Engaging Your Students Using Socrative Dr Paul Wilson

Engaging Your Students: Using Socrative Dr. Paul Wilson, Lecturer (Education) School of Psychology p. wilson@qub. ac. uk

Download Socrative � Connect to the QUB Wi. Fi � Go to the app-store on your mobile and search “Socrative Student” ◦ Available for Free on apple, android and microsoft handsets � Otherwise you can go to www. Socrative. com in your web browser NB Socrative uses a small amount of data to download and operate, so make sure you are on Wi. Fi!

Aims � Discuss how to engage students � Overview � Demo of Socrative some Socrative Examples � Introduce the concept of the Flipped Lecture � Experience and Issues

Why Engage?

Why Engage?

Why Engage? HEA Student Engagement Review (2010) Improved: � Critical Thinking Skills & Cognitive Development � Self-Esteem � Resilience/Persistence � Student Satisfaction � Grades

What is Engagement? Coates (2007) � Active and collaborative learning � Participation in academically challenging activities � Formative communication with teaching staff � Involvement in educational experiences � Feeling legitimised and supported by the academic community

Interactive Learning Socrative - Online Personal Response System � Revision Lectures ◦ MCQs across module content � Statistics Lectures ◦ Quick free-response questions mid-lecture to check understanding � Conceptual Issues Lectures (Flipped) ◦ Free response questions to practise critical thinking � Exit Tickets ◦ End of lecture learning feedback

Revision Lecture Socrative - Online Personal Response System From Level 2 Individual Differences Module � Room Name: CEDSEM Benefits: � Can be teacher paced or student paced ◦ Lecturer can address major misunderstandings ◦ Students get to test their module knowledge with formative feedback at a time that suits them

Statistics Lecture From Level 2 Methods and Statistics Module Benefits: � Breaks up theoretical lecture content � Students practise their learning & get instant feedback � Lecturer can check understanding of the room

Reliability Another way to say it… A reliable measure is free from random error A valid measure is free from random error and systematic error

Conceptual Issues Lecture Flipped Lecture � Students asked to read a textbook chapter to refresh their memory of Freudian Theory in advance of lecture – so that they can discuss conceptual issues associated with metaphor use, development of theory etc. � In class, questions were posed and they texted in answers….

Conceptual Issues Lecture Benefits: � Students engage with content and apply their learning from across the module � Share perspectives and different points of view � See critical thinking in action � Lecturer gives formative feedback on responses ◦ Highlight great answers from not so good ones

General Benefits Maintains student attention � Teaching keeps pace with the room � Continuous formative feedback � Participation for shy students � Encourages revision behaviours � Promotes collaborative learning � No clicker collection time costs � Intuitive setup � Class responses available for download (. xls) � Class Register upload for tracking � Creates pdf version of quizzes for use with disability students � Individual and group feedback pdfs also available �

Challenges � Non-compatible � Poor � App devices Wi. Fi signal sometimes hangs (very rare) � Technophobes � Keeping � Students it clean demand more!

Thanks for listening Questions?