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Reactionlecture Text Messaging to Increase Student Engagement in Large-scale Lectures
Koos Winnips Hans BeldhuisJoost Heutink
>Why?>What have students got in their pockets?>Use cases + reactions>Reactionlecture experiment>Conclusions
>Why?
>Why? “Attention breaks” during lectures Active learning Adapt to entry knowledge
Attention curve during a lecture without interaction
Attention curve during a lecture with interaction
What have they got in their pockets?
>Horizon report (http://wp.nmc.org/horizon2011/): By 2015, 80% of people will access Internet by
Mobile device Internet capable mobile devices will outnumber
computers this year Japan: 75% users use mobile as first choice to
access internet>Now: at least 50% of our students have mobile with
Internet; numbers rapidly rising!
> Use 1. Concept tests 2. Formative testing3. Interactive tutorials4. Group answers5. Entry testing6. Reactionlecture
>Your use?
Experiment: the reactionlecture
Model: - reactions of first half of lecture - lecturer responds during break- reactions on second half- “leftover” reactions posted to Blackboard
forum
> Questions: Would students learn better in a
reactionlecture than in a traditional lecture? What are the opinions of students on giving
direct reactions during a lecture? What forms of providing open comments
during lectures can be used?
>PossibilitesMinute paper
Sharing sources
Commenting
Making linkages
Reinforcement/moderation
Selftesting
Asking for clarification
Helping each other
Opinion/emotion
Suggestion to the lecturer
“Community building”
Opening up the classroom
14:52:16 | "In which area of the brain is Parkison’s disease? “
14:43:06 | “Why is everything reversed, and aren’t all functions ipsilateral?”
14:33:16 | “National geographic National had a programme on the location of the penis in the brain, forgot to record it…"
14:31:23 | “Could you move the Powerpoint a bit slower in room 4?
14:30:12 | “Elderly people hear less high tones, is this sensitivity of the ear, or damage in that part of the auditve area?"
14:21:18 | "Is the first edition of the book good too? What is the difference between the editions?"
2011-02-15 13:46:15 | "Foodlydoodlywoo"
Student reaction Number
Note taking 0
Sharing sources 1
Commenting 0
Making links 0
Reinforcement/moderation 0
Selftesting 0
Asking for clarification 13
Helping each other 0
Opinion/emotion 4
Suggestion to the lecturer 3
“Community building” 2
Opening up the classroom 0
Technical 9
Irrelevant 7
Total 38
Results Type of reactions
given
>Forwarded questions
Conclusions (related to our questions)1. Learning?
Student evaluations: No effect expected on study results
2. Opinions Useful questions and discussion Lecturer: good to get response back
3. Forms Students did not appreciate paying for SMS
themselves Model: more, and more dedicated moments for
interaction Showing phone number on every slide
Conclusion >Students were happy with extra opportunities>“Conference” model for interaction needs to
be changed: More moments for interaction Dedicated moments
>Thank you!>Koos Winnips>http://www.netvibes.com/kooswinnips