Polling Systems Presentation Edu


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Polling Systems Presentation Edu

  1. 1. Using TurningPoint: Enhancing Lectures with EVS (Electronic Voting Systems) Marek Oledzki – Learning Technologist, EDU Barry Gregory – Educational Developer, EDU
  2. 2. Electronic Voting Systems (Polling Systems) <ul><li>Today we will cover: </li></ul><ul><li>What is an Electronic Voting System? </li></ul><ul><li>Why use EVS? </li></ul><ul><li>How is voting used to enhance lectures? </li></ul><ul><li>Rationales for use: diagnostic/formative </li></ul><ul><li>Questioning strategies </li></ul><ul><li>Findings of large-scale pilot at Uni of Surrey </li></ul><ul><li>Tips for best practice </li></ul><ul><li>Logistics: how do I book and use the equipment? </li></ul><ul><li>Summary: practical pros and cons </li></ul>
  3. 3. What is an Electronic Voting System (EVS)? <ul><ul><li>An objective question (e.g. multiple choice) is displayed on-screen </li></ul></ul><ul><ul><li>Audience members respond via hand-held keypads </li></ul></ul><ul><ul><li>Results are displayed on-screen as a chart </li></ul></ul>An electronic system for gathering and displaying audience responses to a question. Think of ‘ask the audience’ in ‘Who Wants to Be a Millionaire’...
  4. 4. <ul><li>Lectures: </li></ul><ul><li>Often passive learning experiences </li></ul><ul><li>Hard to gauge student understanding </li></ul><ul><li>Can be difficult to engage large numbers </li></ul><ul><li>“ there is huge conceptual difference between teaching students or ‘covering’ a topic as it is sometimes referred to, and students learning the information presented” (Exley and Dennick, 2004). </li></ul><ul><li>EVS (polling) systems: </li></ul><ul><li>Encourage active learning and engagement </li></ul><ul><li>Offer anonymity of response; immediate and shared results </li></ul><ul><li>Provides diagnostic info to inform future teaching practice/course design (response data can also be exported as a spreadsheet) </li></ul>Why use EVS?
  5. 5. How is EVS used to enhance lectures? <ul><li>SAQs (self-assessment questions) 1 : simple questions to check understanding: gives formative feedback to both students and lecturer. </li></ul><ul><li>Discussion-based pair/group tasks 1 : generating arguments for and against alternative answers is a powerful promoter of learning. </li></ul><ul><li>Contingent teaching 1 : using responses (e.g. proportion who got it right) to switch what you do next; teaching that is adapted on the spot to the group. </li></ul><ul><li>Survey tool: to gather information about preferences/opinions; can be used to inform course design/delivery in future. </li></ul><ul><li>1 Steve Draper, 2005, http://www.psy.gla.ac.uk/~steve/ilig/why.html </li></ul>
  6. 6. Rationales for use: diagnostic, formative or both? <ul><li>Diagnostic – to find out something about your students’ learning, e.g. working through a difficult problem, where: </li></ul><ul><ul><li>You don’t know where students are going wrong </li></ul></ul><ul><ul><li>You know where students are going wrong but not why </li></ul></ul><ul><ul><li>(what you find out will inform the way you cover this territory in future) </li></ul></ul><ul><li>Formative , e.g. working through a difficult problem, during which you want to: </li></ul><ul><ul><li>make sure no-one is left behind </li></ul></ul><ul><ul><li>be able to switch teaching strategies ‘on the fly’ to ensure that this happens (‘contingent teaching’) </li></ul></ul><ul><li>Most real-life EVS scenarios will end up addressing both . </li></ul>
  7. 7. Questioning strategies <ul><li>One question, one (individual) vote: </li></ul><ul><ul><li>Students vote individually </li></ul></ul><ul><li>One question, multiple (individual) votes (“Peer Instruction” Mazur, 1997) </li></ul><ul><ul><li>Students vote individually (a well-designed question will split the class) </li></ul></ul><ul><ul><li>Students discuss their answer with peer(s) </li></ul></ul><ul><ul><li>Students vote for second time, again individually </li></ul></ul><ul><li>One question, one (pair/group) vote, discussion (“Class-wide discussion” Dufresne et. al., 1996): </li></ul><ul><ul><li>Initial vote by pairs/groups (a well-designed question will split the class) </li></ul></ul><ul><ul><li>Some pairs/small groups explain their response to the class </li></ul></ul><ul><ul><li>Class-wide discussion initiated </li></ul></ul>
  8. 8. Effective use – findings from University of Surrey pilot of TurningPoint <ul><li>Existing beliefs about teaching and student learning </li></ul><ul><li>Willingness to experiment; openness to developing practice </li></ul><ul><li>Teaching confidence and personal concerns: “The traditional power balances shift” (Exley and Dennick, 2004) </li></ul><ul><li>Suitability of physical environment e.g. acoustics; layout </li></ul><ul><li>Student culture and expectations: some students “expect to switch off in lectures” (D’Inverno, 2003) </li></ul><ul><li>“ Questions that target core concepts...most effective in promoting conceptual change, especially when answer choices reflect common student conceptions that may diverge from target understandings” (Penuel et al, 2006) </li></ul>Use of EVS ranged in effectiveness and influenced by multiple factors:
  9. 9. Tips for best practice <ul><li>Have a clear rationale for using EVS. For instance, do you want to: </li></ul><ul><ul><li>Work through a difficult problem to ensure students have grasped everything? </li></ul></ul><ul><ul><li>Work through a difficult problem to determine where students are going wrong and tweak your teaching methods accordingly? </li></ul></ul><ul><ul><li>Check understanding at key points to enable you to ‘backtrack’ or explain something differently if needed? </li></ul></ul><ul><li>Announce before each lecture whether EVS will be used (experience suggests that EVS is good for attendance) </li></ul><ul><li>For each question, say what the (pedagogical) point of this question is. </li></ul><ul><li>Consider using seminars to ask for some direct feedback from students on your EVS use in lectures. </li></ul>
  10. 10. Summary: pros and cons <ul><li>Pros: </li></ul><ul><ul><li>Improves student learning if used well </li></ul></ul><ul><ul><li>Instant anonymous, formative feedback to students </li></ul></ul><ul><ul><li>Instant diagnostic feedback to lecturer </li></ul></ul><ul><ul><li>Students like it; good for attendance and engagement </li></ul></ul><ul><li>Cons: </li></ul><ul><ul><li>Logistics: Takes time to distribute apparatus, eating into lecture time. Handsets can go missing! </li></ul></ul><ul><ul><li>Authoring: Lecturer must spend time adding interactive slides to existing PowerPoint presentations </li></ul></ul>
  11. 11. Useful links <ul><li>Steve Draper’s Interactive Lectures Interest Group (ILIG): http:// www.psy.gla.ac.uk/~steve/ilig / </li></ul><ul><li>Why Use EVS – the short answer , Steve Draper, Glasgow: http://www.psy.gla.ac.uk/~steve/ilig/why.html </li></ul><ul><li>Teaching metrics using EVS (Electronic Voting System) handsets (EVS use in English teaching): http://www.english.heacademy.ac.uk/explore/projects/archive/technology/tech9.php </li></ul><ul><li>ALT Newsletter article about Kingston University’s EVS pilot : http://newsletter.alt.ac.uk/e_article000468708.cfm?x=b11,0,w </li></ul><ul><li>EVS JISCmail list : www.jiscmail.ac.uk/lists/ELECTRONIC-VOTING-SYSTEMS.html </li></ul>
  12. 12. References <ul><li>Banks, D., 2006. Audience Response Systems in Higher Education: Applications and Cases . London: Information Science Publishing. </li></ul><ul><li>Exley, K and Dennick, R., 2004. Giving a lecture: From presenting to teaching . London: RoutledgeFalmer. </li></ul><ul><li>Nicol, D. and Boyle, J., 2003. Peer Instruction versus Class-wide Discussion in large Classes: a comparison of two interaction methods in the wired classroom. Studies in Higher Education, 28 (4), pp.457-473. </li></ul><ul><li>Simpson, V and Oliver, O., 2007. Electronic voting systems for lectures then and now: A comparison of research and practice. Australasian Journal of Educational Technology, 23 (2): pp.187-208. </li></ul>