Reactionlecture  Text Messaging to Increase Student Engagement in Large-scale Lectures   Koos Winnips  Hans Beldhuis Joost...
<ul><li>Why? </li></ul><ul><li>What have students got in their pockets? </li></ul><ul><li>Use cases + reactions </li></ul>...
<ul><li>Why? </li></ul>
<ul><li>Why?  </li></ul><ul><ul><li>“ Attention breaks” during lectures </li></ul></ul><ul><ul><li>Active learning </li></...
 
<ul><li>Horizon report (http://wp.nmc.org/horizon2011/): </li></ul><ul><ul><li>By 2015, 80% of people will access Internet...
<ul><li>Use  </li></ul><ul><ul><li>Concept tests  </li></ul></ul><ul><ul><li>Formative testing </li></ul></ul><ul><ul><li>...
<ul><li>Your use? </li></ul>
<ul><li>Experiment: the  reactionlecture </li></ul>
<ul><ul><li>Model:  </li></ul></ul><ul><ul><ul><li>reactions of first half of lecture  </li></ul></ul></ul><ul><ul><ul><li...
<ul><li>Questions: </li></ul><ul><ul><li>Would students learn better in a  reactionlecture  than in a traditional lecture?...
<ul><li>Possibilites </li></ul>Opening up the classroom “ Community building” Suggestion to the lecturer Opinion/emotion H...
<ul><li>14:52:16 | &quot;In which area of the brain is Parkison’s disease? “ </li></ul><ul><li>14:43:06 | “Why is everythi...
<ul><li>Results </li></ul><ul><ul><li>Type of reactions  given </li></ul></ul>38 Total 7 Irrelevant 9 Technical 0 Opening ...
<ul><li>Forwarded questions </li></ul>
<ul><li>Conclusions (related to our questions) </li></ul><ul><li>1. Learning? </li></ul><ul><ul><li>Student evaluations: N...
<ul><li>Conclusion  </li></ul><ul><li>Students were happy with extra opportunities </li></ul><ul><li>“ Conference” model f...
<ul><li>Thank you! </li></ul><ul><li>Koos Winnips </li></ul><ul><li>http:// www.netvibes.com / kooswinnips </li></ul>
Upcoming SlideShare
Loading in …5
×

Reactionlecture Text Messaging to Increase Student Engagement in Large-scale Lectures

356 views

Published on

Published in: Education, Technology, Business
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
356
On SlideShare
0
From Embeds
0
Number of Embeds
3
Actions
Shares
0
Downloads
4
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • Who has e-mailed? Taken photos? Tweeted? Facebook? SMS?
  • Meer interactie tijdens college 20 minuten aandacht vasthouden Vragen stellen moeilijk Voor docent: kom ik over? Student/docent: snap ik het? Snappen ze dit? Meer tijdsbesteding/rendement Grote colleges
  • Hersenen en Gedrag, college 1, deel 2: Wie zit er in de zaal? 14:30 – 16.00 Voorkennis: 18.30 – 20.00 Kennisvraag: 21.30 – 22.30 College 2: na de pauze: 18.15 – 21:00
  • Assignment: which form? How?
  • Course: Brain &amp; Behaviour, 722 students, lectures in cinema Split up in 2 x 2 series: with and without interaction
  • Like: what happens at conference!
  • Student reaction Example Minute paper Writing a “minute paper” at the end of a lecture, summarizing the most important point of the lecture. Sharing sources A student pointing out that information can be found in an earlier course, or from a different source (television, Youtube) Commenting Discussion amongst students (agree, disagree, arguments) Making linkages Linking concepts to concepts of an earlier course Reinforcement/moderation This is interesting! / We’ve covered that before Selftesting So, this concept is comparable to …? Asking for clarification Could you give an example of this concept? Helping each other Student explaining concept to other student Opinion/emotion Asking the lecturer for opinion on a topic Suggestion to the lecturer Asking to provide the importance of the topic (Is this covered in the exam?), asking for an overview, technical problems (lighting in room, talking to fast, sheets not readable, etc.) “ Community building” Students joking about course content, sharing personal experiences Opening up the classroom Enabling ill students to get a touch of the “live” lecture, asking outside experts to react
  • Reactionlecture Text Messaging to Increase Student Engagement in Large-scale Lectures

    1. 1. Reactionlecture Text Messaging to Increase Student Engagement in Large-scale Lectures Koos Winnips Hans Beldhuis Joost Heutink
    2. 2. <ul><li>Why? </li></ul><ul><li>What have students got in their pockets? </li></ul><ul><li>Use cases + reactions </li></ul><ul><li>Reactionlecture experiment </li></ul><ul><li>Conclusions </li></ul>
    3. 3. <ul><li>Why? </li></ul>
    4. 4. <ul><li>Why? </li></ul><ul><ul><li>“ Attention breaks” during lectures </li></ul></ul><ul><ul><li>Active learning </li></ul></ul><ul><ul><li>Adapt to entry knowledge </li></ul></ul>Attention curve during a lecture with interaction Attention curve during a lecture without interaction
    5. 6. <ul><li>Horizon report (http://wp.nmc.org/horizon2011/): </li></ul><ul><ul><li>By 2015, 80% of people will access Internet by Mobile device </li></ul></ul><ul><ul><li>Internet capable mobile devices will outnumber computers this year </li></ul></ul><ul><ul><li>Japan: 75% users use mobile as first choice to access internet </li></ul></ul><ul><li>Now: at least 50% of our students have mobile with Internet; numbers rapidly rising! </li></ul><ul><li>What have they got in their pockets? </li></ul>
    6. 7. <ul><li>Use </li></ul><ul><ul><li>Concept tests </li></ul></ul><ul><ul><li>Formative testing </li></ul></ul><ul><ul><li>Interactive tutorials </li></ul></ul><ul><ul><li>Group answers </li></ul></ul><ul><ul><li>Entry testing </li></ul></ul><ul><ul><li>Reactionlecture </li></ul></ul>
    7. 8. <ul><li>Your use? </li></ul>
    8. 9. <ul><li>Experiment: the reactionlecture </li></ul>
    9. 10. <ul><ul><li>Model: </li></ul></ul><ul><ul><ul><li>reactions of first half of lecture </li></ul></ul></ul><ul><ul><ul><li>lecturer responds during break </li></ul></ul></ul><ul><ul><ul><li>reactions on second half </li></ul></ul></ul><ul><ul><ul><li>“ leftover” reactions posted to Blackboard forum </li></ul></ul></ul>
    10. 11. <ul><li>Questions: </li></ul><ul><ul><li>Would students learn better in a reactionlecture than in a traditional lecture? </li></ul></ul><ul><ul><li>What are the opinions of students on giving direct reactions during a lecture? </li></ul></ul><ul><ul><li>What forms of providing open comments during lectures can be used? </li></ul></ul>
    11. 12. <ul><li>Possibilites </li></ul>Opening up the classroom “ Community building” Suggestion to the lecturer Opinion/emotion Helping each other Asking for clarification Selftesting Reinforcement/moderation Making linkages Commenting Sharing sources Minute paper
    12. 13. <ul><li>14:52:16 | &quot;In which area of the brain is Parkison’s disease? “ </li></ul><ul><li>14:43:06 | “Why is everything reversed, and aren’t all functions ipsilateral?” </li></ul><ul><li>14:33:16 | “National geographic National had a programme on the location of the penis in the brain, forgot to record it…&quot; </li></ul><ul><li>14:31:23 | “Could you move the Powerpoint a bit slower in room 4? </li></ul><ul><li>14:30:12 | “Elderly people hear less high tones, is this sensitivity of the ear, or damage in that part of the auditve area?&quot; </li></ul><ul><li>14:21:18 | &quot;Is the first edition of the book good too? What is the difference between the editions?&quot; </li></ul><ul><li>2011-02-15 13:46:15 | &quot;Foodlydoodlywoo&quot; </li></ul>
    13. 14. <ul><li>Results </li></ul><ul><ul><li>Type of reactions given </li></ul></ul>38 Total 7 Irrelevant 9 Technical 0 Opening up the classroom 2 “ Community building” 3 Suggestion to the lecturer 4 Opinion/emotion 0 Helping each other 13 Asking for clarification 0 Selftesting 0 Reinforcement/moderation 0 Making links 0 Commenting 1 Sharing sources 0 Note taking Number Student reaction
    14. 15. <ul><li>Forwarded questions </li></ul>
    15. 16. <ul><li>Conclusions (related to our questions) </li></ul><ul><li>1. Learning? </li></ul><ul><ul><li>Student evaluations: No effect expected on study results </li></ul></ul><ul><li>2. Opinions </li></ul><ul><ul><li>Useful questions and discussion </li></ul></ul><ul><ul><li>Lecturer: good to get response back </li></ul></ul><ul><li>3. Forms </li></ul><ul><ul><li>Students did not appreciate paying for SMS themselves </li></ul></ul><ul><ul><li>Model: more, and more dedicated moments for interaction </li></ul></ul><ul><ul><li>Showing phone number on every slide </li></ul></ul>
    16. 17. <ul><li>Conclusion </li></ul><ul><li>Students were happy with extra opportunities </li></ul><ul><li>“ Conference” model for interaction needs to be changed: </li></ul><ul><ul><li>More moments for interaction </li></ul></ul><ul><ul><li>Dedicated moments </li></ul></ul>
    17. 18. <ul><li>Thank you! </li></ul><ul><li>Koos Winnips </li></ul><ul><li>http:// www.netvibes.com / kooswinnips </li></ul>

    ×