enhancing lectures through electronic voting systems susanne krauß daad-lektorin...

of 24 /24
Enhancing lectures through electronic voting systems Susanne Krauß DAAD-Lektorin S.Krauss @kent.ac.uk Canterbury, 26.05.2009

Upload: alexander-sollars

Post on 16-Dec-2015




0 download

Embed Size (px)


  • Slide 1
  • Enhancing lectures through electronic voting systems Susanne Krau DAAD-Lektorin [email protected] Canterbury, 26.05.2009
  • Slide 2
  • 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
  • Slide 3
  • 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
  • Slide 4
  • Using EVS in lectures
  • Slide 5
  • 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
  • Slide 6
  • Do you give lectures? 1. Yes 2. No Answer Now 0 of 50
  • Slide 7
  • 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
  • Slide 8
  • 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
  • Slide 9
  • 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
  • Slide 10
  • Teaching Method: lectures Transmitting knowledge: one to many Teacher-centred Student: passive role Questions: Learning styles? Interactivity?
  • Slide 11
  • Teaching Method: lectures Laurillards conversational model: (Cutts et al. 1)
  • Slide 12
  • 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)
  • Slide 13
  • 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
  • Slide 14
  • 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)
  • Slide 15
  • How I used Turning Point
  • Slide 16
  • 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
  • Slide 17
  • 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)
  • Slide 18
  • Usage Quick and easy to use Does not require prior technological knowledge on the students behalf Trial run is nonetheless recommended
  • Slide 19
  • 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
  • Slide 20
  • Did you find the integration of Turning Point useful?
  • Slide 21
  • Summary and outlook
  • Slide 22
  • Summary Positive experience No experience of a time-loss due to the polling Designing questions can be challenging Generally, a positive student reaction
  • Slide 23
  • 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?
  • Slide 24
  • Thank you very much for your attention!