School of Educationconnect collaborate and communicate
Developing graduate attributes and the electronic voting system (EVS): preliminary evaluation findings
The project team
Rosemary AllenClaire DickersonJoy JarvisJohn Mower
Why did we apply and what did we want to do?
• introduction of EVS part of UH wide focus on assessment for learning
• applied for funding to explore the pedagogical aspects of using EVS to support student learning
• EVS available to all academics with training and support from LTI and SoE technical staff
• use of EVS explored throughout our programmes and short courses (mostly anonymously)
Use during the project so far
• subject audits• quizzes to gauge
understanding in lectures
• to add variety to ways of responding in lectures
SoE aim is to establish a strong pedagogical underpinning to the use of EVS and through its
use, develop student Graduate Attributes
The School of Education contextLearning and teaching approaches• emphasis on pedagogy• research based • modelling practice• coaching • “viral” approach
Some related projects• assessment for learning• induction• student – staff partnership
Humanities, Law and Education Student-Staff Partnership in Learning & Teaching
Purpose and overview of the evaluation………….
to establish current practice of using EVS with particular reference to student and staff experience; student engagement and learning and efficiency
• mixed method approach • advisory group other colleagues and student
researchers consulted for question design• staff perceptions • students, academic and technical staff contributed to
evaluation
and ……burrowing down: John’s in-depth “ case study”
• John’s journey• pedagogy• assessment tool• thoughts• why gap in research• small scale • questions to trigger
discussion input of tutor
Findings from the evaluation
Benefits• gives students a voice• promotes discussion and
reflection• enhances understanding• formative assessment of
thinking/ understanding
Constraints• can be used as “bolt on”
rather than “built in”• need to use closed
questions• anxiety about
technology not working• novelty factor
diminishing
John’s research
• setting and context• to what extent does the use of EVS add to the
learning experience of our students?
The case study
The use of EVS with a small cohort• rationale• context• approach• findings
anonymity V
collated responses
The case study: so what does EVS add?• expediting immediate
formative feedback• promoting dialogue• facilitating reflection• advancing higher order
thinking
De Jong,T. Lane, J. Sharp, S. & Kershaw,P. (2009):‘Optimising personal audience response systems technology to enhance student learning in teacher education lectures’ in ‘The student experience’ proceedings of the 32nd HERDSA conference, Darwin, 6-9 July pp111-120
Children should be taught vertical methods of addition and subtraction as soon as they can learn the
mechanics of getting the correct answer
1 2 3 4
25% 25%25%25%1. strongly agree2. tend to agree3. tend to disagree4. strongly disagree
Potential pitfalls
• using the technology for the sake of it, or over-using it
• what happens when the ‘novelty’ wears off?• initial investment of time• logistical issues
Further reading• Bruff, D. (2010). Multiple-choice questions you wouldn’t put on a test: Promoting
deep learning using clickers. Essays on Teaching Excellence, 21(3).• Draper, S. W. & Brown, M. I. (2004). Increasing interactivity in lectures using an
electronic voting system. Journal of Computer Assisted Learning, 20(2), 81-94. • Freeman, M., Blayney, P. & Ginns, P. (2006). Anonymity and in class learning: The
case for electronic response systems. Australasian Journal of Educational Technology, 22(4), 568-580
• Hodges, L. (2010). Engaging students, assessing learning: Just a click away. Essays on Teaching Excellence,
• Nicol, D. & Boyle, J. (2003). Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom. Studies in Higher Education, 28(4)
• Sharma, M.D., Khachan,J., Cha, B., & O’Byrne,J. (2005). An investigation of the effectiveness of electronic classroom communication systems in large lecture classes. Australian journal of Educational technology, 21(2) 137-154
So what next?
• using evaluation findings to increase understanding of uses
• inform futures uses of EVS
• Develop our pedagogy• gathering data• reviewing areas and
identifying gaps• sharing ideas for use
Collaborate Exchangewill celebrate our work and make it visible • a forum for sharing and learning from
each otherwill provide opportunities:• to share and discuss learning, teaching
and research within the School• to learn about different approaches to
developing our practice and • to build upon one another's work and
make connections • To maintain focus on Graduate
Attributes