Lectures: From audience to active learner Centre for Professional Learning and Development Lectures: From Audience to Active Learner by Nottingham Trent University is licensed under a Creative Commons Attribution-NonCommercial- ShareAlike 2.0 UK: England & Wales Licence. Copyright 2014 Nottingham Trent University. Nottingham Trent University 1/1/2014
Contents Voting in teaching sessions Four steps to success with voting systems... 3 Ideas for using quizzes in teaching sessions to support learning and engage students... 5 Guidance on designing questions... 5 Poll Everywhere Polleverywhere Pricing... 6 How to create questions with Poll Everywhere... 7 Allow students to respond to your Poll Everywhere questions... 9 Poll Everywhere Clickable Image Question: Defining the correct answer... 10 Lecture Cheat Sheet (Poll Everywhere)... 12 TurningPoint TurningPoint Kit at NTU... 13 How to create questions with TurningPoint... 14 Lecture Cheat Sheet (TurningPoint)... 15
Four steps to success with voting systems Define a clear purpose for use What do you need to achieve? Examples: To expose and clarify students misconceptions To promote interactivity and discussion in large group case-based learning To elicit and discuss diverse points of view when there is no correct answer (e.g. ethics) To enable a mock exam with immediate feedback To provide immediate feedback on the value of the learning session Elicit honest thoughts or opinion on sensitive topics Checking understanding before proceeding with new content. Design effective questions Tips for question design: Use questions that elicit a distribution of responses so you can promote student discussion. Number all answer options to match the keypad system (i.e. do not use letters). Use questions sparingly to highlight particular points; a few questions effectively discussed are better than a lot that are glossed over Avoid PowerPoint animation in question slides as this may cause polling to close before voting has finished. Use a "correct answer" indicator where possible to visually identify the appropriate answer. Consider using a countdown timer to close polling after a set amount of time, to increase responsiveness. Be prepared Allow time for discussion when planning your session; successful voting exercises encourage thoughtful responses and active participation from the class and can take more class time than traditional lectures. Plan to be flexible enough to respond to the answers you get through voting. Be able to teach where points need clarifying. Practise your presentation in the office before using it in class If possible, check the technology in the teaching room before you use it. On the actual day of the session, allow time to set out any handsets and / or start the system or web pages. Count any handsets before and after the session Centre for Professional Learning and Development Page 3 of 16
Make it easy and effective Provide clear instruction to the class: Make sure everyone understands the process and how to use the technology. This may require extra time for the first couple of uses Tell your students why you re using this approach, e.g. Is it a test? Is it to stimulate discussion? Prepare students with a warm up question. Get them to check their device is working with a warm-up question. (With clickers, if they see a green light when they vote, all is OK) Allow sufficient time for students to answer questions. Some general guidelines: o Less than 30 students: 15 20 seconds per question o 30 to 100 students: 30 seconds per question o More than 100 students: 1 minute per question Include the students in the discussion of the results. Ask them to discuss discrepancies among themselves in pairs (1 minute) then repoll. Introduce information or facts that should help students, and repoll before providing the correct answer. Consider a comparable follow-up question to see if students really get it. References: Centre for Education Research and Evaluation, Office of Scholarly Resources, Colombia University, n.d. Effective use of the audience response system: A primer [online] Available at: http://www.pccua.edu/assessment/web%20page%20documents/clicker_primer.pdf [Accessed 7 November 2013] Martyn, Margaret, 2007. Clickers in the classroom: An active learning approach [online] Available at https://net.educause.edu/ir/library/pdf/eqm0729.pdf [Accessed 3 October 13] University of Southampton. 2013. Zappers (Electronic Voting Systems). [Online] Available at:http://www.southampton.ac.uk/isolutions/computing/elearn/zappers/. [Accessed 07 November 13]. Centre for Professional Learning and Development Page 4 of 16
Ideas for using quizzes in teaching sessions to support learning and engage students Health warning As with any method, try not to over-do it! Using one or two very short interactive quizzes (1-4 questions) would be sufficient. At start of session To help everyone settle and focus on the session: Ask 2-3 quick multiple choice questions in line with current events they are likely to know about...or with seasons of the year (What is the UK's favourite Christmas food?) There lots of inspiration in a simple google search for curious facts and figures. To stimulate their curiosity in the subject: Pose 2-3 multiple choice questions about more curious aspects of the topic you are teaching To help you judge what to focus on in the session: Pose questions related to what you intended to cover in the session, to diagnose current knowledge and understanding of the topic, then use that info to select from the activities you had prepared. During the session To provide a mental break and refocus students' attention or To help students consolidate and check their understanding before moving on to the next part: Pose 2-3 quick questions that test their understanding of what has been done in first part of session To introduce the next section: Pose questions that introduce and helps them focus on what you'll cover in the next part of the session At end of session To check students progress / recap and consolidate learning: Pose 2-3 quick questions that test their progress in achieving the learning outcomes for the session, or Ask an open question such as List one thing you now understand or know now, that you didn't know at the start of the session. To get student feedback about the session: Ask one or two open questions, such as: What three things have you learned today? Identify a question you have as a result of today's session List one thing about today's topic you are still unsure of Then use that information to help you provide further guidance, or to select topics for future sessions. Guidance on designing questions Useful guide from Leeds University to help you create questions that test higher levels of learning and not just quick facts http://tinyurl.com/4vrsv3 Centre for Professional Learning and Development Page 5 of 16
Polleverywhere Pricing Centre for Professional Learning and Development Page 6 of 16
How to create questions with Poll Everywhere 1. Sign up or login Signing up? Logging in? Remember your password for use later on! 2. Start creating questions. Centre for Professional Learning and Development Page 7 of 16
3. Want to edit your questions? Change how many times people can respond, edit question text, how responses are displayed Centre for Professional Learning and Development Page 8 of 16
Allow students to respond to your Poll Everywhere questions When you're presenting, students can follow along and respond instantly on your own Poll Everywhere page from their smartphones, tablets, and other web enabled devices. You ll need to set this up. Create your unique web page for your students to access Centre for Professional Learning and Development Page 9 of 16
Poll Everywhere Clickable Image Question: Defining the correct answer Poll Everywhere s clickable image question allows students to touch a region on an image to indicate their answer. For example, identify a place on a map, an area of the body, a specific part of the food chain, a point on a graph. You can define the region which contains the correct answer. Poll Everywhere will count the number of answers which fall in this area. Here s how: Edit your question Define the area Centre for Professional Learning and Development Page 10 of 16
Save your changes Ensure the answer isn t revealed when you first show the question to students When voting is over, display the correct answer Centre for Professional Learning and Development Page 11 of 16
Lecture Cheat Sheet (Poll Everywhere) BEFORE the session Remind learners that you ll be using Poll Everywhere and that they should bring their own devices. DURING: Open Polleverywhere.com Direct learners Direct learners to your unique PollEv web page so they can respond Open questions On the presentation PC open web browser Go to polleverywhere.com and locate your questions Click on the question you want to show Display full screen When you are ready to pose your question, hover mouse over top right of question. Click on Toggle full screen This pushes the question to the student devices Exit full screen On the keyboard, press Escape END: End your presentation Clear the voting data if you want to use the poll again. Clear voting data Click on My Polls Click on the question whose data you want to clear Click on Clear results Centre for Professional Learning and Development Page 12 of 16
TurningPoint Kit at NTU * Check with IS that the software is installed on the teaching room computer. It can take 2 hours for them to do the install. Brackenhurst 1 x 64 handsets Book through support@ntu.ac.uk and collect from I.S. Workplace Services, Brackenhurst Library (TBC) Clifton 1 x 64 set of handsets Book through support@ntu.ac.uk and collect from Gym 028 (next to LT2) City 1 x 58 handsets 1 x 47 handsets 1 x 32 handsets Book through support@ntu.ac.uk and collect from the AV team in Barnes Wallis room 102. Team located just behind service desk. Pricing 1 x 10 handsets = 600 +VAT, can add more. 2 x 32 handsets = 2100 +VAT 2 x 40 handsets = 3148 + VAT Centre for Professional Learning and Development Page 13 of 16
How to create questions with TurningPoint Open TurningPoint 1. Start menu > All Programs > Turning Technologies, LCC > TurningPoint. 2. The TurningPoint Dashboard should open. 3. In the TurningPoint Dashboard, click on PowerPoint Polling. PowerPoint opens. Create a question slide (Multiple Choice) 1. On the TurningPoint Toolbar, click on New > Multiple Choice 2. Enter your question Text 3. Enter the answer Choices 4. Resize question text area / answer chart if applicable 5. Set Multiple or single responses allowed in the slide preferences pane 6. Indicate the correct answer (if applicable) in the slide preferences pane 7. Add a correct answer indicator: Objects > Correct answer indicator > 8. Add a countdown timer (if applicable): Objects>Countdown 9. Save Centre for Professional Learning and Development Page 14 of 16
Lecture Cheat Sheet (TurningPoint) START: Start your presentation with TurningPoint Plug in receiver Plug in the TurningPoint receiver into the USB port of the presentation computer Open TurningPoint Start menu > All Programs > Turning Technologies, LCC > TurningPoint. The TurninPoint Dashboard should open. Open your Presentation In the TurningPoint Dashboard, click on PowerPoint Polling. PowerPoint opens. Click on File > Open, and locate your presentation DURING: Tips to ensure your session runs smoothly 1. Handset count: Count how many handsets you have at the start 2. Check voting pads are working (green light appears on voting pad if receiver is receiving responses from it) 3. Clear previous data: If you have used the presentation before, check that the voting data from last time has been cleared (PowerPoint TurningPoint tab > Reset > Session) 4. Resetting a poll: In presentation mode, on the TurningPoint bar, click on Repol Question (circular arrow) 5. Close poll and reveal results: press space bar 6. Reveal answer: press space bar END: End your presentation Save or clear voting data To save the voting data, in PowerPoint, click on the TurninPoint tab > Save > Save Session To clear the voting data, in PowerPoint, click on the TurningPoint tab > Reset > Session Handsets Count handsets back in to ensure all returned. Centre for Professional Learning and Development Page 15 of 16