2 online tools for learnerlearner and learnercontent engagement
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2 online tools for learner-learner and learner-content engagement Dr. Franz Newland
My background • New Assistant lecturer in Lassonde since Aug 2015 • 6 months at Seneca College • 15+ years in the space industry − Technical Manager, Mission Engineer, Postdoc, … • This year’s teaching: − ENG 3000: 90+ students, 1 h 3 x per week. § Ethics/Law for engineers − ESSE 1410: 45 students, 3 h 1 x per week. § Science behind natural and engineering disasters − ESSE 3280: 35 students, 1 h 3 x per week. § Physics of the space environment − ESSE 4361: 13 students, 1. 5 h 2 x per week. § Space mission design
Three types of interaction Generally discussed in the context of online and distance education, but as relevant for our on-site students
kahoot. it
Feedback • Download results to Excel • Save to google drive • Allow students to “play again” to beat their scores (ghost mode) – lets students replay the quiz whenever they want.
Build your own • create. kahoot. it • If you are not ready to create your own account, you can use: − Username: Ti. F 2016 − Password: tif 2016 http: //heard. org/home/wp-content/uploads/2014/02/Build. Brick. Art. At. The. Heard-760 x 300. png
OK – so you want to do more than create a multiple choice quiz/poll/discussion m. socrative. com • Multiple options to launch a quiz • Multiple choice, true/false, short answer, and mixed during a given quiz • Quiz can be left running for a whole lecture, for a day, a week, … − You can only run one quiz from one account at a time • Quizzes are associated with your room − You can tailor your room name http: //cdn 3. notonthehighstreet. com/s ystem/product_images/001/2 70/932/original_my-room-applesign. jpg? 1378908088 http: //images. cli partpanda. com/ exhaustionclipartexhaustedrunner. png
Student comments Kahoots (Quiz I like zes) to s e z z ui Q lass the c t r ta s to y a w d o are a go w e i v e r to s t o o ah K f o e the us I l ike un a the nd e ngag use ing of tec hno log y ve i t c e f e ef r e w ge d e l w st kno were f te
Sampling of quantitative results Course A: start of semester Course B: start of semester Course A: mid-semester Course C: end of semester
