Enhancing lectures through electronic voting systems

Enhancing lectures through electronic voting systems

Susanne KraußDAAD-LektorinS.Krauss@kent.ac.uk

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!