The LectureTools Blog

Dr. O'Kelly Sees More Student Participation With LectureTools

Posted by Christopher Machielse on Wed, January 02, 2013

Dr. Morton O'Kelly, an Ohio State geography professor, still remembers the days of lecturing with overhead projectors. This fall, however, he adopted LectureTools for his Geography of Transportation course. Times have changed. 

Increasing student engagement with technology

"[I] certainly notice a lot more student engagement in the class than maybe in the old pencil and paper and overhead projector days when maybe one or two students would constantly answer," said Dr. O'Kelly. "This time we know for sure that 60% of students at all times are giving us feedback."

LectureTools has provided an active learning platform for Dr. O'Kelly's students. Now, all of them are following along with his lectures during class. More importantly, multiple students are participating every day.

By incorporating poll questions, Dr. O'Kelly is able to break up his lectures, assess student comprehension, and engage students with the material. Professors have always been able to ask questions or have students solve example problems to test students on their understanding. But, particularly in larger lectures, it has been impossible to take answers from more than a handful of students.

Without fear of making a mistake in front of the entire class, over half of Dr. O'Kelly's students are now providing answers to his poll questions -- a huge increase over the handful of students who used to dominate such discussions. Increased participation on poll questions provides a larger sample size for instructors to get a better sense for what students are struggling with in real-time.

 

Getting Teaching Assistants more involved with the class

teaching assistants

In addition to providing feedback to instructors, LectureTools opens up communication between students and TAs.

"I feel a lot more involved in the class because I get to answer questions as we go along," said John Corvo, Dr. O'Kelly's teaching assistant.

Both instructors and their teaching assistants can answer questions students submit using LectureTools, making the question and answer anonymously visible to the entire class. Students no longer need to interrupt their professor or risk embarrassing themselves in front of their classmates to ask a question.

Because of this, students are more likely to take advantage of their TAs. It's the perfect balance between moving forward with lecture material and interacting with students on an individual level to clear up any confusion.

 

Read more at the OSU Digital Union.

 

Photo: Vandy CFT

 

active classroomImprove student engagement in your classroom

LectureTools provides an active learning platform for your students. Schedule a 30-minute live demo and learn how LectureTools could improve student engagement and increase participation in your class.

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Topics: interactive classroom technology, Teaching with Technology, Student-Instructor Interaction, Engaging Students in the Classroom, LectureTools Case Studies

3 Ways Matt Stearmer Uses LectureTools to Engage Students Before, During, and After Class

Posted by Christopher Machielse on Thu, November 29, 2012

LectureTools provides an active learning platform that makes it easier for professors to teach more interactively, engaging students with laptops during class. Matt Stearmer, an instructor at Ohio State, however, finds that LectureTools helps engage his students not only during, but also before and after class.

Here are the 3 ways Matt uses LectureTools to teach his Introduction to Sociological Theory class:

1. Provide content before class

Matt posts the material the class will be covering for the week on LectureTools in advance. This provides students with the foundation to better understand the textbook reading and have the definitions before the first class of the week.

Giving students exposure to the concepts for upcoming lectures allows Matt to teach beyond a surface understanding. Rather than introducing concepts in class, he is able to allot more time in class to discussions, specific examples, and details.

 

2. Use in-class activities to create times for telling

Matt uses the interactive activities in LectureTools as a way to create times for telling. Asking students a question allows them to practice applying concepts from class. Even if students miss the question, it provides an opportunity for them to see that they weren’t alone in their answer choice and learn why their answer was perhaps partially, but not fully, correct. Such questions are a great way to spark a class discussion.

 

3. Measure understanding with practice quizzes

Because students see changes made to published lectures, Matt also uses activity slides to put practice quizzes online on Friday. He then notifies his students that questions are online, and reveals the answers the next day. About half of his class tries these optional practice quizzes before answers are posted.

The results help Matt identify where students are struggling and help students get an idea of what material they will be responsible for on Matt’s in-class quizzes. Matt is able to use the quiz results and questions that his students submit to prepare his slides for the next week, ensuring that he includes material to help clear up any confusion.

 

Present with LectureToolsLearn How to Improve Engagement in Your Classroom

Request a 30-minute live demo and learn how the active learning platform provided by LectureTools could help increase student engagement and attentiveness in your class.

 

Topics: classroom engagement strategies, interactive classroom technology, Teaching with Technology, Student-Instructor Interaction, Engaging Students in the Classroom, Classroom Response Systems, student engagement strategies, LectureTools Case Studies

LectureTools Acquired by Echo360

Posted by Chelsea Jenkins on Wed, November 07, 2012

 

An Active Learning Platform


describe the image

 

In 2005 Dr. Perry Samson started LectureTools at the University of Michigan as a research project with one goal: to revolutionize the classroom and to engage students with their laptops and cellphones, regardless of class size. 

LectureTools launched commercially in August 2011 and has since been adopted by professors at over 30 universities and colleges across the United States, Canada, and Asia. Today, we are excited to announce that we are joining forces with Echo360, whose lecture capture technology is in use at over 600 schools across the globe and backed by Steve Case's Revolution Growth.

LectureTools: An Active Learning Platform on Vimeo.

Echo360 provides not only resources, but also a like-minded vision and talented employees that will help us achieve our long-term goal of building an active learning platform that revolutionizes the way people teach and learn using technology in and out of the classroom. This is not the end of LectureTools, rather, a new beginning, and current accounts will not be affected. LectureTools will always exist and it will continue to improve as a stand alone product. It will also be developing an integrated solution with lecture capture and other active learning features. 

We would like to extend a special thank you to our early adopters, who have given us amazing feedback and their continued support. We look forward to continuing our work with you and the Echo360 team.

 

To a new beginning, 

The LectureTools team.

 

Samson is also a co-founder of the Weather Underground, which sold in the summer to the Weather Channel, with a group of former students. LectureTools also sprouted with a dedicated group of recently graduated U-M students including Jason Aubrey, Bret Squire and Sharanyan Ravi. Aubreyco-founder of LectureTools, joins Echo360 as a product manager while Squire and Ravi join as developers. 

We would also like to say thank you to a few key players in the LectureTools story – University of Michigan Center for Entrepreneurship, University of Michigan TechArb, University of Michigan Office of Technology Transfer, The National Science Foundation, our advisor Jim Sterken, and the instructors and students who have helped us grow.

 

 

Make your class more interactive: click below and become the next addition to our team!

 

 

 

describe the image

 

Topics: Online Education, LectureTools News, New Features, classroom engagement strategies, emerging technologies in education, interactive classroom technology, enhance student engagement, Teaching with Technology, Student-Instructor Interaction, Engaging Students in the Classroom, Classroom Response Systems, Educational Technology, instructor interaction, instructor communication, student engagement, student engagement strategies, Student Response Systems, student response, Flipped Instruction, educational networking, The Flipped Classroom

A Supplement of a LectureTools Testimony

Posted by Chelsea Jenkins on Tue, October 30, 2012

LectureTools: An engaging presentation tool to use in the classroom

Jim Barbour, associate professor of economics, uses LectureTools in his introductory-level courses.

Jim Barbour, chair of the economics department and associate professor of economics, uses LectureTools in his introductory-level courses.

 

While searching for an alternative to clickers to use in his classes, Jim Barbour, chair of the economics department and associate professor of economics, stumbled upon LectureTools.

Run by a five-person team in Ann Arbor, Mich.,LectureTools is an engaging, web-based program that allows instructors to create interactive presentations.

“I was looking for something that was more robust,” Barbour said. “Think of [LectureTools] as a combination of clickers, Facebook and Twitter all rolled into one.”

Special Features

By uploading preexisting PowerPoint presentations to LectureTools, instructors can enhance classroom materials by incorporating multiple-choice, short-answer or ordering questions, as well as images and videos onto slides. Students can access presentations on their own devices by logging in to the program.

“All of this is like a clicker on steroids,” Barbour said. “But now, you don’t have to keep track of the clickers, and you don’t have to charge them up.”

Instructors can incorporate multiple-choice, short-answer or ordering questions, as well as images and videos onto slides.

Instructors can enhace classroom materials by incorpoarting multiple-choice, short-answer or ordering questions, as well as images and videos onto slides.

 

LectureTools is free for instructors, Barbour said, while students must pay a flat $15 fee at the beginning of the semester.

LectureTools works best on laptops, tablets and smartphones, Barbour said, though students can still participate if he or she has a mobile phone with texting capabilities.

Barbour said out of the seventy-odd students he has had in his LectureTools-based classes, only one did not have a laptop, tablet, smartphone or phone with texting capabilities. Because of this, Barbour is lending his Kindle to the student.

“There are places [students can] checkout [laptops] from the school, so I’ve run into that once out of 74 students,” Barbour said. “It’s probably going to be a problem less and less as we go forward.”

Students can control the view of their individual screens, take notes on slides, mark slides as confusing, bookmark slides to review later and direct questions to instructors by typing inquiries into a comment box.

 Students can control the view of their individual screens, take notes on slides, mark slides as confusing, bookmark slides to review later and direct questions to instructors by typing inquiries into a comment box.

 

While logged in to LectureTools, students can control the view of their individual screens. Students can take notes on the slides, and because the program is web-based, students’ notes are saved online and can be accessed later.

Freshman Michelle Rich, a student in Barbour’s introductory-level economics class, said she likes the flexibility of LectureTools in that it allows her to control what slide is displayed on her screen. She said she likes the interactivity of the technology too, because it helps her to better learn the material.

“LectureTools is helpful, but I am still adapting to this new way of learning,” she said. “I really like how my professor asks us questions through LectureTools because it tests us while we’re learning.”

Students can mark presentation slides as confusing, and they can bookmark slides to review later. Further, students can direct questions to instructors by typing them into a comment box, and professors receive those inquiries instantly.

“It’s another way for me to communicate with the class, and that’s really what I’m interested in because at the core, we are storytelling creatures,” Barbour said. “This allows me to tailor the story as I go to match what the class seems to need. Any good instructor always does that.”

LectureTools records all student activity and converts the data into a report, which is sent to an instructor approximately 20 minutes after class is over.

Students in Barbour's economics class collaborate on a short-answer question.

 Students in Barbour's introductory-level economics class collaborate on a short-answer question.

By Sam Parker 

 

 

To use LectureTools and start increasing engagement in  YOUR classroom click here:

 

 

Topics: Mobile Devices for Education, classroom engagement strategies, emerging technologies in education, interactive classroom technology, enhance student engagement, Teaching with Technology, Student-Instructor Interaction, Engaging Students in the Classroom, Large Class, Classroom Response Systems, Educational Technology, instructor interaction, student engagement, student engagement strategies, Student Response Systems, Student Participation, educational networking, Enriching Scholarship Conference, Laptops in Education, Learning Outcomes, The Flipped Classroom

How I Use My iPad as a College Student and Educator

Posted by Chelsea Jenkins on Mon, September 24, 2012

2012 09 11 1331

I'm currently working on my post-baccalaureate degree in speech language pathology, and I also work around 40 hours a week as both a freelance writer and early literacy tutor. I rely heavily on technology to help me accomplish my academic and professional goals. I can't imagine life without it. My first college experience, in the late 90s, was much different from my current one. I used the computers in the school library to type up my papers, but that was the extent of how I used technology. Now I spend what seems like all day on my iPhone, iPad, and laptop.

Technology can definitely be a distraction at times, but it's mostly a lifesaver. I don't think I'd be able to work and study as effectively as I do without the help of my laptop and iPad. My iPad has been a particularly useful tool over the last couple of years. I use it in a million different ways in my day-to-day life. On an average day, here are some of the ways I use my iPad as a student, writer, and educator:

1. I check my class assignments on Blackboard while riding the subway to school to make sure I've completed them all. (I usually have).

2. I use my Evernote app to take notes in class and organize those notes. When I know a lecture is particularly important or just don't have the energy to take notes, I record what my professors are saying with a neat little app called Audiolio.

3. In between classes, I'll read eTextbooks for my courses. Unfortunately, not all my textbooks are available in eTextbook format. So, I do have to put my iPad aside every once in a while and crack open an old-fashioned book.

4. All of my classes are scheduled in the mornings. When I'm done with them I ride home on the subway and use my iPad to reply to emails from my editors/freelance supervisors. I also use Evernote to write out ideas I have for various writing projects.

5. I switch over to my laptop and complete writing assignments for work when I get home. Once I'm done, I'll usually spend some time on my iPad, going over my class notes for the day. I also frequently use my iPad to peruse SLP job postings. I'll be graduating this December, and I like to keep track of what sort of job openings there are.

6. At this point in my day, it's usually almost time to meet up with one of the kindergarten, first, or second grade students I tutor. I might call my boyfriend or one of my friends on the way to the subway to catch up and make dinner plans or other plans for the evening.

7. On the subway, I go over my lesson plan for whichever student I'll be meeting with that day.

8. I meet up with my student. We typically read and re-read a print book together and then read a fun, interactive book together on my iPad. This week I'm reading The Cat in the Hatwith all of my kids. This classic book totally comes alive on the iPad. If you have or teach young children, you have to check it out!

9. Oftentimes, I'll end the lesson with my students by playing some sort of literacy game on my iPad and practicing sight words on digital flashcards (on my iPad, of course). I typically use the ABC Pocket Phonics app with my kindergarten students to practice their letters and signs. And I'll use apps like Early Reader and K12 Timed Reading Practice Lite with my older kiddos to work on their fluency and more advanced phonics skills. The young learners I work with pretty much love everything we do on my iPad, and I truly believe all of them have benefited from using this technology.

10. Once I'm done tutoring, I usually take a break from my iPad. I plug it in, and leave it alone for a while. I might meet up with my boyfriend or friends for dinner and usually spend some time unwinding with them at the end of the day. Before bed, I might research different literacy and speech therapy apps. I get excited about all the cool apps I'll be able to use once I officially start working in speech therapy, and I drift off to sleep, oftentimes still holding my iPad.

As you can probably tell, I'm glued to my iPad and technology in general throughout the day. As a student or educator, how do you use your iPad to optimize what you do? Let us know!

 

Angelita Williams is a freelance writer, student, and educator who frequently contributes to onlinecollegecourses.com. She strives to instruct her readers and enrich their lives and welcomes you to contact her at angelita.williams7@gmail.com if you have any questions or comments.


 

Lecturing with an iPad eBook

Control Your Lecture with an iPad

Wander any place in your classroom and still control your slides! Download our free eBook and learn how to use your iPad to untether yourself from the podium and start teaching more interactively.

Topics: emerging technologies in education, interactive classroom technology, enhance student engagement, Teaching with Technology, Student-Instructor Interaction, Engaging Students in the Classroom, Educational Technology, instructor communication, student engagement, student engagement strategies, educational networking, Apple iPad in Education

The Advantages and Disadvantages of the Flipped Classroom

Posted by Chelsea Jenkins on Wed, August 29, 2012

 

 

The "flipped classroom" has been making waves in the educational world for some time now. With the introduction of the Khan Academy, the concept of the flipped classroom has become one of the hottest debates in the academic world among primary educators, professors, and administrators alike. As education-based technology and online platforms continue to grow and improve, more and more devices, programs, and concepts are entering the educational world and shaking things up. Where at one time the concept of online learning, computer-based assignments, and the virtual classroom were scoffed at, today online education and technology in the classroom are top priorities for schools, teachers, and researchers.

 

Within our increasingly digital world, most of us agree that education and academia must respond to the changing atmosphere of society. By and large, we accept that online learning and certain academic technologies are worthwhile. However, with all the hoopla over the Khan Academy and the flipped classroom, there remain both positives and negatives to the approach.

 

The Advantages

Many of the advantages of the flipped classroom have been covered throughout the blogosphere and elsewhere. There are many things to praise about the concept of the flipped classroom. With positive results from many teachers and school districts throughout the country, there's no denying that the approach can (and has been) successful in certain cases. Students are able to approach material and take it in at their own speed. By covering lecture material at home and from a video-based platform, students can privately view the material. This allows them to approach things at their own pace without worry of peers noticing them moving slower or faster. Students can stop, pause, rewind, and fast forward material so that they can examine things in their own way.

 

By taking the lecture portion of the classroom home with them, students are able to utilize their teachers' one-on-one attention more successfully in the classroom. Students sit through lecture, gather questions, and prepare themselves for the day with the teacher to tackle "homework". Because the actual exercises are done in the classroom rather than at home with this model, students have their teacher available for questions with problems when they occur.

 

The flipped classroom also allows teaching to adapt more easily to the different teaching styles that individual students may be most successful with. By putting lectures in a video format, students can listen to the lesson and watch the video illustrate the lesson. Of course, this largely depends on how successful the actual video lecture is. You want a lecture (like the Khan videos) that explains concepts verbally, but also draws them out in images and pictures. This provides adequate learning opportunities for verbal learners and for visual learners. With in-classroom lecturing, the visual aspect of lecturing can be significantly more difficult to accomplish.

 

The Disadvantages

Of course, as with anything, there are going to be some disadvantages to the flipped structure of learning as well. Just as classroom lecturing works better for some and doesn't work for others, the flipped classroom method is not going to accommodate every individual perfectly. The biggest set back today to the flipped classroom method is that not all students and schools have access to technologies that can really work for this method.

 

Students from lower income areas and lower income families may not have access to the computers and internet technologies that the flipped classroom requires. The structure really hinges on every student having personal access to his or her own personal device. This simply is not the case for every student and every school district. Students who do not have personal home computers or access to the internet would be forced to use public computers at a library or at the school. This, to some degree, eliminates the personal and private experience of taking in the lecture. What makes having lectures as homework so powerful is that students can do it on their own time and in their own way. At a library computer or school computer time limits typically exist and access can be limited if it is busy. This is problematic.

 

Another downside to the idea of the flipped classroom that many people bring up is the fact that students would be spending all of their "homework time" plugged-in in front of a computer screen. Not only do not all students do well with learning from a screen, but this also adds to a student's time in front of a screen and sitting sedentary. While this concern isn't singular to the flipped classroom, the teaching concept doesn't help our young students to get up and get away from their computers, televisions, and iPods.

Flip your classroom with LectureTools! Check out one of our flipped classrooms by signing in as a student:

http://my.lecturetools.com

ID: icon20@lecturetools.com

PW: 2012

Mariana Ashley is a blogger and freelance writer who often writes for onlinecolleges.net about online college life. Mariana is passionate about all things education and loves writing about the latest trends in the world of academia. She welcomes comments via email at mariana.ashley031@gmail.com.

Topics: Learning Styles, classroom engagement strategies, emerging technologies in education, interactive classroom technology, enhance student engagement, Teaching with Technology, Student-Instructor Interaction, Engaging Students in the Classroom, Classroom Response Systems, Educational Technology, instructor interaction, student engagement, student engagement strategies, student response, Flipped Instruction, Guest Blogger, Learning Outcomes, The Flipped Classroom

5 Ways to Use Your iPad to Teach in the College Classroom

Posted by Christopher Machielse on Tue, January 31, 2012

iPad
Photo credit: Sean MacEntee

When thinking of iPads in education, typically the first thought that comes to mind is an iPad for every student. But, iPads and their Android-based counterparts have plenty to offer the college classroom in the hands of instructors, too.

The tech savvy professor can finally teach without the need to spend the first ten minutes of class locating a working dry erase marker or achieving the seemingly impossible feat of configuring an overhead projector to project both large enough for students in the back to see, as well as in focus.

In many cases, the iPad enables you to interact more with large groups of students and facilitates more engaging means of instruction. Here are 5 ways to use the iPad as an instructor in higher education:

 

1. Control your laptop remotely

Some of the primary criticisms of the iPad are that it does not offer the same level of functionality as a laptop running either Windows or OSX.  The iPad does not allow you to multitask, nor does it offer an SD card slot or a USB port.

But, while teaching your class, you can control your laptop wirelessly using an iPad. This means you have access to the same applications that you do on your Mac or PC, and by controlling a laptop that is connected to the classroom projector, you can thus navigate and project your class PowerPoint slides using your iPad.

 

2. Present interactive activities to your students

Admittedly there isn’t too much advantage to simply using a remote desktop app like Splashtop or LogMeIn if all you are doing is advancing PowerPoint slides – remotes for this already exist, and they are substantially cheaper (and smaller) than iPads.

Take the opportunity to stop lecturing at your students and start engaging them. Present interactive activities, like free response questions, using your tablet, so that your students can engage with the material you are presenting to them. They’ll pay more attention, too.

 

 3. Open a backchannel and reply to questions

One of the worst things about teaching a large lecture course is that oftentimes it is difficult to know if students understand anything you say. Additionally, students can be too intimidated to raise hands in front of their peers, or simply don’t have a chance to ask a question without interrupting.

There are many methods to open a backchannel for your classroom using your iPad, some more elegant than others. Browse forums or a chat room built into your LMS with your iPad while continuing to present lecture slides using the podium PC and a presentation remote. Or, adopt a more seamless interactive presentation tool.

 

4. Draw or annotate your slides

It’s tough to draw diagrams or graphs using a mouse. Use your electronic slate to draw on your slides using your finger or, better yet, a stylus.

When remotely controlling your PC using your tablet, you should have no trouble drawing graphs or sketching out important points. No more need to bring a package of wet erase markers and a box of overhead transparencies!

 

5. Catch off-task students by roaming the aisles

sleeping studentAt times it can be tough to engage students when you stand guard next to the lectern for the entire class session to access a mouse and keyboard. But, when you have a remote connection configured using your iPad, you can easily walk up and down the aisles of the lecture hall.

This will inevitably wake up students who thought the distance between you and the seating area represented an impenetrable fortress of safe space for an early-morning nap, and lets you see which students are actually typing comments on their friends’ Facebook albums instead of notes on your course.

 

Lecturing with an iPad eBookFree eBook: Lecturing with an iPad

Students are far less likely to stray when you are able to roam the aisles. Download our free eBook and learn how to use your iPad to untether yourself from the podium and start teaching more interactively.

Topics: Apple, classroom engagement strategies, emerging technologies in education, interactive classroom technology, Teaching with Technology, Student-Instructor Interaction, Engaging Students in the Classroom, Classroom Response Systems, Educational Technology, student engagement, student engagement strategies, Student Response Systems, Apple iPad in Education

Study Finds Students Prefer Technology-Based Student Response Methods

Posted by Christopher Machielse on Mon, July 18, 2011

show of handsStudents agree that in-class concept questions are useful, and that technology is their preferred response method.

 

We have already discussed Wieman’s findings that teaching interactively improves student learning. Now, a new study in the July 2011 issue of Teaching of Psychology has found that while students prefer using clickers to respond to conceptual questions in class, clickers offer no advantage over using flashcards or hand-raising when it comes to learning.

Dr. Joelle Elicker and doctoral candidate Nicole McConnell conducted the research using Introduction to Psychology courses at the University of Akron. The experiment compared three groups, each taught with in-class conceptual questions that provided students more opportunities to engage with material and instructors a way to assess student learning during class.

The only difference between the groups was the method students used to respond to the questions: one group responded with a show of hands, another by holding up flashcards corresponding to the different answer choices, and the third through use of clickers.

Students reported that using clickers, the sole response method that utilized technology, was their favorite way to answer questions. Flashcards were the least popular option, and one instructor suggested students felt this response method seemed childish in a college classroom.

 

Perceived value of questions and student learning independent of response method

Despite the popularity of clickers over flashcards and hand-raising, the experiment revealed that the response method’s impact on student learning (measured through exam scores) was not significant.

Elicker and McConnell also collected data about student perceptions of the questions' usefulness for learning. Much like the actual learning, the questions were perceived as equally helpful, regardless of response method.

These results reinforce the notion that such in-class conceptual questions benefit student learning. Students, it seems, find value in such interactive teaching methods regardless of response method. But all else equal, students prefer to use the technology of classroom response systems over traditional methods.

 

Why response method was unrelated to student learning in Elicker study

Skeptics may point to the study’s finding that learning outcomes are independent of student response method. The simple explanation for this is that the study used only multiple choice questions provided by the textbook publisher.

While multiple choice questions can be valuable tools, students can engage with multiple choice questions regardless of response method. Simply put, regardless of whether the student is pressing a button to respond in favor of ‘answer B’ or holding up an index card that corresponds to the same answer, the thought process and practice with the material (or random guess) has already occurred prior to the act of responding.

While traditional clicker systems are typically restricted to multiple choice questions, one would expect that the impacts on student learning would have been far different had the full potential of emerging educational technologies been utilized.

 

Accounting for the potential of emerging technologies to improve student learning

Index cards, clickers, and hand-raising are all able to convey that a student has selected a particular answer. Imagine, however, if instead of clickers, students were using their laptops and cellphones in class. These devices have much more capability than a traditional classroom response system.

Using powerful software would have allowed instructors to teach interactively using not only multiple choice questions, but also to solicit answers for free response questions or to integrate online media. Instructors could even ask students to do quick research online during class and have students break into small groups to discuss their findings.

Flashcards and traditional clickers simply are unable to relay these complex and open-ended responses. While students could raise their hands to share with the class, in a large lecture this poses the limitation of only hearing from a handful of students in a sea of hundreds.

Finding that students report value from interactive questions and a preference for using technology to respond will have important ramifications for the future of education. Keeping students happy and engaged in large classes offers greater opportunity for learning, and unleashing the full potential of the devices students are already bringing to class will only provide even more such opportunities.

 

Photo: theirhistory

 

Learn How the Classroom Response System in LectureTools Facilitates Interactive Teaching

LectureTools Instructor Dashboard

Request a live demo today and learn more about how to create interactive slideshows and how to present engaging lectures using classroom response and student inquiry features of LectureTools.

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Topics: classroom engagement strategies, emerging technologies in education, interactive classroom technology, Student-Instructor Interaction, Engaging Students in the Classroom, Classroom Response Systems, Educational Technology, instructor interaction, Student Response Systems, Clickers, Learning Outcomes

Instructors Reflect on Teaching With LectureTools

Posted by Christopher Machielse on Thu, June 16, 2011

lecturetools beta instructor discussion

Yesterday LectureTools hosted five University of Michigan instructors for a round-table discussion about their experiences teaching with the LectureTools this spring. Members of the development, design, and business teams sat alongside the beta instructors for the discussion over lunch.

Increasing Student-Instructor Interaction with LectureTools

The instructors were enthusiastic about LectureTools, particularly how interactive activities and the student inquiry channel facilitate real-time feedback from students.

Coleman Burns Discussion“It's that interactive piece, it's that accountability piece – and the feedback that I got from [my students] on Monday is that they really like that method of interactivity," said Dr. Patricia Coleman-Burns, who taught a 20-student nursing course. "The PowerPoint by itself, it's very passive.”

Although Coleman-Burns had a relatively small class, she found LectureTools still helped her to identify how her students were learning.

“I'm freer to really hear what they're not getting, I'm freer to get the gaps in their knowledge, I'm freer to give them this platform where they can fail without failing,” she said.

As a classroom response system, LectureTools allows instructors to pose multiple choice, ordered list, free response, or image quiz question types to students. At the instructor's option, the system can generate a results slide to display during class, revealing how students are thinking and enabling class discussion.

Dr. Marita Inglehart, who taught a 100-student Psychology of Dentistry lecture remarked she enjoyed being able to get a sense for how many of her students were answering her questions, instead of relying on just one or two students to share their views with the class.

Dr. Ken Balazovich often teaches courses of 400 or 500 students during the fall and winter semesters. This spring he saw the LectureTools Beta as a valuable “trial run” in his Molecular, Cellular, and Development Biology course of around 100 students.

“I've always used lots of questions, I demand interaction. What [students] don't want to do is make a wrong answer in front of 400 people,” he said.

Allowing students to work through problems in-class with the help of classroom response systems encourages them to think critically.

“They're a lot more open to taking risk,” said Coleman-Burns. “What we want them to do is learn.”

 

Addressing Student Comprehension and Questions During Lecture

Dr. Lynn Carpenter, who taught about 100 students in an introductory biology course this spring, and Balazovich both found value in LectureTools' student inquiry tool. Graduate student instructors were able to answer their students' questions while Carpenter and Balazovich went on teaching their lectures.

Another featured designed to allow students to report comprehension issues during class is the ability to flag a slide as “confusing.”

“If 10% say it's confusing, I'll go back and attack the problem in another way,” said Balazovich. “So I don't have a deli line outside my office with questions.”

Despite Balazovich's use of real-time feedback, he noted, “I don't teach any differently except I'm cognizant of confusing slides. It's the students who are learning differently.”

Having access to students responses and feedback during lecture makes the task of agile teaching easier for instructors in large classes.

“I loved the idea that I could get immediate feedback from my students during lecture,” said Inglehart.

 

Looking Forward to Future Courses and LectureTools Features

As the spring beta period comes to a close, the instructors found that most of their beta issues had been fixed by the development team. The meeting concluded with discussion about what comes next, both for the instructors and for LectureTools.

LectureTools Assessment Preview

Kiran Jagadeesh, Lead Software Engineer, also gave the beta instructors a brief sneak preview of the “Assessment” feature, which is expected to be live later this summer.

As the LectureTools team continues to look forward, so do the instructors who plan on using LectureTools in their fall courses later this year.

“Next time I'm going to expand on some of the interactive features and questions,” said Carpenter.

 

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LectureTools Instructor Dashboard

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Topics: LectureTools News, interactive classroom technology, lecturetools beta, Teaching with Technology, Student-Instructor Interaction, Engaging Students in the Classroom