1. The Active Lecture
Dr. Ian Glover, Senior Lecturer in Technology Enhanced Learning
Stuart Hepplestone, Senior Lecturer in Technology Enhanced Learning
2. ● Using your own, a neighbours or a loan device
○ passcode for loan iPad: qess1
○ set Wi-Fi: Settings > Wi-Fi > SHU-USS > type in your SHU
username and password > Join > Accept the Certificate
● Go to http://PollEv.com/irglover
● Enter a single word to sum up your thoughts
Getting up and running
3. Lectures
• One of the most widely used teaching
methods in higher education:
– Cost effective
– Support transmission of large amounts of
information
– Communicate enthusiasm for subject from
tutor to student (Cashin, 1985)
– Expected by students
• But they have been widely criticised:
– Active teacher, but Passive learner (Fry, et
al., 2008)
– Demand steady concentration for a
relatively long period (Bligh, 1998)
– Lack opportunities for deep processing of
information (Ramsden, 2003)
5. With Technology:
● Students share and answer
questions:
○ Twitter
○ Facebook group
○ Blackboard discussion
● Self-tweeting slides
Without Technology:
● (Post it) notes collected and
addressed at appropriate
points
Backchannel
Students record any questions or comments that they have about the
content and share these with their peers and tutor(s).
6. With Technology:
● Electronic Voting Systems:
○ Turning Point
○ Socrative
○ PollEverywhere
● Backchannel Check &
Respond
Without Technology:
● ‘Physical’ Voting:
○ Hands up
○ Stand up
○ Coloured card/pens
● Pause for Questions
Checking Understanding
At relevant points in the lecture the students answer questions about
the content, with misconceptions being immediately addressed.
7. With Technology:
● Record points in shared
Google Doc
● Add and cluster ideas in
Padlet
● Summarise on a slide in
shared online presentation
Without Technology:
● Make notes on paper
● Spoken summary from
each group
Discussion / Debate
Students put into groups and discuss a topic or question. They share
the thoughts and ideas of their group with the wider cohort.
8. For the lecture:
lectures are a traditional
and respectable way for
passing on knowledge,
communicating enthusiasm
for the subject and
modelling how to think
Visit http://goo.gl/V67kgN
Against the lecture:
lectures are an outdated and
outmoded approach,
hindering students’ ability
and motivation to learn.
Advocates active and
interactive methods
Visit: http://goo.gl/CPTIwl
Debate: ‘to lecture ... or not to lecture?’
Split into opposing groups:
• 5 mins to argue your motion (online)
• 10 mins to read the opposing argument, refute and comment (online)
• 5 mins to read the comments against your motion (online)
• 2 mins per group to respond and feedback to the wider group (verbally)
9. Post-Lecture Reflection
Use Google Forms to quickly
capture reflections
Try this short form for your
reflections:
http://goo.gl/forms/Y7cgCEM2n3
Reponses: http://goo.gl/n6in0V
11. • 7 Things You Should Know About Flipped Classrooms:
https://net.educause.edu/ir/library/pdf/ELI7081.pdf
• 7 Things You Should Know About Open-Ended Response
Systems:
http://www.educause.edu/ir/library/pdf/ELI7068.pdf
• 7 Things You Should Know About Backchannel
Communication:
http://www.educause.edu/ir/library/pdf/ELI7057.pdf
Further Reading
12. • BLIGH, Donald (1998). What’s the use of lectures? Exeter: Intellect
• CASHIN, W.E. (1985) Improving Lectures, idea paper no.14. [online].
Manhattan, Center for Faculty Evaluation and Development, Kansas
State University.
http://ideaedu.org/sites/default/files/Idea_Paper_14.pdf
• FRY, Heather, KETTERIDGE, Steve and MARSHALL, Stephanie
(2008). A handbook for teaching and learning in higher education.
[online]. London: Routledge
• RAMSDEN, Paul (2003). Learning to Teach in Higher Education.
[online]. 2nd ed., London: RoutledgeFalmer
References
