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Poster 9

Get those phones out: let’s see what you have learnt so far? Using in class polling in seminars to promote student exam success on a large scale postgraduate law course.

Veronica Lachkovic - Senior Lecturer  | City Law School

Snigdha Nag - Senior Lecturer  | City Law School

Dominic Pates | Senior Educational Technologist | LEaD

Introduction to in class polling – e-learning, bring-your-own-device technique

What is in class polling, how can it be done, what are the benefits

Educational context – who we are and what we teach, how it is assessed

Postgraduate legal skills course, learning a highly technical and detailed knowledge subject (civil litigation), promoting student success in a subject which is examined by a central exam board with a current national fail rate of 33%

Use of Poll Everywhere – the how and why (pedagogically, pragmatically and practically)

Reviewing elements of the pedagogical literature, how you use Poll Everywhere and its differences from other systems, technological barriers and challenges

What we learned – good practice from a pedagogical perspective, the results of our evaluation, the wider educational application

What we have learned about good practice, what our students said in the focus groups, interpreting the data from our evaluative quiz, how this could be taken forward on other educational contexts, what will be next on the BPTC

Resources

Ally, M; (2008) “Foundations of educational theory for online learning”. In ed Anderson, T; “Learning at a Distance: A World Perspective”, pp33-60, (2nd Ed, 2008) Athabasca University [Online] Available: http://www.aupress.ca/books/120146/ebook/01_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf 

Ayres, R; (2015) “Lecturing, Working with Groups and Providing Individual Support” In Ed. Fry, H; Ketteridge, S; Marshall, S; (2015) A Handbook For Teaching and Learning In Higher Education, Routledge, Abingdon

Biggs, JB & Tang, C; (2011); “Teaching For Quality Learning in Higher Education”, McGraw-Hill Education

Bruff, D; (2009) “Multiple - Choice Questions You Wouldn’t Put on a Test: Promoting Deep Learning Using Clickers”, Essays on Teaching Excellence Toward the Best in the Academy, A publication of The Professional & Organizational Development Network in Higher Education (www.podnetwork.org ), [Online] Available: http://podnetwork.org/content/uploads/V21-N3-Bruff.pdf

Fritschner, LM; (2000) “Inside the undergraduate college classroom: faculty and students differ on the meaning of student participation”, Journal of Higher Education, 3

Graham, C.R., Tripp, T.R., Seawright, L. and Joeckel, G.L., 2007. “Empowering or compelling reluctant participators using audience response systems,” Sage Publications, 8(3), 233-258.

Habel, C & Stubbs, M; (2014); “Mobile Phone Voting for Participation and Engagement in a Large Compulsory Law Course”; Research in Learning Technology, 2014; 22(0), [online] Available: https://digital.library.adelaide.edu.au/dspace/bitstream/2440/84973/2/hdl_84973.pdf

Kay; RH & LeSage A; (2009); “Examining the benefits and challenges of using audience response systems: A review of the literature”; Computers & Education 53 (2009) 819–827, Elsevier; [Online] Available: https://www.sciencedirect.com/science/article/pii/S0360131509001134

Kogan, P; Nag, S & Riley-Poku, M; (2015), ""Encouraging Inclusivity And Participation Through Monitored Online In Class Polling“; Conference paper, Learning At City Conference 2015, City University London, [online] Available: https://drive.google.com/file/d/0B-TeMc91BSRuTTVzdlBhckpDUDg/view

Mason, R & Rennie, F; (2008), “E-Learning and Social Networking Handbook: Resources for Higher Education”, Routledge, New York

Mitchell, C; (2018), “A democracy of loud voices: How equitable are group discussions”, Educational Developments, Issue 19.1,SEDA, London

Sarason, Y. and Banbury, C., 2004. “Active learning facilitated by using a game-show format or who doesn’t want to be a millionaire?” Journal of Management Education, 28, 509-519.

Smith et. al., (2009) ""Why Peer Discussion Improves Student Performance on In-Class Concept Questions,"" Science 2 January 2009, 122-124