Last changed
11 April 2014 ............... Length about 900 words (10,000 bytes).
(Document started on 16 Mar 2014.)
This is a WWW document maintained by
Steve Draper, installed at http://www.psy.gla.ac.uk/~steve/talks/mfisch.html.
You may copy it.
How to refer to it.
Web site logical path:
[www.psy.gla.ac.uk]
[~steve]
[talks]
[this page]
Engaging large classes
On arrival:
Get out your device, check it's connected to the wifi, open a web browser, go
to this link (which is to this page):
and then click on this
https://todaysmeet.com/SocSci to get
to our digital meeting place.
Title: Engaging large classes
Date/time: Wednesday 9 April 2014. 2-3pm
Place:
Boyd Orr
Lecture theatre A (room 407)
Slides:
PDF
Handout:
PDF file
Channel 2 ("Twitter") content:
PDF file
(Not available yet)
Related material:
Abstract
We will introduce a varied selection of ways to increase student engagement on
large courses, both in and outwith lectures themselves, and demonstrate some
in a small way. This will involve a little participation during the session,
and require some advance homework (see below).
Additionally, we will comment on theories about what may underlie the successes.
The two main mechanisms discussed are a) how getting learners to generate
explanations is one of the most powerful drivers for learning (and engagement);
b) How getting students to feel that staff are paying attention to their
actions may also produce some significant effects.
Methods discussed include:
- Just In Time Teaching (JITT)
- Taking attendance at lectures
- Peer discussion
- Using "PeerWise": which requires students to author MCQs themselves.
- Experience with video-linked lectures, which some students prefer to, and
find more engaging than, the "live" lecture hall.
- Using live open-ended feedback during lectures e.g. using Twitter
- Spending time and effort on re-editing course documentation in the light
of comments from student reviewers in order to communicate to students from
the start what the grades for their work mean at university.
Advance homework
- BYOD: if possible, bring your own web-enabled device to the session e.g.
tablet, smartphone. The room has wifi, and you can login with your GUID.
- Read this paper in advance:
Devon,J., Paterson,J.H., Moffat,D.C. and McCrae,J. (2012)
"Evaluation of student engagement with peer feedback based on student-generated MCQs"
ITALICS vol.11 no.1 pp.27-37
http://journals.heacademy.ac.uk/doi/abs/10.11120/ital.2012.11010027.
The paper, about the use of PeerWise at Glasgow Caledonian, highlights some of
the external factors which may influence the success of using such an approach.
- After reading it, email a question or comment to
Chris.Finlay@glasgow.ac.uk
with "Devon paper" in the Subject line.
These alone will form the basis of the time we give it in the presentation.
(I.e. this will be a demo of just in time teaching.)
Deadline: 11am 9th April (the morning of the presentation).
Organised for the College of Social Sciences by
Moira Fischbacher-Smith.
Web site logical path:
[www.psy.gla.ac.uk]
[~steve]
[talks]
[this page]
[Top of this page]
