Give your learners the extra cognitive boost - box them
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The document discusses the benefits of using audience response systems, such as clickers and voting boxes, in educational settings to enhance interactivity and engagement among learners. It highlights 12 key uses, including gathering live feedback, assessing knowledge, adjusting instructional pace, and facilitating peer discussions. Additional resources and potential issues are also addressed to inform educators about implementing these tools effectively.
Give your learners the extra cognitive boost - box them
- 1. Give Your Learners the Extra Cognitive Boost: Box Them! Inge de Waard 3 November 2010 – 11 am – 11.40
- 2. Click fast and win … a 4GB USB stick at the end of this session! And a priceless hug from the presenter
- 3. The What • Clickers • Audience Response system (ARS) • Voting boxes
- 4. The options • Different brands • Mobile phone polls for online courses • Use a web-based survey or quiz software (e.g. polleverywhere or surveygizmo). • After you have build your quiz or survey you either make a QR-code for it (easy to get users to the right location via their mobile), or you send them a link (use software that shortens links like TinyURL, for easy access. • And ask them to take the survey… simultaneously
- 5. Let’s go old school & raise hands • Who likes cats? • Who likes dogs? • Who has not raised their hands? Difficult to keep track as a teacher: after the course no useful post-data (unlike interactions in LMS’s which can help adjusting training or learning)
- 6. As trainers/teachers we want to interact & know what is going on
- 7. Pedagogical reasons to use voting boxes • Increases interactivity in the classroom or learning environment • It can be used individually or in group (stimulating peer- to-peer discussion) • All of the learners must reflect before using it. • Reflection increases cognitive impulse in all the students • Thinking is out in the open, no more hiding behind peers
- 8. Let’s look at 12 benefits! What does it feel like? Take your boxes, voting begins…
- 9. 1. Use it to: gather live information Create questions and offer them to the learners in order to get immediate feedback
- 10. What is your gender? 1. 2. 50%50%1. Female 2. Male
- 11. What is your age group? 17% 17% 17%17% 17% 17% 1. 2. 3. 4. 5. 6. 1. 18 – 25 2. 25 – 35 3. 35 – 45 4. 45 – 55 5. 55 – 65 6. 65 - …
- 12. 2. Use it to: assess prior knowledge Picture by ComedyNose TonyNetone
- 13. Multiple responses: What do you use your mobile for? 1. Learning 2. Communication 3. Games 4. Augmented reality Select All That Apply
- 14. Multiple responses: What do you use your mobile for? 25% 25% 25% 25% 25% 25% 25% 25% Augmented r... Games Communication Learning Female Male
- 15. 3. Use it to: recall questions from earlier learning prerequisites Who has read the material? Followed by a quick assessment Picture by TonyNetone
- 16. 4. Use it to: adjust teaching speed and topics Immediate trainer/instructor feedback Great overall response => move on Poor overall response => dig into the content, discuss, adjust
- 17. 5. Use it to: assess what is learned after the class or course If a sub-topic scored low, it can be picked up again or used in an online spaced education topic. Understanding can be compared.
- 18. 6. Use it to: predict the outcome of an event & link to more information
- 19. 7. Use it to: let learners indicate when they finished with a task • Shows when an assignment or task is completed • This can be used to motivate completion by other learners
- 20. 8. Use it to: vote on topics for discussion • Readiness for organizational change can be measured • Group discussions can be given a direction by peers (more participatory topics) • Vote on which learner’s work is excelling (best instructional video, best showcase)
- 21. In order of importance rank your mobile learning interests? 20% 20% 20% 20% 20% 1 2 3 4 5 1. Educational Games 2. Mobile Courses 3. Continued Education 4. Augmented Reality 5. Communication
- 22. 9. Use it to: evaluate a class or course • Instantaneous evaluation connects with the quality of immediate feedback • This can also be used for formatively evaluating a course or a teaching experiment
- 23. 10. Use it to: jump to another viewpoint of a topic Whenever learners indicate the previous content was unclear (= measure confusion)
- 24. 11. Use it for Socratic questioning • You do need to link names to the boxes: “Tell me, why do you think mobile learning is on the rise?”
- 25. 12. Use it to: start a contest, yes! Divide all learners into meaningful groups (depending on the goal of the contest) Running against one another Or turning off boxes with each wrong answer
- 26. Extra motivation • Give an extra point to the most dynamic voter • Real time tracking to give them an insight of who knows what and where they fit in
- 27. What is the adult attention span at the end of a standard lecture? 1. 3-4 minutes 2. 7-10 minutes 3. 12-15 minutes 4. 18-20 minutes 5. More than 20 minutes 6. I don’t know 3-4m inutes7-10 m inutes12-15 m inutes18-20 m inutes M ore than 20 m ...Idon’tknow 0% 0% 0%0%0%0% The "Change-Up" in Lectures Joan Middendorf and Alan Kalish Teaching Resources Center Indiana University Published NTLF, January 2006, Vol. 5, #2
- 28. Fastest Responders (in seconds) 0 Participant 1 0 Participant 2 0 Participant 3 0 Participant 4 0 Participant 5
- 29. So: Increase the quality of your learners, and box them
- 30. Possible problems • A broken voting box • One learner having access to many boxes • ID connection fails or is not put in correctly • But overall, it is safe and quick
- 31. References for boxing learner’s • Kay, R.H., Lesage, A. (2009) A strategic assessment of audience response systems used in higher education. Australasian Journal of Educational Technology, 2009, 25(2), 235-249. http://www.ascilite.org.au/ajet/ajet25/kay.html • Cain, J., Black, E.P., Rohr J. (2009). An Audience Response System Strategy to Improve Student Motivation, Attention, and Feedback. Am J Pharm Educ. 2009 April 7; 73(2): 21 : https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2690899/ • Derek Bruff from the Vanderbilt University, Essays on Teaching Excellence: Toward the Best in the Academy, Volume 21, Number 3, 2009-10. A publication of The Professional & Organizational Development Network in Higher Education (www.podnetwork.org).
- 32. Contact E-mail: idewaard@itg.be Blog: ignatiawebs.blogspot.com (click the ‘mobile’ tag) Twitter: http://twitter.com/Ignatia Slideshare (ppt): http://www.slideshare.net/ignatia linkedIn: http://www.linkedin.com/in/ingedewaard