PresentersWall voting tool available to entire UU
A voting tool is a great way to make your lecture or presentation more interactive. It involves your audience and gives them a voice. One such voting tool is PresentersWall. Utrecht University recently bought a campus licence for PresentersWall, which means all of UU can use it. A voting tool lets you ask your entire audience questions that they can answer with their (own) devices. The answers submitted are collected in real time and can be displayed for the entire group if you wish. The PresentersWall voting tool has a large number of question types; both open and multiple choice. Campus licence Because demand for the PresentersWall voting tool has grown over the past year and new teachers are applying to Educate-it for an account every day, the decision was made to acquire a campus licence for the 2015-16 academic year. That means that all teachers, employees and students at UU will have access to PresentersWall. Using a voting tool like PresentersWall makes sense when you want to: create more interaction with your students in a lecture get feedback from a group of students start a discussion based on the students' polled opinions quickly, easily and formatively test your students' knowledge Interaction during lectures Voting tools can create more interaction between students and teachers in the often impersonal environment of large-group lectures. The answers students provide constitute useful feedback for the teacher. It gives teachers an idea of their students' progress, making engagement easier to achieve. Using a voting tool also gives each student a voice. Speaking up in a big lecture hall is daunting for many students, but a voting tool allows them to submit their opinions anonymously. This lets teachers play into the moods and interests of the entire group as they present their lecture. To start using PresentersWall, visit edu.presenterswall.com, select Universiteit Utrecht, log in with your SolisID credentials and provide permission to the secure SURFconextverbinding. Teachers' experiences If you're curious about how other teachers have used PresentersWall in their classes, take a look at this video by teacher Bouke van Gorp at Geosciences. https://www.youtube.com/watch?v=EKFrexjp7v0 Or you could read about how this tool was used in a course mathematics for non-science student and at the Faculty of Veterinary Medicine. Are you interested in additional information about Presenterswall (the manual, for instance) or would you like to know about other ways to innovate your teaching practice? Why not check out the Blended Learning modules on the Educate-it site, submit your idea for an innovation project or email Educate-it? Votingtools as PresentersWall are ideal for activating education. Votingtools are usually used anonymously. However, be aware that if you ask first name and surname in combination with other personal data (such as gender and age), which is to reduce the potential for individuals (see Data Protection Act).
Wouter Ernst: ‘That’s why I completely changed my course’
Wouter Ernst was looking for a way to get the students in his first year course of ‘Introduction to Constitutional and Administrative Law’ come to his lectures better prepared as well as engage them more interactively. Wouter Ernst: ’’That’s why I completely changed the course into a more blended version.’’ Wouter: ’’Our solution to better prepare our students was to provide them with a weekly assessment prior to the work group classes. It is practically impossible to organise a location for such a weekly test for 900 first year students. Because of my experience with Remindo, a digital testing application, I was willing to use this on a weekly basis for a digital ‘take-home’ assignment. The assignment was subsequently checked in Remindo per work group by the twelve work group lecturers. While we think that checking and, in particular, discussing the assignment could be done in a more practical way, we had a positive assessment about the Remindo application. It never failed or was inaccessible, which were problems some of us were a little apprehensive about in advance. In addition to a better preparation of our students, we also wished to add a more interactive element to the course. This year, we decided on a FAQ lecture. Based on the weekly assessments, the students could send us their questions about the specific subject matter. In this way, we created a dialogue with space to provide more in-depth knowledge, clarification or context. A – digital – dialogue which does not happen in the lectures because of the large numbers of students or in the work groups because of the high level of information density. Students sent us questions straight after the test via Blackboard or email. From 1 PM, we were ready with a small, weekly changing team to compile the questions into a fluid, short tutorial, often supported by videos or websites. This tutorial was recorded on camera the very same day and from 6 PM made available online via Lecturenet. Creating the FAQ lectures was a positive challenge and generated positive dynamics in our team of lecturers. The complete course has been rated a 4.2 out of 5, which we are very happy about. The students were positive about the online assignments and the majority agrees that these help them to come to the lectures better prepared. The FAQ lectures received a more mixed response. Some of the points of improvement referred to the timing of these lectures in their weekly schedules. We are currently discussing how to improve the individual elements of the course as well as their interdependence in order to offer next year’s students an even better course. Digitalisation will only ever work if the reason for it has an added value. More testimonials
Angela Kok-van Meer on the use of IT in teaching
In this first teaching period, Angela Kok - van Meer MA (USG) is providing two digital testmoments. Angela explains the reasons why and what she has achieved so far. Angela Kok-van Meer hopes to save tons of time “I am already experienced in the use of various ICT applications in teaching, such as weblogs, e-lectures and voting devices. When the digital testing or so-called e-assessment option became available, I jumped at the advantages both to students and teachers. That to me was the most important reason to explore the further possibilities. In Period 1 of the Public Administration course, we will be asking the Bachelor 1 students both open and multiple choice questions. Remindo, the digital testing system allows us to pose both types of questions as well as to mark the answers. Especially distributing the marking and deciphering the various handwritings in particular used to cost me a lot of time. That soon will be in the past. Moreover, the system offers further new options, such as asking questions related to a video clip, thus enabling us to start using ‘Nieuwsuur’ items in our exams. Making use of e-assessments does however require a certain amount of preparation as you will have to master the specific system first. For this reason I followed a three-hour training during which many of the functionalities were explained and I had ample time to have a go on the Remindo testing system myself. Of course there is also the technical and didactical support from the Centre for Teaching and Learning when you start creating your own tests. You are never really on your own! We will have to be patient for a few more weeks still, before we can finally offer our students a proper e-assessment. I am expecting them to respond positively as screens and keyboards are central parts of their world now.” More testimonials
UU verbetert statistiekonderwijs met OCW-subsidie
13/05/2015 - De UU heeft een subsidie van bijna € 100.000 gekregen van het ministerie van OCW voor het projectvoorstel ‘Open en Gepersonaliseerd Statistiek Onderwijs’. Dit project is - samen met tien projectvoorstellen van andere onderwijsinstellingen - door de minister geselecteerd uit 45 aanmeldingen die in het kader van de stimuleringsregeling Open en Online Onderwijs bij het ministerie ingediend waren. Klik hier voor de rest van het intranetbericht.
Mark Sanders on the use of IT in teaching
Dr Mark Sanders (U.S.E.) is one of the first teachers within the Faculty of Law, Economics and Governance who started making knowledge videos. Mark explains his motivation: Why did you start making knowledge videos? “I first started making knowledge videos for practical reasons. Explaining the complex empirical assignments took a lot of my team’s time, time we did not really have within the set number of contact hours. That’s why I started recording short videos explaining the basic subject matter. I believe that a diverse student population is best served by making use of all available information channels. Some students will prefer reading about the subject while others prefer to listen, to question or to actively engage in the study material. Knowledge videos provide me with an additional channel via which to present the subject matter to the students. During the first-year subject of Macro Economics, the students have to digest a lot of basic subject matter. This basic material does not change a lot from year to year and as a result teachers may tend to forget how overwhelming it can be for their students as they feel they have explained it so often already. You may find yourself rushing your lectures and focussing too much on additional information, applications and funny examples while the basic subject matter has been insufficiently internalised yet. I hope that the recording of and presenting students with knowledge videos will allow them to really engage in the basic material in their own time and consequently get more fun and use out of the live lectures. ” Why do you think the use of IT in teaching is an added value? “IT offers new opportunities for interactive teaching to either provide more context or rather more depth. By making use of the whole range of IT options, you are able to better facilitate larger numbers of students in their learning processes. This in my opinion is what academic teaching is all about. IT may contribute to this and that’s why I am an advocate of researching and (on evidence of effectiveness) using its applications. As the production and distribution of (video) content is becoming increasingly cheaper, I also think that teachers should not wish to miss out on this. And then you might as well be leading the way.” More testimonials
Newsletters REBO Educate-it
Newsletter January 2016: IT in teaching, what do our students think? Newsletter October 2015: Angela Kok, Wouter Ernst and Yolanda Grift are testing digital Newsletter July 2015: Interested to learn how colleagues incorporate IT in their teaching activities? Newsletter May 2015: Improve your teaching with IT! More news