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The use of anonymous audience response technology (ART) to actively engage students in classroom learning has been evaluated positively across multiple settings.
Met with our chums in EEVS* project team (Marija Cubric and Amanda Jefferies) this week to hear them talk about their two year JISC funded project 'evaluating the use of electronic voting systems for enhancing the student experience'.
Demonstrating probabilistic outcomes using real-time data is especially well-suited to larger lecture classes where one can generate large data sets easily. The difficulty comes in quickly collecting, analyzing, and displaying the information.
This may come as a shock to some people: Virtually everybody performing presentations to an audience needs to improve in some way. And the potential lost revenue from not improving can be staggering.
This article suggests that the concept of ‘active learning’ has different meanings. These meanings are created in the dynamic and variable relationships between the uses of learning technologies and approaches to pedagogy.
As online classes move into the realm of acceptable educational tender, a cheating prevention system has become all the more necessary.
After six years of study, more than 3,000 student surveys, nearly 40 interviews, close to 700 anonymous written responses, and numerous observations of students in classes across four disciplines, Dr. Angel Hoekstra knows a thing or two about how to use clickers in the classroom.
Turning Technologies clickers were something that I rediscovered at Tulane Tech Day. Turning technologies is at its core a data collections technology. My introduction to it was through one of my ...
This summer the UCL E-Learning Environments team Each room has every seat kitted out with a voting handset and the front teaching PC has a USB receiver and the software installed. Read on for some images and educational musings to chew on…
Computer-based assessments usually generate a percentage mark. It is not self-evident how this relates to the final percentage mark or final grade for the work since this depends on (i) its relationship to the "baseline" mark expected for someone who only guesses, (ii) to the "expectations" for the piece of work in relation to the learning objectives and (iii) the grading scheme employed. For some question types it is possible to allow for guessing within the marking scheme for the question using negative marking but in general it is preferable to correct for guessing within a post-test grading scheme that allows for guessing. Read on...
Free magazines Teaching Technology for eduation and Teaching Technology for healthcare...
Non-medical prescribing (NMP) is a six month course for nurses and certain allied health professionals.
Yaaay! We're on the list with a bunch of other technologies you may want to investigate for your own uses...
Recently I contributed to a forum discussion on LinkedIn titled "Are audiences too tolerant of useless presenters?" The topic was started by Paul Boross.
Don't miss the school case studies and articles on Eric Mazur, Guy Claxton and Emily Cummins in the September edition of SecEd. Download the SSAT 20th National Conference programme. Professor Tanya Byron – why be ...
For me, the clicker (or student response system – since they don’t really click) is the best bang for your buck in educational innovations.
Integrating technology with appropriate teaching strategies can help stimulate participation and create a student-centered atmosphere conducive to learning.
Professors are using more technology in the classroom than they were two years ago, and their students have a message for them: Keep it coming.
Jan Worth-Nelson has specific and detailed workshop guidelines for her creative writing class. For years, though, despite telling her students exactly what to do, Nelson often felt the workshops fell short of her expectations. When she and a few colleagues began researching the effect of clickers on student learning, she took the opportunity to reinforce workshop procedures.
Dr. Tina Rooks, of Turning Technologies, joins us on SIVAD Radio to talk about technology and education...
In my role working with academic colleagues on matters relating to assessment and feedback practice, I’m regularly invited to deliver workshops on techniques for writing effective multiple ch...
Business and political leaders are increasingly asking schools to integrate development of skills such as problem solving, critical thinking, and collaboration into the teaching and learning of academic subjects. Collectively these skills are often referred to as “21st century skills” or “deeper learning.”
A recent question on the ASTD National LinkedIn discussion board asked about the tools, techniques, and outcomes from the use of hand-held “clickers” (personal response systems) during classroom instruction.