association, UK

26 25 stop

27 26 Interview with Ian Stimpson (5 minutes) (This may not work on the web archive)

28 27 Evaluation conclusion Most students found them helpful to learning: modal value is significant advantage A few (able?) students may dislike themdislike In first year lectures the main reasons were getting feedback on understanding and fun In second and third year seminars the reason was the enforced participation The learning gains will depend on appropriate use, of course

29 28 Personal Response Systems PRS Infrared or radio handsets with unique codes in a set. Codes are detected and numbers fed to software to display/store results, maybe through PowerPoint. Can be anonymous or use non-anonymous class register Cost £ per handset Staff training needed Risk of technical failure?

30 29 CommuniCubes Coloured cards and triangles have been used for voting Cubes refine the idea and give 5 number choices Best in a raked lecture hall with benching or seminar with tables Pedagogic practice similar to PRS; participation is enforced; mix with other modes Anonymous to different degrees Different uses in seminars Intellectual Property Rights: Stephen Bostock

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