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How live polling can enhance student learning: Applications for general and research classes. Teaching, Learning, Mentoring Conference, Springfield, MO. Geoffrey W. Sutton, Ph.D., November 5, 2005. Presentation Outline. Part 1: General Interest Overview of live polling - PowerPoint PPT Presentation
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Geoffrey W. Sutton, Ph.D., 2005 1
How live polling can enhance student learning: Applications for
general and research classes
Teaching, Learning, Mentoring Conference, Springfield, MO.
Geoffrey W. Sutton, Ph.D., November 5, 2005
Geoffrey W. Sutton, Ph.D., 2005 2
Presentation Outline
Part 1: General Interest1. Overview of live polling
2. Examples of live polling
3. Live polling software
Geoffrey W. Sutton, Ph.D., 2005 3
Presentation Outline
Part 2: Details of the application1. WebCT approach
2. Getting data into Excel and SPSS
Geoffrey W. Sutton, Ph.D., 2005 4
What Is Live Polling?
Live polling is a method for getting responses from a group of people and displaying their responses in realtime.
In the context of teaching, realtime means the current classroom time frame.
Geoffrey W. Sutton, Ph.D., 2005 5
Why Live Polling?
Our rationale for live polling may derive from several sources
• Authority• Affiliation• Geek savoir faire• Financial• Theoretical• Empirical
Geoffrey W. Sutton, Ph.D., 2005 6
Authority & Live Polling?
National Academy of Sciences-National Research Council
Educators should provide “active learning environments for all students, even in large sections, lecture-dominated courses (p. 39).”
Geoffrey W. Sutton, Ph.D., 2005 7
Affiliation & Live Polling?
Active learning, like many ideas in the history of education, is a buzzword. Live polling is a strategy to encourage active learning.
Affiliation is a human need. If you feel the need to belong, join the crowd. Buzz a few words, do some polls, then follow the wave to the next hot item. You will feel better and students may feel good even if they do not learn any more.
Geoffrey W. Sutton, Ph.D., 2005 8
Geek savoir faire & Live Polling?
In a period of Geek revivalism, such as we now experience, it is useful to display a knowledge of all things Geek. Live polling is one of those things.
p.s. googling savoir faire will give you a french lexicon, which is not useful.
Geoffrey W. Sutton, Ph.D., 2005 9
Financial Considerations& Live Polling
There is funding for technology and research related to the use of technology to promote student learning.
Finances can be a reason to obtain the technology and determine its value in active learning. Add live polling software as a part of your purchase and research plans.
Geoffrey W. Sutton, Ph.D., 2005 10
Theoretical Reasons for Live Polling: Schemas
Students enter courses with various cognitive schemas.
An accurate schema of the concepts presented in the course may require a modification of their existing schemas (most likely).
Geoffrey W. Sutton, Ph.D., 2005 11
Theoretical Reasons for Live Polling: Schemas
As an educator, live polling provides you with
-An understanding of a student’s pre-existing schema.
-An understanding of how they have changed as a result of the learning activities.
-An understanding of how many students “get it” as a result of the learning activities.
Geoffrey W. Sutton, Ph.D., 2005 12
Theoretical Reasons for Live Polling: Schemas
As a student, live polling provides
-Knowledge of how well they already understand course concept.
-Knowledge of how well they have understood a newly presented concept.
-Knowledge of how they are doing compared to others.
Geoffrey W. Sutton, Ph.D., 2005 13
Theoretical Reasons for Live Polling: Feedback
Feedback, or knowledge of results, promotes learning when it is immediate.
So much feedback in education is delayed feedback.
Live polling can provide immediate feedback
Geoffrey W. Sutton, Ph.D., 2005 14
Theoretical Reasons for Live Polling: Attention
Theoretically, students need to attend to a stimulus in order to learn.
Live polling may increase the attention of more students if it is a
>novel stimulus
>relevant stimulus (e.g., net polling)
>discriminative stimulus ( learning cue)
Geoffrey W. Sutton, Ph.D., 2005 15
Empirical Reasons for Live Polling
Attention span for students ~ 15 minutes
(Prince, 2004)
Geoffrey W. Sutton, Ph.D., 2005 16
Empirical Reasons for Live Polling
Recall- for the first 10 minutes of lecture ~ 70%
Recall- for the last 10 minutes of lecture ~ 20%
(Prince, 2004)
Geoffrey W. Sutton, Ph.D., 2005 17
Empirical Reasons for Live Polling
Common lecture rate ~ 120-140 wpm
Student notetaking rate as low as 20 wpm
Geoffrey W. Sutton, Ph.D., 2005 18
Examples of Live Polling
WarmUps (Cox & Junkin, 2005)
• Ask 3 questions about the assigned reading before class begins.
• Use results for Just-in Time Teaching-- tailor your presentation to the customer.
• [Software can set a timer to end availability of questions to end when class begins.]
Geoffrey W. Sutton, Ph.D., 2005 19
Examples of Live Polling
Learning Consolidation & Mid-lecture Polls
Engage with the material by reviewing their notes and solving a problem.
> Individual work
> Group activity
Respond to the question and get feedback.
Geoffrey W. Sutton, Ph.D., 2005 20
Examples of Live Polling
Attention & Focus Stimulus
Survey the class on a topic of interest to students and relevant to the course content.
Tattoo
Use of WebCT
Elections
Geoffrey W. Sutton, Ph.D., 2005 21
Examples of Live Polling
Self-Test
Ungraded questions provided at the end of class to reinforce accurate learning.
Feedback can guide the learners to notes or text pages for the answers or lead them to other resources.
Geoffrey W. Sutton, Ph.D., 2005 22
Examples of Live Polling
Selected Course Evaluation
Outside of class time, a survey of selected course components can involve the students in feedback about the perceived value of various learning activities used by the instructor.
Geoffrey W. Sutton, Ph.D., 2005 23
Examples of Live Polling
Specific Use-Testing & Research Classes: Develop skills for:
writing questions & items
web-based research
downloading files
Using Excel
Using SPSS / data analysis software
Live stuff is more fun!
Geoffrey W. Sutton, Ph.D., 2005 24
Live Polling Software
• Webforms
• A variety of options including live polling available at no charge from William F. Junkin. [email protected]
Geoffrey W. Sutton, Ph.D., 2005 25
Live Polling Software
• WebCT
• Quizzes and Options Module
• I will illustrate WebCT in the next section
Geoffrey W. Sutton, Ph.D., 2005 26
Live Polling: Some Thoughts
• Time to prepare the activity
• Familiarity with the software
• Familiarity with the equipment
• Knowing the limitations– E.g., how to enroll people in a class
End of Part I
Geoffrey W. Sutton, Ph.D., 2005 27Geoffrey W. Sutton, Ph.D., 2005 1
How live polling can enhance student learning: Applications for
general and research classes
Teaching, Learning, Mentoring Conference, Springfield, MO.
Geoffrey W. Sutton, Ph.D., November 5, 2005
Geoffrey W. Sutton, Ph.D., 2005 28
Part 2
In this Part of the Presentation I will cover
1. Adding Surveys in WebCT
2. Downloading files to Excel
3. From Excel to SPSS
Geoffrey W. Sutton, Ph.D., 2005 29
Surveys in WebCT
Refer to the handout, which is based on the WebCT help guidelines.
Begin by adding surveys from the control panel Add Tool feature.
Complete the options information- including choice of an icon
Click to add the tool and the features.
Geoffrey W. Sutton, Ph.D., 2005 30
Control Panel--- Surveys
Geoffrey W. Sutton, Ph.D., 2005 31
Create the Survey in WebCT
• Course Menu- select survey
• Select Create
• Add title and create
• You have set up the Survey but need to add questions
Geoffrey W. Sutton, Ph.D., 2005 32
Add Questions to the Survey
• Select Survey
• Edit
• Add questions/ items
• Create
Geoffrey W. Sutton, Ph.D., 2005 33
Add Questions
Geoffrey W. Sutton, Ph.D., 2005 34
Add Questions to the Survey
• Type the item
• Type responses e.g., Agree…
• Save and Add
Geoffrey W. Sutton, Ph.D., 2005 35
Enter New Questions
Answers
Geoffrey W. Sutton, Ph.D., 2005 36
Schedule the Survey
• Select the settings
• For example - for the class period
• Update
• That is it!
Geoffrey W. Sutton, Ph.D., 2005 37
Survey Settings
Geoffrey W. Sutton, Ph.D., 2005 38
Examining the Data
• Select detail to see results
• Update table
• Click summary to see item responses
39Geoffrey W. Sutton, Ph.D., 2005
Survey Detail
Geoffrey W. Sutton, Ph.D., 2005 40
Examining the Data
• Click detailed statistics to see basic stats
• That is usually enough for the live class polling
• Have a discussion or move on…
Geoffrey W. Sutton, Ph.D., 2005 41
WebCT Live
Geoffrey W. Sutton, Ph.D., 2005 42
Downloading
• From the survey/detail page, select export to disk
• Select where to download
• Open Excel
• Open file from download
• Select comma delimited
• Accept defaults and finish
Geoffrey W. Sutton, Ph.D., 2005 43
Downloading
• From the survey/detail page, select export to disk
• Select where to download
Geoffrey W. Sutton, Ph.D., 2005 44
Export & Download
Geoffrey W. Sutton, Ph.D., 2005 45
In Excel
• “Clean up” data
• Do statistics or,
• Save the file as an Excel file
• See the examples
46Geoffrey W. Sutton, Ph.D., 2005
Excel View
No attractive embarrassedexpressionget tattoo religious be...25
1419212430 3 4 4 434 3 1 23523 2 1 2 1 28 2 4 4 4
31 2 2 2 2 21 3 3 3 2 3
Missing data
47Geoffrey W. Sutton, Ph.D., 2005
Excel “Cleaned”
No attractive embarrassedexpressionget tattoo religious be...23 2 1 2 1 28 2 4 4 4
31 2 2 2 2 21 3 3 3 2 37 4 3 4 2 43 4 4 4 5 54 3 4 4 39 1 4 4 2 3
10 3 4 2 3 312 2 4 2 2 513 2 4 3 2 415 4 4 5 4
Geoffrey W. Sutton, Ph.D., 2005 48
In SPSS
• Open SPSS
• Open a new file
• Select the excel file you created
• Begin data analysis
Geoffrey W. Sutton, Ph.D., 2005 49
The End
Please refer to the handout available on line for a list of procedures and references.
Please send corrections to [email protected]
Thank you.