Enhancing lectures through electronic voting systems Susanne
Krau DAAD-Lektorin [email protected] Canterbury, 26.05.2009
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Outline Definition Using EVS in lectures Teaching method:
lecture Uses for and pedagogical benefits of EVS Challenges How I
used Turning Point Summary and outlook
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Definition Electronic voting system Example: 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? 1. Administrative staff 2. Educational
support staff 3. Management staff 4. Research staff 5. Teaching
staff 6. Other Answer Now 0 of 50
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Do you give lectures? 1. Yes 2. No Answer Now 0 of 50
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Name the three most important aids/tools you need or would like
to have when listening to a lecture. 1. No aids 2. Take notes 3.
Visualization (ppt, maps, charts, ) 4. Lecturers notes afterwards
5. Notes/material beforehand 6. A recording of the lecture
afterwards 7. Oral discussion(s) during the lecture 8. Written
discussion(s) afterwards 9. Other Answer Now
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Which aids/tools do you use in your lecture? 1. PowerPoint
during the lecture 2. Notes on OHP 3. Notes on the Whiteboard 4.
Notes/slides on WebCT or Moodle 5. Recordings on WebCT or Moodle 6.
Material/handbooks beforehand 7. Other Answer Now 0 of 50
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Are you likely to approach and adopt new technology with
confidence into your teaching? 1. Strongly Agree 2. Agree 3.
Neutral 4. Disagree 5. Strongly Disagree Answer Now 0 of 50
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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 Laurillards 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 Advantages Activation
through anonymity digestible chunks construct meaning rather than
merely memorise facts (Bates 3) Immediate feedback
Motivational
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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
1 st 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 isnt
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?
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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?