Before I begin, can I ask all students to switch their mobile devices ON?

1. Before I begin, can I ask all students to switch their mobile devices ON? <br />Sian Lindsay (City University London)<br />Nitin Parmar…
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  • 1. "Before I begin, can I ask all students to switch their mobile devices ON?"<br />Sian Lindsay (City University London)<br />Nitin Parmar (University of Bath)<br />Mike Cameron (Durham University)<br />Kate Reader & Ajmal Sultany <br />(City University, London)<br />Thurs 9th Sept 2010<br />
  • 2. What is this?<br />
  • 3. EVS classroom circa 1966<br />
  • 4. EVS classroom 44 years later…<br />
  • 5. EVS...The Future?<br />Survey stats Feb 2010: 99% City students asked own a type of mobile device capable of using RWW<br />Allows for free-text answers, anonymity maintained and lecturer can feedback to individual devices<br />Can be used in parallel with regular clickers<br />Eliminates practical/logistical and maintenance problems of present EVS<br />A TurningPoint product = integration with PowerPoint <br />
  • 6. EVS Practitioners’ View of RWW<br />Most people (72%) expressed positive notions about being asked to use their mobile device to vote with<br />
  • 7. EVS Practitioners’ View of RWW<br /><ul><li> 71% able to use their mobile device, 4% were unsure and 24% unable to take part – had poor mobile phone reception and denied access on certain mobile browsers</li></ul>• 14% said they experienced known technical problems, e.g. need to refresh the screen following each question <br />• 75% of respondents said there were differences in using their mobile device:<br />seeing graphs on their device’s screen<br />being able to provide free-text answers<br />being less immediate than the clickers where you just press and go<br />
  • 8. Would City students want to use their mobile devices in class?<br />
  • 9. City Students’ View of RWW<br />“(using my mobile) gave me a sense of freedom because I know my mobile phone, there’s that level of’re able to use your own stuff without having to rely on the clickers”<br />“I liked that people weren’t put at a disadvantage if they didn’t have the right type of mobile or were on pay as you go contracts and had to pay to get online”<br />“got me to know how to use my mobile phone better!...I had no problems with it, I was fine. I preferred using my mobile phone actually rather than clickers...I don’t know why...maybe it’s because it’s my own mobile phone...I’m just used to it I guess ”<br />“while the questions were coming up in succession we didn’t really have time to get distracted, so it wasn’t a problem for me”<br />
  • 10. City Students’ View of RWW<br />“I didn’t have feelings either way really, but maybe my mobile was slightly more distracting...on one occasion a text message came through which led to me reading it after the questions were asked...if my mobile had been in my bag or pocket it wouldn’t have been touched. This is a failing on my part, but one brought on by the use of these phones.”<br />“I couldn’t access the Internet on my mobile phone without having to pay for it and that’s pretty much the only reason I didn’t use it...simply cost (if using mobile) I probably would have checked a text message on my phone irrespective of where it secondary school and ‘A’ levels and stuff you weren’t allowed phones in your pocket let alone out on the table at University, right there in front of you using it for lectures! ”<br />
  • 11. Lecturer View of RWW: CengizTurkoglu from City University<br />
  • 12. ResponseWare at the University of Bath<br />Nitin Parmar<br />Learning Technologist<br /><br />
  • 13. ResponseWare in Economics<br /><ul><li> A revision focused seminar to tested students’ skills with Microsoft Excel
  • 14. Questions designed at True/False activities, as well as MCQs
  • 15. Techniques employed were influenced by Mazur’s Peer Instruction sequence
  • 16.
  • 17. Technical issues with ResponseWare tempered some of the benefits</li></ul>RaniaNaguib, Department of Economics,<br />
  • 18. ResponseWare in CompSci<br /><ul><li> Remedial classes in ‘coding dojo’ computer lab based session
  • 19. Students submitted anonymous responses to MCQs and free text entryslides
  • 20. Allowed students to receive effective feedback and influence the direction of the class
  • 21. Inability to view free text instantly led to additional time overhead</li></ul>Paper by Cliffe, Davenport, De Vos, Hayes & Parmar,<br />
  • 22. Lessons Learned<br />Mismatch between student expectations and student experience<br />Pros: Simple, familiar, anonymous, free-text, two-way feedback, PowerPoint integration, parallel use with regular clickers<br />Cons: dependent on Internet connection (ideally free WiFi so students not out of pocket), not all students will have right mobile device/browser, limited characters for text feedback, students generally apathetic?<br />What Next? – keep exploring features, TurningPoint Anywhere (to see student feedback immediately on-scree), ‘teaching by questioning’ approach and Google…<br />
  • 23. ResponseWare (RWW)<br />
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