1 real-time voting: activity and interactivity in large student groups (version for web archive) dr....
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Real-time voting: activity and interactivity in large
student groups(version for web archive)
Dr. Stephen BostockAdvisor for Technology and Learning
Keele University, UK
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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.
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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
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passive role
Delivery
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5 Enhanced Delivery
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6 Individual activity
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7Examples 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
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8 Student interactivity
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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
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10 Student-teacherinteractivity
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11Summary: Modes of engagement
in large groups1. Information delivery: talking
no learning activity beyond listening & note taking2. Enhanced presentations3. Student individual activity4. 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
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12How many modes of engagement
are there in large groups?
1 Vote A
2 Vote B
3 Vote C
4 Vote D
5 Vote E
6 Vote F
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13CommuniCubes
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14Do you understand how to vote
with a CommuniCube?
1. No, say it again
2. Not sure, let’s see how it goes
3. Yes, carry on
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First year Psychology
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16 Second year Law students with CommuniCubesphotograph removed
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17Dr 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.
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Two ways of giving resultsBack to the group, if you needTo display them.
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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
Simila
r pedagogy
Response technologiesPersonal Response Systems
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20Types 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.
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21 After several sessionsOn balance, what net (dis)advantage?
0
5
10
15
20
25
1 2 3 4 5 6 7 8 9advantage (1 = best, 5=neutral, 9 = worst)
3 = "a significant advantage"
fre
qu
en
cy
1st yr Psy
3rd yr Law
2nd yr Law
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1st 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”
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With your CommuniCube
Vote for:1. Hear an interview with Ian Stimpson
2. Say more about student evaluations
3. Say more about electronic Personal Response Systems
4. Say more about CommuniCubes
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Sources
CommuniCubes: intermediate technology for interaction with large groups, Stephen J. Bostock, Julie A. Hulme and Mark A. Davys in Audience Response Systems in HigherEducation ed David Banks 2006
Steve Draper Interactive lectures web sitehttp://www.psy.gla.ac.uk/~steve/ilig/il.html
Davies, P. 2003 Practical ideas for enhancing lectures Birmingham: SEDA Special 13, Staff and Educational Development Association, UK
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stop
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Interview with Ian Stimpson(5 minutes)
(This may not work on the web archive)
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Evaluation conclusion
Most students found them helpful to learning: modal value is “significant advantage”
A few (able?) students may dislike them 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
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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 £60-150 per handset Staff training needed Risk of technical failure?
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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