Bill Dixon Innovation Day


Published on

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Bill Dixon Innovation Day

    1. 1. USING ELECTRONIC VOTING SYSTEMS IN LARGE GROUP TEACHING Bill Dixon School of Criminology, Education, Sociology & Social Work Teaching Innovation Day 2006-7 29 May 2007
    2. 2. WHAT’S THE USE OF LECTURES? <ul><li>Donald Bligh (1998: 6-9) </li></ul><ul><ul><li>Acquisition of information </li></ul></ul><ul><ul><ul><li>A framework for private study </li></ul></ul></ul><ul><ul><li>Promotion of thought </li></ul></ul><ul><ul><ul><li>Awakening critical thinking </li></ul></ul></ul><ul><ul><li>Changes in attitude </li></ul></ul><ul><ul><ul><li>Acquisition of ‘discipline’ values </li></ul></ul></ul><ul><ul><ul><li>Inspiring interest and enthusiasm </li></ul></ul></ul><ul><ul><li>Development of behavioural skills </li></ul></ul>
    3. 3. MAKING LECTURES USEFUL <ul><li>Bligh (1998: 224-7) </li></ul><ul><ul><li>Providing feedback </li></ul></ul><ul><ul><ul><li>Student – student and student - lecturer </li></ul></ul></ul><ul><ul><li>Allowing time for ‘rehearsal’ </li></ul></ul><ul><ul><ul><li>Reviewing and restructuring information </li></ul></ul></ul><ul><ul><li>Avoiding interference and negative transfer </li></ul></ul><ul><ul><ul><li>The dangers of information overload </li></ul></ul></ul><ul><ul><li>Encouraging active learning </li></ul></ul><ul><ul><ul><li>Problem-solving and discussion </li></ul></ul></ul><ul><ul><li>Maintaining high levels of attention </li></ul></ul>
    4. 4. USING EVS FOR INTERACTIVE LECTURES <ul><li>Draper (2005) </li></ul><ul><ul><li>EVS and MCQs to promote interaction in lectures </li></ul></ul><ul><ul><ul><li>Testing understanding </li></ul></ul></ul><ul><ul><ul><ul><li>Prospective adaptation </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Retrospective (self) assessment </li></ul></ul></ul></ul><ul><ul><ul><li>Initiating small group discussion </li></ul></ul></ul><ul><ul><ul><li>Providing feedback to lecturer on teaching </li></ul></ul></ul>
    5. 5. BACKGROUND <ul><li>CRI-10001 Introduction to Criminology </li></ul><ul><ul><li>2005-6 </li></ul></ul><ul><ul><ul><li>New module leader and (sole) lecturer </li></ul></ul></ul><ul><ul><ul><li>New textbook </li></ul></ul></ul><ul><ul><ul><ul><li>Criminology: A Sociological Introduction </li></ul></ul></ul></ul><ul><ul><ul><li>Increased contact time </li></ul></ul></ul><ul><ul><ul><ul><li>22 rather than 11 lectures (plus 5 tutorials) </li></ul></ul></ul></ul><ul><ul><ul><li>Revised assessment </li></ul></ul></ul><ul><ul><ul><ul><li>Diagnostic test </li></ul></ul></ul></ul><ul><ul><ul><ul><li>1,500 word course work assignment (50% marks) </li></ul></ul></ul></ul><ul><ul><ul><ul><li>1 hour/50 question MC examination (50% marks) </li></ul></ul></ul></ul>
    6. 6. LEARNING OUTCOMES <ul><li>Knowledge and understanding </li></ul><ul><ul><li>Criminology as a discipline </li></ul></ul><ul><ul><li>Criminological data and research </li></ul></ul><ul><ul><li>A criminological understanding of crime and criminal justice </li></ul></ul><ul><li>Study skills </li></ul><ul><ul><li>Studying criminology </li></ul></ul><ul><ul><ul><li>Thinking, talking and writing criminologically </li></ul></ul></ul>
    7. 7. CONTEXT <ul><li>Module revisions </li></ul><ul><ul><li>Course work assignment </li></ul></ul><ul><ul><ul><li>Practical exercise and auto-critique </li></ul></ul></ul><ul><ul><ul><li>Negative marking of MC exam </li></ul></ul></ul><ul><ul><li>VLE </li></ul></ul><ul><ul><ul><li>Online resources </li></ul></ul></ul><ul><ul><ul><li>Asynchronous discussions </li></ul></ul></ul><ul><li>Numbers </li></ul><ul><ul><li>200+ registered students </li></ul></ul><ul><ul><ul><li>120 – 50 present </li></ul></ul></ul><ul><li>Accommodation and equipment </li></ul><ul><ul><li>Westminster </li></ul></ul><ul><ul><li>64 handsets and a laptop </li></ul></ul>
    8. 8. GETTING STARTED <ul><li>Introduction </li></ul><ul><ul><li>What is an EVS? </li></ul></ul><ul><ul><li>Why use an EVS? </li></ul></ul><ul><li>Practicalities </li></ul><ul><ul><li>Distribution and collection </li></ul></ul><ul><li>Dying on the first day </li></ul><ul><ul><li>Power cut </li></ul></ul><ul><ul><li>The wrong USB port </li></ul></ul><ul><ul><li>Things can only get better … </li></ul></ul>
    9. 9. ELECTRONIC VOTING <ul><li>What is an EVS? </li></ul><ul><ul><li>Ask the audience on ‘Who wants to be a millionaire’ </li></ul></ul><ul><li>Why use an EVS? </li></ul><ul><ul><li>Make lectures more interactive </li></ul></ul><ul><ul><ul><li>Encourage discussion in small groups </li></ul></ul></ul><ul><ul><ul><li>Formative assessment and feedback </li></ul></ul></ul><ul><ul><ul><li>Identify ‘wicked issues’ for clarification and revision </li></ul></ul></ul><ul><ul><ul><li>Become familiar with multiple choice question (MCQ) format </li></ul></ul></ul>
    10. 10. MUSIC <ul><li>Which of the following kinds of music do you like best? </li></ul><ul><ul><ul><li>Hip-hop </li></ul></ul></ul><ul><ul><ul><li>Dance </li></ul></ul></ul><ul><ul><ul><li>Rock </li></ul></ul></ul><ul><ul><ul><li>Classical </li></ul></ul></ul>
    11. 11. REVISION QUESTION <ul><li>Which of the following views is NOT characteristic of the classical tradition in criminology? </li></ul><ul><ul><li>As rational beings people will choose not to offend if the punishment fits the crime 17% </li></ul></ul><ul><ul><li>Punishment should be public, prompt and parsimonious 19% </li></ul></ul><ul><ul><li>Criminals are driven to offend by social, psychological and other forces beyond their control 44% </li></ul></ul><ul><ul><li>Penal laws should seek to provide for the greatest good of the greatest number 19% </li></ul></ul>
    12. 12. EVALUATION AND FEEDBACK <ul><li>In response to the following questions, please respond as follows: </li></ul><ul><ul><li>Strongly disagree </li></ul></ul><ul><ul><li>Disagree </li></ul></ul><ul><ul><li>Neither disagree nor agree </li></ul></ul><ul><ul><li>Agree </li></ul></ul><ul><ul><li>Strongly agree </li></ul></ul>
    13. 13. STATEMENTS <ul><li>Carrabine et al’ s Criminology: A Sociological Introduction is a good introductory text 81% agree </li></ul><ul><li>Lectures are useful 86% agree </li></ul><ul><li>I have used the VLE (WebCT) 86% agree </li></ul><ul><li>Electronic voting makes lectures more interesting 78% agree </li></ul><ul><li>This module is too difficult 55% disagree </li></ul>
    14. 14. HATE CRIMES <ul><li>Which of the following incidents involves a ‘hate crime’? </li></ul><ul><ul><li>A young white man is called a ‘redneck’ by a group of young Asian men </li></ul></ul><ul><ul><li>A man assaults his girl friend for being a ‘dirty slag’ and coming home drunk </li></ul></ul><ul><ul><li>A member of staff at the check-in desk pushes past a disabled passenger protesting about a budget airline’s failure to provide wheelchairs free of charge saying that she should get out of the way of ‘normal people’ </li></ul></ul><ul><ul><li>A group of Muslims demonstrate outside a Catholic church calling for the Pope to be executed </li></ul></ul><ul><ul><li>A man sprays ‘Fuck u batty boys’ on the door of a gay bar </li></ul></ul>
    15. 15. BURGLARS <ul><li>According to recent Home Office Research (Hearnden and Magill, 2004) what was the main reason given by burglars for committing their first offence? </li></ul><ul><ul><li>Boredom 20% </li></ul></ul><ul><ul><li>Funding drug use 11% </li></ul></ul><ul><ul><li>Saw an easy target 34% </li></ul></ul><ul><ul><li>Influence of friends 25% </li></ul></ul>
    16. 16. UNDERSTANDING BURGLARS <ul><li>Which of the following theories appears to be supported by Hearnden and Magill’s (2004) research on why burglars committed their first offence? </li></ul><ul><ul><li>Classicism and rational choice theory 9% </li></ul></ul><ul><ul><li>Mertonian strain theory 31% </li></ul></ul><ul><ul><li>Sutherland’s theory of differential association 30% </li></ul></ul><ul><ul><li>Sykes and Matza’s theory of neutralisation 11% </li></ul></ul><ul><ul><li>Labelling theory 6% </li></ul></ul>
    17. 17. EVALUATION <ul><li>Methods </li></ul><ul><ul><li>Self-completion questionnaire </li></ul></ul><ul><ul><li>Administered in (compulsory) tutorials in Week 11 </li></ul></ul><ul><li>Questions </li></ul><ul><ul><li>Attendance </li></ul></ul><ul><ul><ul><li>Number of classes </li></ul></ul></ul><ul><ul><li>Positive and/or negative contribution to learning </li></ul></ul><ul><ul><ul><li>Maximum of three each in rank order of importance </li></ul></ul></ul><ul><ul><li>Overall rating </li></ul></ul><ul><ul><ul><li>10 point scale from 1 (negative) to 10 (positive) </li></ul></ul></ul><ul><ul><li>Recommendation </li></ul></ul><ul><ul><ul><li>Future use of EVS </li></ul></ul></ul><ul><li>Response rate 62.5% (n = 125) </li></ul>
    18. 18. ATTENDANCE 24 30 All (10/11) 51.2 64 6-9 19.2 24 2-5 2.4 3 1-2 1.6 2 0 Percentage Students No. of classes
    19. 19. FEATURES 11.2 14 No response 44.8 56 Negative ( ≥ 1 mentioned) 90.4 113 Positive ( ≥ 1 mentioned) Percentage Students
    20. 20. OVERALL RATING 10.4 13 10 28.8 36 9 28.0 35 8 16.0 20 7 7.2 9 6 3.2 4 5 2.4 3 4 1.6 2 3 0 0 2 0 0 1 Percentage Students Rating
    21. 21. RECOMMENDATION 4.1 5 Don’t know 3.3 4 Don’t use EVS again 92.5 111 Use EVS again Percentage Students Recommendation
    22. 22. POSITIVES 29 Interest 43 Discussion 47 Knowledge 69 Concentration 97 Assessment Mentions
    23. 23. NEGATIVES 9 Questions 9 Pointless 15 Technical 26 Distraction 30 Overuse Mention
    24. 24. OTHER MEASURES <ul><li>Attendance </li></ul><ul><ul><li>9.00 – 11.00 Thursday morning </li></ul></ul><ul><ul><li>Rarely above 50% </li></ul></ul><ul><ul><li>Struggling to make 25% in later weeks </li></ul></ul><ul><ul><li>Lower than for comparable Year 1 module and previous year’s CRI-10001 </li></ul></ul><ul><li>Performance </li></ul><ul><ul><li>Assessments changed </li></ul></ul><ul><ul><li>Unprecedented failure rate in MC exam </li></ul></ul><ul><ul><ul><li>Effect of negative marking? </li></ul></ul></ul>
    25. 25. CONCLUSIONS <ul><li>What is the use of EVS? </li></ul><ul><ul><li>Popular with students </li></ul></ul><ul><ul><li>Provides opportunities for ‘arousal’, feedback, ‘rehearsal’ and active learning </li></ul></ul><ul><ul><li>Reduces interference and negative transfer </li></ul></ul><ul><ul><li>May promote achievement of some learning outcomes </li></ul></ul>
    26. 26. REFERENCES <ul><li>Bligh, D. (1998) What’s the Use of Lectures? 5 th edition. Exeter: Intellect. </li></ul><ul><li>Carrabine, E., Iganski, P., Lee, M., Plummer, K., and South, N. (2004) Criminology: A Sociological Introduction . London: Routledge. </li></ul><ul><li>Draper, S. (2005) Using EVS for Interactive Lectures. [Online document available at http:// (accessed 27 May 2007)] </li></ul><ul><li>Hearnden, I. and Magill, C. (2004) Decision-making by house burglars: offenders’ perspectives , Research findings 204. London: Home Office. [Available at (accessed 10 August 2006)] </li></ul>