Give your learners the extra cognitive boost - box them

Give Your Learners the Extra Cognitive Boost: Box Them! Inge de Waard 3 November 2010 – 11 am – 11.40

Click fast and win …
a 4GB USB stick at the end of this session! And a priceless hug from the presenter 

The What
Clickers
Audience Response system (ARS)
Voting boxes

The options
Different brands
Mobile phone polls for online courses
Use a web-based survey or quiz software (e.g. polleverywhere or surveygizmo ).
After you have build your quiz or survey you either make a QR-code for it (easy to get users to the right location via their mobile), or you send them a link (use software that shortens links like TinyURL , for easy access.
And ask them to take the survey… simultaneously

Let’s go old school & raise hands
Who likes cats?
Who likes dogs?
Who has not raised their hands?
Difficult to keep track as a teacher: after the course no useful post-data (unlike interactions in LMS’s which can help adjusting training or learning)

As trainers/teachers we want to interact & know what is going on

Pedagogical reasons to use voting boxes
Increases interactivity in the classroom or learning environment
It can be used individually or in group (stimulating peer-to-peer discussion)
All of the learners must reflect before using it.
Reflection increases cognitive impulse in all the students
Thinking is out in the open, no more hiding behind peers

Let’s look at 12 benefits!
What does it feel like?
Take your boxes, voting begins…

1. Use it to: gather live information Create questions and offer them to the learners in order to get immediate feedback

What is your gender?
Female
Male

What is your age group?
18 – 25
25 – 35
35 – 45
45 – 55
55 – 65
65 - …

2. Use it to: assess prior knowledge Picture by ComedyNose TonyNetone

Multiple responses: What do you use your mobile for?
Learning
Communication
Games
Augmented reality
Select All That Apply

3. Use it to: recall questions from earlier learning prerequisites
Who has read the material?
Followed by a quick assessment
Picture by TonyNetone

4. Use it to: adjust teaching speed and topics
Immediate trainer/instructor feedback
Great overall response => move on
Poor overall response => dig into the content, discuss, adjust

5. Use it to: assess what is learned after the class or course If a sub-topic scored low, it can be picked up again or used in an online spaced education topic. Understanding can be compared.

6. Use it to: predict the outcome of an event & link to more information

7. Use it to: let learners indicate when they finished with a task
Shows when an assignment or task is completed
This can be used to motivate completion by other learners

8. Use it to: vote on topics for discussion
Readiness for organizational change can be measured
Group discussions can be given a direction by peers (more participatory topics)
Vote on which learner’s work is excelling (best instructional video, best showcase)

In order of importance rank your mobile learning interests?
Educational Games
Mobile Courses
Continued Education
Augmented Reality
Communication

9. Use it to: evaluate a class or course
Instantaneous evaluation connects with the quality of immediate feedback
This can also be used for formatively evaluating a course or a teaching experiment

10. Use it to: jump to another viewpoint of a topic
Whenever learners indicate the previous content was unclear (= measure confusion)

11. Use it for Socratic questioning
You do need to link names to the boxes: “Tell me, why do you think mobile learning is on the rise?”

12. Use it to: start a contest, yes!
Divide all learners into meaningful groups (depending on the goal of the contest)
Running against one another
Or turning off boxes with each wrong answer

Extra motivation
Give an extra point to the most dynamic voter
Real time tracking to give them an insight of who knows what and where they fit in

What is the adult attention span at the end of a standard lecture?
3-4 minutes
7-10 minutes
12-15 minutes
18-20 minutes
More than 20 minutes
I don’t know
The "Change-Up" in Lectures Joan Middendorf and Alan Kalish Teaching Resources Center Indiana University Published NTLF, January 2006, Vol. 5, #2

“Percival observed students in over 90 lectures, with twelve different lecturers, recording breaks in student attention. They identified a general pattern: After three to five minutes of "settling down" at the start of class, one study found that "the next lapse of attention usually occurred some 10 to 18 minutes later, and as the lecture proceeded the attention span became shorter and often fell to three or four minutes towards the end of a standard lecture." Other studies appear to confirm these findings.” Adult Attention Span The "Change-Up" in Lectures Joan Middendorf and Alan Kalish Teaching Resources Center Indiana University Published NTLF, January 2006, Vol. 5, #2

Fastest Responders (in seconds) 0 Participant 1 0 Participant 2 0 Participant 3 0 Participant 4 0 Participant 5

So: Increase the quality of your learners, and box them

Possible problems
A broken voting box
One learner having access to many boxes
ID connection fails or is not put in correctly
But overall, it is safe and quick

References for boxing learner’s
Kay, R.H., Lesage, A. (2009) A strategic assessment of audience response systems used in higher education. Australasian Journal of Educational Technology, 2009, 25(2), 235-249. http://www.ascilite.org.au/ajet/ajet25/kay.html
Cain, J., Black, E.P., Rohr J. (2009). An Audience Response System Strategy to Improve Student Motivation, Attention, and Feedback. Am J Pharm Educ. 2009 April 7; 73(2): 21 : https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2690899/
Derek Bruff from the Vanderbilt University, Essays on Teaching Excellence: Toward the Best in the Academy, Volume 21, Number 3, 2009-10. A publication of The Professional & Organizational Development Network in Higher Education ( www.podnetwork.org ).

Contact E-mail: idewaard @ itg.be Blog: ignatiawebs.blogspot.com (click the ‘mobile’ tag) Twitter: http:// twitter.com /Ignatia Slideshare (ppt): http:// www.slideshare.net/ignatia linkedIn: http:// www.linkedin.com/in/ingedewaard

Give your learners the extra cognitive boost - box them

by Inge Ignatia de Waard on Nov 03, 2010

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