Tag Archives: voting

2012 Negotiating boundaries with first year midwifery students

Charlotte Kenyon and Cathy Malone

This thunderstorm session reviews the initial pilot of two tools to manage discussion concerning course boundaries and expectations with a cohort of 50 first year midwifery students.

The first tool used at the outset of the year was a negotiated set of group ground rules covering student expectations of themselves and the course.

The second tool trialled was the use of interactive voting software to share and discuss support needs as the students prepare for first year exams. 

Questions for discussion;

How could these tools be applied in your subject area?

Who is responsible in your subject area for managing these whole group LT discussions at a course level? Who manages these currently?

A7 – (EN29, EN17, EN26, EN27) 11.00

2012 Question time: stimulating participation in lectures via mobile devices

Ben Abell

Students used their web-enabled phones to answer questions during lecture sessions, and worked as small groups to maximise participation and peer learning. The main tool tested was Google Docs Forms, which can be accessed via the internet and is easy to set up, although other tools such as Polleverywhere and ConnectTxt receive input from SMS texts, and offer an alternative way of capturing student answers. 

Questions were mostly in multiple-choice format, and were integrated into the presentation to promote immediate engagement. Answers were collated to generate an overall group response, which was presented graphically, and used as a discussion point to deal with common misconceptions. 

The need for such technology arises from the difficulty of promoting active learning in lectures, especially with larger student groups, a problem acknowledged in science teaching (Handelsman et al. 2004. Science

304: 521-522) and more widely. Although responses can be received using specialised devices, the logistical difficulty of obtaining and distributing these devices has reduced their use. Instead, the extensive ownership of smart-phones provides an opportunity to increase direct student participation throughout lectures, so this trial was implemented specifically in the Biosciences module ‘Plant Physiology and Anatomy’ (Jan-April 2012), but the approach has the potential to be applied to any subject area. 

Student feedback was very positive, with perceived benefits of engaging more actively with the lecture content, particularly via peer learning. Problems with the approach centred on access to mobile devices and class management, which could be addressed with greater support.

Presentation:  Mobile learning

D7 – (EN28, EN11, EN22, EN56) 15.30