University Teaching is an introductory course in teaching and learning in tertiary education, designed by staff at the Centre for the Enhancement of Teaching and Learning at the University of Hong Kong. With input from instructors, guests and interviewees, including teaching award winners, students, and experts in the fields, you will be exposed to research evidence in relation to effective university teaching and practical instructional design strategies. You will also be exposed to multiple examples of effective teaching, and hear the views of teachers whose teaching has been judged to be excellent. More specifically, University Teaching will help you to address the following questions: - What does teaching in higher education involve? - What does research evidence tell us about effective teaching in higher education? - How can we ensure that our instructional design will help our students achieve their intended learning outcomes? - What pedagogic options do we have to make our teaching successful? - What assessment and feedback practices can help our students learn more effectively? After completing the learning tasks in this course, you will be able to: - Discuss the teaching and learning context in higher education and reflect on the potential challenges and opportunities you might encounter. - Explain key teaching and learning concepts and relevant evidence in relation to effective university teaching. - Analyse the relationships between various aspects of teaching and student learning. - Identify a range of instructional strategies to support effective student learning. - Apply key concepts to the structuring of course outlines and lesson plans in order to create learning experiences to support successful student learning. Course trailer: https://www.youtube.com/watch?v=ZJu-dViz3NE Course outline: http://www.cetl.hku.hk/wp-content/uploads/2017/03/CETL-MOOC-course-outline.pdf
Audience response system
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From the course by The University of Hong Kong
University Teaching
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From the lesson
What pedagogical options can we find from successful examples? – An instructional toolbox
Module 4 presents a range of real instructional examples from different disciplines, hoping to inspire you to design your own course. Depending on your interest and discipline, you are invited to choose three (or more) examples to watch. For almost every example, there are one or two readings for those who are interested in exploring more.
Meet the Instructors
Dr. Lily Min ZengAssistant Professor (course designer)
Centre for the Enhancement of Teaching and Learning
Tracy, Xiaoping ZouDr.
Centre for the Enhancement of Teaching and Learning
- How to engage students in a large lecture hall?
How well do students understand the concepts
you are talking about?
In this video,
you will watch two real examples
of a teaching strategy which can be used
for meaningful engagement in a large class.
Both examples were from the same lecture.
- So, what types of measurements
do you think placebo effects will be more pronounced in?
Okay?
You'll do a show of hands.
One, two, three, or four.
Okay?
So, what types of measurements have placebo effects been
more pronounced for?
You get a higher placebo effect in which condition?
One, two, three, or four?
Okay, get your hands ready.
Get your hands ready.
Okay.
Ready. One, two, three.
Okay.
So, I have a three and a two here,
have a four,
a three here,
some threes over here,
some three here,
some threes and fours,
okay, some threes and fours.
So just talk to someone with a different number.
Okay?
If you picked three, convince your neighbour
why three is the right answer.
If you picked four, convince your neighbour
why four is the right answer.
Okay and then we'll re-vote in a moment.
(students discussing)
Okay, let's vote again.
Okay.
Time to talk to your neighbour and convince them,
one way or the other, right?
Do you change your mind?
So get your hands out, again.
Get ready to vote, one, two, three.
So, four, four, four, four, four.
Still some threes.
Okay, still some threes.
Anyone have a one or two?
No more one or two?
Different ways of showing four.
Looks like four is quite dominating.
Right and, indeed, the answer is number four.
Subjective and continuous.
So dichotomous, that's quite a leap
for the placebo to make, right?
If it's a continuous measurement,
it could just be an increase by one point out of ten
or one or two points out of ten.
We tend to see the highest placebo responses
if you're measuring something
subjective and continuous, okay?
Alright, so,
we'd assign some kind of meaning to this Bayer Brand.
Right?
And then we have some expectation and meaning
we assign to the things that the doctor told us
in this kind of study, right?
So I wanna look at a really interesting study
that's been done with medical students.
And then we can also recreate this experiment
inside a class itself, okay?
I've done this in previous years.
Do a little quick, quick survey.
So medicines have meaning.
So which colour of pill do you think
will cause a sedative effect in the students?
Okay?
So, you can talk to your neighbour, if you wish, again.
And this one,
I want you to go onto Moodle, okay?
(students discussing)
So, please go onto Moodle and log in your response.
And we can check your responses
versus these medical students.
And we can check your responses
also versus the SMIBO class from last year, as well.
Okay, let's take a look
and see what the class has said.
Which colour of pill do you think
will cause a sedative effect on the students?
So 91 said blue pill,
and only 21 said pink pill.
And then these 16 guys,
I'll come looking for them
after the lecture.
So, vast majority of people thought blue pill
was gonna have a sedative effect.
Okay, look at SMIBO class from last year.
86 of the students said blue,
15 thought pink.
The data from you guys,
and also from last year's class,
fits very well with the data obtained
in the original study of the medical students.
The students also assigned a sedative meaning
to the blue pill.
The blue pill is gonna make you more sleepy
than a pink pill is gonna make you
even though neither pill
has any kind of active medication in it.
So, 66% of the subjects on the blue capsules felt less alert
compared with 26% who were taking the pink capsules.
72% of the students on the blue capsules felt more drowsy
compared to 37% on the pink.
So for some reason,
we assign some meaning
to the blue colour and the pill.
The blue pill is calming and, indeed,
if you look at actually marketed sedative drugs,
I think most of them are coloured blue, right?
So, it made me think.
I never use a blue background colour
for my PPT, right?
Because you're going to assign the blue colour
to the sleepy effect
and then you have a higher chance to fall asleep.
So, I've avoided blue background in my PPT
since I've read this paper.
We just have a nice, white background.
- What you saw are examples
of audience response system (ARS),
also known as classroom response system (CRS).
It refers to a face-to-face setting to poll students
and gather students' responses to teachers' questions.
Questions used are typically in true-or-false, ranking,
or multiple choice format.
It can be used anytime in a lecture
before or after the concepts are presented.
- Yeah, I think there's several reasons.
So, when I'm asking for student responses,
I'm either, many times,
getting them to make some kind of reason, hypothesis
based on information that we've just learned
in the last 20 minutes or so in the lecture time.
So I can kinda gauge their understanding of the material.
And for a science course,
it is good for them
to practise formulating hypotheses.
And we get them to predict
what an experimental result is gonna be
in a particular paper.
So that's very good practise.
I can see if they've learned what we've just talked about.
Also, can ask and use an audience response system
to kind of spark some controversy,
like, ask them some controversial questions
where the students may have very different opinions
so they need to spend some time talking to each other
and reasoning with each other about
why do I have this opinion versus that opinion?
It kind of injects a little bit of excitement in the class.
Teaching a longer period,
like a two-hour lecture,
I think it's nice to have an audience response system
to kinda break up the flow of the lecture time
and you wouldn't want to just have
unidirectional transfer of information for two hours.
It's difficult for anybody to accept that.
Yeah, I think in longer lectures,
it's quite nice to include
some audience response system use
and ask some questions to break up the flow of the two hours
and get the students active
and turn the exchange of information,
not just from teacher to student,
but from student back to teacher and from student to student
and then back to the teacher, as well.
Many times we'll just show the responses
on the projection screen in the lecture hall.
So it's very easy to access this using the Moodle platform.
So I can just look at the results.
If it's an MCQ question,
we can look at what percentage of students
have answered option one, two, three, or four.
So, that's quite easy to look at.
If it's a longer text response with a couple of sentences,
with 120 students,
you probably don't have time
to go through all of the responses,
but you can look at 10 or 15 longer responses
and just put it up on the screen in the lecture hall.
And the students, I think they enjoy looking at that.
Their interest is piqued, as well.
They wanna see, "Well, what did my neighbours respond?"
And some of the responses are quite interesting.
So, I think it's another way
to get the students interested in the material.
I also use it for practical purposes, as well.
I use the Moodle platform as my audience response system.
With each reply from the student,
you have their name logged into their responses.
So, I can see how many students have attended that day,
who's attended, it will give me a column
of non-respondents for that day, as well,
so I can see who's present and who's absent,
who's putting in the effort
to actually think about the question and answer it.
That's another positive aspect, I think,
of using the audience response system.
- As shown in this video,
audience's responses can be collected
through both technical and non-technical methods.
We can simply ask students to raise their hands
to make a choice or give them coloured cards
with each colour responding to a choice
in a multiple-choice question.
That is non-technical method.
With technology, students just respond through transmitters
or online response system.
- 'Cause everyone has a smartphone now
and we can have pretty good
audience response systems built
into learning management systems.
In regards to low-tech,
I think low-tech can work just as well, right?
Can work just as well.
Students can do a show of hands.
If I give them, like, four options,
do you think it's number one, number two,
number three, number four?
What's your best guess
based on the previous material we just covered?
And then we can kind of look around the room
and see the overall show of hands.
If you answered number two
and your neighbour answered number three,
okay, you need to talk to each other
because you've come up with a different conclusion.
So, what's your reason for picking the choice
that you picked, right?
So then you can get some dialogue generated between the students.
And then, I find, with the low-tech system,
I like to re-poll, again.
We get a poll, maybe the class is a little bit divided
in terms of the choices that they've made,
one, two, three, or four.
I'll give them a chance to speak with each other
and explain why they made the choice that they did
and then poll again.
And quite often, with a second polling,
you will see more uniformity of responses
where there's a higher percentage of students
that have actually chosen the correct answer
for that particular question.
I think re-polling, and doing a poll,
getting the students to talk about
why they picked the answer that they did,
that's another great thing to incorporate
when you're using an audience response system.
With longer response, longer text answers,
I think I prefer to use Moodle
'cause they can type in their response.
- The advantage of using technical methods are obvious.
They are anonymous in a way
students do not have to make an overt gesture
for their responses to the questions.
These methods can also project students' responses
on-screen immediately.
The non-technical methods can do neither of these,
but this is not necessarily a disadvantage.
I heard from many teachers that the non-technical methods,
show-of-hands or coloured cards,
actually give them a better idea about
the distribution of students' responses in a crowd.
So, they know better how to regroup students
for the follow-up discussions.
Will you use audience response system in your teaching?
I recommend you to think about three things
if you are going to use.
A trigger question, analysis of students' responses,
and student discussion.
An effective trigger question is very important
when using the ARS.
The questions can range from knowledge-type, namely,
simple, factual record to application or evaluation-type.
Good questions can encourage students
to use higher-order thinking skills.
One more thing you can consider, when using ARS,
is to make full use of the students' responses data
to identify students' common misconceptions in given topics.
In the long-term,
such data will give you an idea
about the common patterns and difficulties
in student understanding
so that you could adjust your teaching plan
to meet students' learning needs.
The technical methods, apparently,
have an advantage in storing and exporting such data.
Another important thing to think about
is engaging students in discussion.
Without discussions and analysis of students' responses,
what students experience would be mainly in-class quizzes.
Like Gavin, many teachers ask their students
to discuss their responses in groups after the first polling
which is then followed by a second polling.
This approach is known as peer instruction.
It is through meaningful discussions
that students are deeply engaged
with the learning materials.
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