http://www.rsc-ne-scotland.ac.uk/ April 21, 2023 | slide 1

Ask the audienceElectronic voting present and future

Martin Hawksey e-Learning Advisor

http://www.rsc-ne-scotland.ac.uk/ RSCs – Stimulating and supporting innovation in learning

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Part A: Introducing ourselves and EVS

Adapted from ‘Ways to improve learning with EVS’

by Steve Draper

[EVS – Electronic Voting System]

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Which city is your organisation based in or affiliated to?

A. Aberdeen D. Glasgow

B. Dundee E. Inverness

C. Edinburgh F. Other

[Press A to F then ]

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Which option best describes the organisation

you work for?

A.Further Education

B.Higher Education

C.Public Sector (NHS, Police etc)

D.Otherhttp://www.rsc-ne-scotland.ac.uk/ April 21, 2023 | slide 4

Which option best describes your job / role?

A. You teach some undergraduate or FE

studentsB. You offer pedagogical advice or support to

teaching staffC. You offer technology advice or support to

teaching staff

D. other: you are a vice chancellor, janitor, …

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Which of these best describes your present, provisional attitude to using EVS?

A. Already know I’m going to use it

B. Have a good idea and hope it’s practicable for me to use it

C. Waiting to see if a good idea occurs to me or is mentioned

D. Doubt if I’ll use it, but could be convinced

E. Very unlikely to use it

F. Would never use it, and am here to monitor the enemy

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Who has (does anyone have) a notion of how they might use EVS in their own classes / audiences?

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Why use handsets? -- initial idea

Main problem with large classes (thought to be):Lack of interaction, extreme passivity

A simple theory: learning depends on the time spent actually thinking.Answering questions at least requires thinking.

Benefits to learners: Requires thinking (about topic)1. Allows all learners, not just one, to generate an answer2. And to register that answer3. In privacy4. And so to affect what happens next

Benefits to teachers:Checking if ideas were graspedFinding out a class' state of understanding and where its difficulties are

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The evidence

Hake (1998) published a survey of 62 courses (6,542 students) all studying the same subject, all using the same standardised test, and using it both pre- and post-.

http://www.rsc-ne-scotland.ac.uk/ April 21, 2023 | slide 10

http://www.rsc-ne-scotland.ac.uk/

Net benefit as judged by students

Evaluation results from Steve Draper

Techniques (question uses)

1. SAQs ("self-assessment questions”)

2. Contingency teaching

3. To initiate a discussion (brain teaser questions)

4. Multi-step worked problem.

5. Course feedback: Formative feedback to the teacher.

6. Class exam, marking and feedback done in same session

7. Peer assessment

8. Community mutual awareness building.

9. Collecting data in experiments using human responses

10.Student designed EVS questions

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Part B: Current and emerging technology

Current

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http://www.rsc-ne-scotland.ac.uk/ April 21, 2023 | slide 16

Polleverywhere.com

Pollimath for Android OS http://www.pollimath.com/

Free Students text

response to your mobile number

Graphs only viewable on your phone (but can be emailed later)

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Could be used for pre/post class questions (students might be more likely to repospond)

Timo Elloitt’s Free PowerPoint Toolshttp://bit.ly/7fmu6i

Free Collects votes from ‘twitter’ A twitter user can send a

message via:– SMS (Text)– Web– Application

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1. Option 1

2. Option 2

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xcelsiustweet

Homebrew - TwEVS

Mashup of twitter, Yahoo Pipes and Google Chart

Same idea as Timo but no PowerPoint integration

More info at http://bit.ly/twevs

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Trend towards using multiple sources to capture responses

Extending the discussion (learning) to outside the classroom – EVAF4All – University of Edinburgh system to allow

review and discussion of in-class PRS questions (http://bit.ly/7FT2bQ)

– Hotseat – Purdue University. Aggregating responses from Facebook, MySpace,Twitter, SMS and Web (http://bit.ly/6cdes9)

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Part C: Final thoughts

Start simple and build

Get help with technical side (if you can)

Consider wider teaching/learning design

Implementing EVS - almost impossible not to have a positive benefit

Having good questions is the hardest bithttp://www.rsc-ne-scotland.ac.uk/ April 21, 2023 | slide 24

Any questions?

Martin Hawkseymhawksey@rsc-ne-scotland.ac.uk

Google ‘mashe’ and you’ll find my blog

Or http://bit.ly/mashe

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What would happen if . . . ?

Imagine a culture that puts a high value on daughters and on small families; as a result, couples stop having more children as soon as a daughter is born.

How will this practice affect the sex ratio of the next generation?

A.There will be relatively more boys.B.There will be relatively more girls.C.There will be equal numbers of boys and girls.

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