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Electronic Voting Systems for large (and small) group teaching
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Electronic Voting Systems for large (and small) group teaching

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Delivered for ED50330: Technologies for learning. Unit details at http://drgn.in/WafylL

Delivered for ED50330: Technologies for learning. Unit details at http://drgn.in/WafylL

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Electronic Voting Systems for large (and small) group teaching Electronic Voting Systems for large (and small) group teaching Presentation Transcript

  • e-Learning team Learning & Teaching Enhancement OfficeAn introduction to Electronic Voting Systems Nitin Parmar Learning Technologist [ Wednesday 31 October 2012 ] go.bath.ac.uk/nitin | @nrparmar
  • e-Learning team Learning & Teaching Enhancement OfficeMenu• Explore Electronic Voting System, and one other complimentary technology.• Discuss the benefits, issues and challenges associated with the use of the application. go.bath.ac.uk/nitin | @nrparmar
  • The 44th US President is1. Barack Obama 60%2. John McCain3. Michael Bublé 40% 0% lé a n m ai ub cC ba lB O M ae k hn ac h ic Jo ar M B go.bath.ac.uk/nitin | @nrparmar View slide
  • e-Learning team Learning & Teaching Enhancement OfficeWhat is an Electronic Voting System?• Allows users to participate actively in lectures, seminars, tutorials and labs• Allows for immediate submission of responses to questions• Responses are viewed as a range of different graph types• Data can be saved for later analysis by reporting tool go.bath.ac.uk/nitin | @nrparmar View slide
  • e-Learning team Learning & Teaching Enhancement OfficeHow does it all work?• 400 handsets at the University of Bath, appearing in bags of 40 or 80 handsets. Includes a USB RF receiver.• Book from the Audio Visual team, based in the Library.• TurningPoint 2008, a Microsoft PowerPoint 2003/2010 plugin. 2003 2010 [ TurningPoint 5 has recently been released but we are yet to evaluate it at the University of Bath ] go.bath.ac.uk/nitin | @nrparmar
  • e-Learning team Learning & Teaching Enhancement OfficeDeployment Methods Images from ‘Clickers, clickers, everywhere’ by Matt Jenner, 2 October 2012 http://blogs.ucl.ac.uk/ele/2012/10/02/clickers-clickers-everywhere/#more-3711 go.bath.ac.uk/nitin | @nrparmar
  • e-Learning team Learning & Teaching Enhancement OfficeDeployment Methods go.bath.ac.uk/nitin | @nrparmar
  • e-Learning team Learning & Teaching Enhancement OfficeComplex Analysis MATHEMATICAL SCIENCES• Problems Class• Diagnostic testing• Supporting formative assessmentReaction Engineering CHEMICAL ENGINEERING• End of Semester Revision Quiz• Handsets used in a non-anonymised form• Leaderboard displayed regularly go.bath.ac.uk/nitin | @nrparmar
  • Mazur E. (1997). Peer Instruction: A Users Manual Series in EducationalInnovation. Prentice Hall, Upper Saddle River, NJ [ http://mazur.harvard.edu/ ] go.bath.ac.uk/nitin | @nrparmar
  • e-Learning team Learning & Teaching Enhancement Office Hills around the University of Bath campus[1] WIDCOMBE HILL [2] BRASSKNOCKER HILL Photo References [1] http://i12.photobucket.com/albums/a239/FlyingDodo/Bath%20blast/DSCF0004.jpg [2] http://farm9.static.flickr.com/8292/7620458954_98e6cca84c.jpg [3] http://upload.wikimedia.org/wikipedia/commons/thumb/6/6d/Bathwick_Hill.jpg/250px-[3] BATHWICK HILL Bathwick_Hill.jpg go.bath.ac.uk/nitin | @nrparmar
  • The steepest hill is…1. Widcombe Hill 60%2. Bathwick Hill3. Brassknocker Hill 20% 20% 1 2 3
  • The steepest hill is…1. Widcombe Hill 60%2. Bathwick Hill3. Brassknocker Hill 40% 0% 1 2 3
  • e-Learning team Learning & Teaching Enhancement Office Mazur’s Peer Instruction Method 1. Concept question posed 2. Individual Thinking: students given time to think individually 3. Students provide individual responses 4. Students receive feedback – as a histogram 5. Small group discussion 6. Retesting of same concept 7. Students provide individual responses 8. Students receive feedback – as a histogram 9. Lecturer summarises and explains "correct" response(s)Originally presented in Nicol and Boyd (2003), source: http://www.psy.gla.ac.uk/~steve/evs/peertable.html go.bath.ac.uk/nitin | @nrparmarFurther explanation – “What is the Mazur Peer Instruction course?”, http://drgn.in/aw3JuP
  • e-Learning team Learning & Teaching Enhancement Office Engineering Adventures through Audience Response SystemsDr Andrew Dent, Department of Mechanical Engineering http://go.bath.ac.uk/engadv Lecture Capture go.bath.ac.uk/nitin | @nrparmar
  • Bell (1998) argues that, “The MCQ format holds world records in the categories of most popular, most unpopular, most used, most misused, most loved, and most hated”Berk, R. A. (1998) A humorous account of 10 multiple-choice test-item flaws that clue testwise students, Electronic Journal on Excellence in go.bath.ac.uk/nitin | @nrparmarCollege Teaching, 9(2). A
  • e-Learning team Learning & Teaching Enhancement Office Assertion-reason questions • Assertion-reason questions (ARQs) are a developed from of Multiple Choice Questions (MCQs). • The development of ARQs was to develop a question set which would test reasoning (procedural knowledge) rather than recall (declarative knowledge). • Traditional MCQs will usually only test one particular issue or concept. • ARQs will test two per question (the assertion and reason statements) as well as the validity of the ‘because’ statement.Williams J. B. (2006) Assertion-reason multiple choice testing as a tool for deep learning: a qualitative analysis Assessment and Evaluation in go.bath.ac.uk/nitin | @nrparmarHigher Education Vol 31 pp 287-301
  • Williams (2008) states, “…judging the correctness of two statements must be harder than judging the correctness of one”Williams J. B. (2006) Assertion-reason multiple choice testing as a tool for deep learning: a qualitative analysis Assessment and Evaluation in go.bath.ac.uk/nitin | @nrparmarHigher Education Vol 31 pp 287-301
  • Is grass green?1. Yes, because it contains a 100% pigment known as chlorophyll2. Yes, because it excretes a gas known as ammonia3. No 0% 0% 1 2 3 Image source: http://www.athleat.co.uk/grass-fed-beef.html go.bath.ac.uk/nitin | @nrparmar
  • e-Learning team Learning & Teaching Enhancement OfficeFurther Reading Cliffe, E., Davenport, J., De Vos, M., Parmar, N. R., Hayes, A., STUDENT (2010). Using EVS and ResponseWare to Enhance Student LEARNING Learning and Learning Experience. EXPERIENCE [ http://opus.bath.ac.uk/18958/ ] Bashforth H., Parmar N.R. (2010). The search for active ACTIVE learning: Lessons from a happy accident. LEARNING [ http://opus.bath.ac.uk/18900/ ] Davenport J.H., Hayes A., Parmar N.R. (2009). The use of anDEVELOP HIGHER Electronic Voting System to enhance student feedback. ORDER SKILLS [ http://opus.bath.ac.uk/12505/ ] go.bath.ac.uk/nitin | @nrparmar
  • e-Learning team Learning & Teaching Enhancement OfficeWhat is Lecture Capture?• Allows recordings of presentations to be made and relayed to audiences.• Allows for the simultaneous capture of audio, video and any application used on a PC including Microsoft PowerPoint.• Recordings which can then be shared in a variety of ways during and/or after the presentation.• Panopto allows the viewer to start, stop, pause and rewind recordings. go.bath.ac.uk/nitin | @nrparmar
  • e-Learning team Learning & Teaching Enhancement OfficeHow does Panopto work?#1 Lecture CaptureAutomatic recordings in lecture theatres[basic] Screen capture and audio; [advanced] Includes video.#2 Personal CapturePrepare recordings in your own office, using off the shelf microphonesand webcams connected to the PC.#3 Mobile CaptureCreate recordings using the range of ‘i’ devices, and upload them overwi-fi or 3G. go.bath.ac.uk/nitin | @nrparmar
  • e-Learning team Learning & Teaching Enhancement Office#2 Personal Capture #3 Mobile Capture go.bath.ac.uk/nitin | @nrparmar
  • e-Learning team Learning & Teaching Enhancement Office5 Reasons To Capture Your Practice1. Closing The Knowledge Gap2. Enabling Broader Approaches3. Promoting Peer Review4. Support Accessible Content [ http://go.bath.ac.uk/5reasons ]5. Encouraging Reflection go.bath.ac.uk/nitin | @nrparmar
  • e-Learning team Learning & Teaching Enhancement OfficeExamples of use“SWISS CHEESE” 1. To capture scheduled lectures GAPS Khan, 2011 [ The Classroom of the Future by Salman Khan, March 2011 http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html http://bigthink.com/ideas/the-classroom-of-the-future ] go.bath.ac.uk/nitin | @nrparmar
  • e-Learning team Learning & Teaching Enhancement OfficeExamples of use“SWISS CHEESE” 1. To capture scheduled lectures GAPS Khan, 2011 SELF REGULATED 2. To deliver content prior to a lecture LEARNING (“flipping”)“Students get a first exposure to course content before class through readings orvideos, then spend class time deepening their understanding of that content throughactive learning exercises.” – Derek Bruff, Vanderbilt University go.bath.ac.uk/nitin | @nrparmar
  • e-Learning team Learning & Teaching Enhancement Office“The Flipped Classroom” THE USUAL APPROACH [ From ‘The Flipped Classroom FAQ’ by Derek Bruff, 15 September 2012 http://www.cirtl.net/node/7788 ] go.bath.ac.uk/nitin | @nrparmar
  • e-Learning team Learning & Teaching Enhancement Office“The Flipped Classroom” THE FLIPPED APPROACH [ From ‘The Flipped Classroom FAQ’ by Derek Bruff, 15 September 2012 http://www.cirtl.net/node/7788 ] go.bath.ac.uk/nitin | @nrparmar
  • [ https://flippingproject.wikispaces.com/ ]
  • [ Engineering Adventures through Audience Response Systems by Dr Andrew Dent, http://drgn.in/m9pceO ]
  • e-Learning team Learning & Teaching Enhancement OfficeExamples of use“SWISS CHEESE” 1. To capture scheduled lectures GAPS Khan, 2011 SELF REGULATED 2. To deliver content prior to a lecture LEARNING (“flipping”) MAXIMISE 3. To capture and broadcast conference ENGAGEMENT presentations go.bath.ac.uk/nitin | @nrparmar
  • [ Developing Writing in STEM Disciplines, http://go.bath.ac.uk/mbl0 ]
  • Banff, AB, Canada Image © 2012 Nitin ParmarNitin Parmar CMALT FHEA MBCSLearning TechnologistN.R.Parmar@bath.ac.uk | +44 (0)1225 384 392 go.bath.ac.uk/nitin colligo.wordpress.com twitter.com/nrparmar slideshare.net/nrparmar linkedin.com/in/nrparmar delicious.com/nrparmar