LITEbox

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Tagged: Interactivity

Audience response systems

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📥  Event Review

Dr Richard Joiner introduced the session, which is available to watch online, by giving the audience an example of an Audience Response System (ARS), otherwise known as an Audience Voting System (AVS) or Electronic Voting System (EVS), in this instance, OMBEA, by asking them to use any mobile device they had with them to participate in answering some sample questions. Participants were able to see what it was like to respond to a question in many different ways, and to see how the responses could be displayed in bar charts, word clouds, etc.

It was mentioned by Richard that he liked to add music behind the questions, helping students feel comfortable to discuss the topic amongst themselves.

Richard linked his motivation for using technology such as audience response systems to getting students to be more active in teaching sessions and how well they learn. Audience response systems encourage students to engage in class by providing short mental breaks within the lecture allowing them to maintain focus, as well as supporting them to apply their recently acquired knowledge together with instant feedback, even in larger classes, to help their learning.

Please read the following to learn about the introduction of an audience response system here in Bath, and their effectiveness more generally.

 

Different uses for ARSs mentioned

  1. Promote active learning - help students develop a deeper understanding
  2. Formative assessment - to gain a rough understanding of what the students know
  3. Summative assessment - can be challenging and has issues such as registering the clickers, ensuring no cheating, etc.
  4. Interactive (revision) sessions - to lead at the pace of the students
  5. Unit/programme feedback - provides instant feedback with a good chance of high turnout
  6. Data collection - from a large collection of students with a range of experiences

 

How to use the University's audience response system

You can book the University's audience response system for use in your teaching from the Audio Visual Unit, and receive training on using the system from the e-Learning team.

Image from http://opus.bath.ac.uk/12505/1/

 

Key questions during the session

Have you received any feedback from students?
Students are generally very positive to any form of voting system, but Richard has seen a slightly lower response rate when students use their own devices, possibly because they don’t want to run down their batteries.

Is Nick Kinnie’s project report (on use of ARS) available?
The project is still underway so the report is forthcoming

 

LITEbox event: 5x5 technology showcase

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📥  LITEbox Event

This event has now happened, please read the write up to find out more about each technology

This event will consist of 4 presentations from staff around campus who each have an interesting or unique use of technology. Each presenter will be given a maximum of 5 minutes to present, followed by up to 5 questions from the audience, to provide an overview of their use of technology around campus.

Due to a change in circumstances, the last presentation slot will be replaced by a poster exhibition with the theme of showcasing technologies used around campus. There will also be the opportunity on the day to chat to some of the colleagues who have used technology display on these posters.  Posters will include Videoconferencing in class by Wali Aslam, Multimedia message walls by Jess Francombe-Webb and the App Factory by Keith Brown.

 

Come along to this session to find out more about the following technologies which may be of interest to you, can help develop your teaching practice, and can help to enhance your student's learning experience:

Student projects - Rob Hyde & Alan Hayes
How final year Computer Science undergraduate projects are helping technological developments around campus

Structure visualisation - Mark Weller
Software to allow 3D viewing and manipulation of structures to provide a better alternative to 2D textbooks and lecture slides

Annotations on a tablet - Tim Lawrenson
Annotations over videos on a tablet to provide student feedback

2sli.de - Robin Shields
Interactive online presentations, with audience response and seamless functionality across devices (with video demonstration below)

 

A flipped teaching toolkit for a quantitative module

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📥  Event Review

Dr Aydin Nassehi began his LITEbox session, available to watch online, by explaining a typical problem with the “standard” classroom approach: students claim to be too busy meaning they often miss lectures, tutorials and out-of-class study time, leading to a lack of learning and lack of understanding of the material. In order to engage the students and create a deeper understanding, Dr Nassehi uses a flipped teaching approach where lectures are much more interactive and allow students to develop their ideas further. In order to assist his approach, he uses the following technologies:

Despite the advantages of flipped teaching, it does come with some disadvantages: student feedback is very mixed, with some students reporting that the academic staff are “not teaching anything”; the teaching approach needs to be continually adjusted according to feedback; and the culture of marks being more important than an understanding of the subject is a barrier for many students.

The student approach to a "standard" classroom approach

The student approach to a "standard" classroom approach

Digitising Tablet

Before the lecture, content must be provided for the students to learn. This can be a collection of anything relevant, from academic papers through to online videos, which are all uploaded to Moodle for easy access. Dr Nassehi produces videos of step-by-step problems specific to his taught modules by using a digitising tablet (costing £50 to £80), and allows the students to work in a self-paced learning environment where they can pause and resume the video as required. This means that no students are sat in lectures confused when the pace is too fast to follow.

Integration of Moodle - Quizzes

In order to ensure students have done the required work before class each week, they are incentivised with a quiz on Moodle worth 1% of the module mark. Quizzes can be automatically marked, and once a question bank is set up, Moodle allows for random value numerical answers and automatic question shuffling in order to ensure students can’t cheat. Moodle also allows for analysis of the students’ marks, showing where they are struggling and which topics they find hard.

It was noted that the content before the lecture must relate to both the quizzes and the assessment objectives, as otherwise students are disheartened spending time learning unrelated material.

LTEO can provide help and guidance on using Moodle for quizzes.

Audience Response System

To engage with a large cohort of students during contact time, Poll Everywhere is used to ask questions based on the content which has already been learnt, either multiple choice, numerical or short phrase submissions – though be prepared for students inputting silly words. It allows anyone with an internet-enabled device to connect, which is much easier logistically than having to hire out a set of 200+ clickers from the University. Poll Everywhere also allows for registration to track user’s progress throughout the semester.

Dr Nassehi uses an audience response system for a variety of reasons, including short numerical based problems in groups, through to marking other class presentations on non-technical presentation aspects. While Poll Everywhere can provide live feedback on whether students need the pace of class to increase or not, this can be challenging when a certain amount of in-class content must be planned in advance.

Alternative similar free software is mQlicker which allows for embedding within PowerPoint and deals with numerical answers as numbers rather than text strings. You can book the University's audience response system for use in your teaching from the Audio Visual Unit, and receive training on using the system from the e-Learning team.

You can find out more information about how to use audience response systems from a LITEbox event write up.


Questions arising during the session

Is flipped teaching more time consuming?

  • To set up the material takes much longer than standard teaching, however once the resources have been set up there is much less work in following years

How do you stop students using their phones in class for non-lecture content?

  • Students are more engaged as they have read the material, which as an added benefit also means the lecturer can discuss topics they enjoy with other informed people
  • Provide interesting material in class sessions so they want to learn
  • You can’t stop those who want to check Facebook, even in “technology free” lectures

How does flipped teaching rank in unit evaluations?

  • When students have to do more work and are taught in a different way to usual, flipped teaching appears worse in unit evaluations
  • You can still use these tools without flipping

Do students have transparency of the class being flipped?

  • From experience, students prefer and rate the class higher if you avoid calling it a flipped class and say this is the way the class has always been taught

If you have any more questions please ask in the comments box below.

 

LITEbox Event: A flipped teaching toolkit for a quantitative module

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📥  LITEbox Event

A flipped teaching toolkit for a quantitative module (a digitising tablet, screen capture and an audience participation system)

Date: Wednesday 18 November 2015
Time: 12.45pm - 13.45pm
Venue: CB 5.13

Please send an email RSVP to litebox@bath.ac.uk to register your interest.

If you are thinking about 'just-in-time' lecturing for flipped teaching, adding interactivity to your class or, trying self-paced instruction through virtual learning environments, this session may be of interest to you. In this session, innovative e-learning technologies will be showcased that can significantly enhance your teaching practice and student engagement.

Specifically, this session will look at the ways in which interactive learning environments can be created through: the integration of virtual learning environments such as Moodle; audience participation systems; and simple software packages.

Dr Aydin Nassehi is a Mary Tasker award-winning Senior Lecturer in the Department of Mechanical Engineering. His area of expertise is manufacturing; a topic that is often challenging and unpopular with Mechanical Engineering students.

Watch a short video which Aydin has produced himself on the challenges faced when teaching manufacturing to second year students: https://www.dropbox.com/s/mr3cr24k5em1pk6/LiteBox.mp4

Flipped teaching

Extract from Dr Nassehi's video

 

Are you interested in any other LITEbox events? Register your interest with us to keep informed.

 

LITEbox Event: Videoconferencing and innovative teaching in social sciences classrooms

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📥  LITEbox Event

This event has finished and there is a write up available to read

Dr Aslam has been using a blend of Twitter and Skype to organise interactive videoconference sessions with academics, students, aid-workers, social activists and journalists from across the Middle East and Asia. See below for photos taken during these sessions. The purpose of this activity has been to enable students to learn first-hand about a number of political and security issues in those regions by interacting with those living there. This has also helped students learn about a number of political and security issues concerning the two regions studied on these courses.

Within this seminar Dr Wali Aslam will discuss his utilisation of the two learning technologies within two of his recent courses and introduce some preliminary data that explores the impact of this technology enhanced teaching.  This will be followed by small group discussion focused on the potential cross-institutional deployment of Twitter and Skype and ways to enhance engagement with learning technologies.

Click the links to see the Twitter discussions for the two courses mentioned above:

Why not join the discussion of this event by tweeting in advance your own thoughts, comments, questions using #LITEboxWali? View the discussion here

Dr Aslam’s research lies at the crossroads of International Relations theory, international (particularly Asian) security and United States foreign policy. His more recent research has focused on United States foreign policy for the AfPak region and on Asian security. Some of his other research projects include employing the theoretical perspectives of the English School and Constructivism to analyse the American drone strikes in Pakistan.

The following video discusses how and why Dr Aslam uses and combination of Skype and Twitter to engage his classes in conversations with students, academics, aid workers and journalists across the world.

 

Here are some photos taken during a taught class by Dr Aslam showing how students interact with guest speakers by using Twitter and Skype: