Increasing interactivity in lectures using an electronic voting system
Increasing interactivity in lectures using an electronic voting system
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DOI：
10.1111/j.1365-2729.2004.00074.x
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发表时间：
2004-04-01
影响因子：
5
通讯作者：
Brown, MI
中科院分区：
文献类型：
--
作者：
Draper, SW;Brown, MI
本文概述了一项全学院范围的项目在开始两年内为讲座引进电子投票设备的经验。8个不同的部门和很大范围的团队规模（多达300人）看到了一些使用。其中一个重要的方面是面向整个机构的组织性，而不是狭隘的学科基础。设备的机动性、教育分析的通用性以及所提供的技术支助都促成了这一点。对每种用法的评估（形式化地）确定了最薄弱的地方和最常见的好处，并且（总结性地）表明学习者几乎总是认为这为他们提供了净好处。各种经验迹象支持理论观点，即学习的好处取决于在每次使用中把教学法（而不是技术）作为关注的焦点。随着讲师在利用这种方法方面变得更有经验，他们所感受到的好处往往会增加。最有前途的教学方法似乎是互动参与（发起同侪讨论）和偶然教学（Contingent Teaching）——将会议设计成不是固定的脚本，而是针对特定听众在这种情况下最需要的要点使用诊断性问题。
An overview of the experience of the opening two years of an institution-wide project in introducing electronic voting equipment for lectures' is presented. Eight different departments and a wide range of group size (up to 300) saw some use. An important aspect of this is the organizational one of addressing the whole institution, rather than a narrower disciplinary base. The mobility of the equipment, the generality of the educational analysis, and the technical support provided contributed to this. Evaluations of each use identified (formatively) the weakest spots and the most common benefits, and also (summatively) showed that learners almost always saw this as providing a net benefit to them. Various empirical indications support the theoretical view that learning benefits depend upon putting the pedagogy (not the technology) at the focus of attention in each use. Perceived benefits tended to increase as lecturers became more experienced in exploiting the approach. The most promising pedagogical approaches appear to be Interactive Engagement (launching peer discussions), and Contingent Teaching - designing sessions not as fixed scripts but to zero in on using diagnostic questions on the points that the particular audience most needs on this occasion.