‘Incorporating the OneMinute paper for large classes’ Dr Peter Nicholl and Dr Gaye Lightbody School of Computing and Mathematics
One Minute paper typicallycomprises of the following twoquestions: What have you learnt from this week’s class? What are the key things that you need to go over again?
Students have the added levelof communication between thestaff and other students withseveral potential benefits: Letting the students instantly tell us what they found and didn’t find useful; Give us some measure of student engagement over the semester; Highlight areas within the subject that may cause difficulty for the students; Highlight to the students that their peers may share their same concerns.
DemonstrationHow the One Minute paper was administered Using BBL to collect student thoughts Like / Dislike similar concept to Facebook
BBL Test Using a BBL Test ensures the lecturer knows who made which comment
Like / Dislike Students anonymously record if they like the material on this week in relation to Feedback
Profile of activity and engagement in using the One Minute paper over a Semester
Participants in the workshop will review the results of thequestionnaire from 36 students that were asked theiropinion of using the One Minute paper.It will allow for discussion on how to use the process forlarge classes across a Semester.With the tail-off from Week 6 the workshop will alsointroduce the concept of a traffic light system with forlecture material: red – to mean slow down and go over; orange – we are finding this challenging, but keep going at this pace; green – the lecturer can speed up as we all understand this topic.This new system will be discussed further to decide onthe best way to implement this proposed traffic lightsystem during a module.