lecturetools

Encouraging student participation face-to-face or online

I am generally not one for lecturing in front of a class of students; as they say, “talking ain’t teaching.” But that doesn’t mean that I don’t do it periodically. And when I do, I like to get the students involved. The tools for electronically supporting this process have progressed a long way past clickers. Students can use their cell phones, tablets, or laptops, and now they can do a lot more than just answer true/false or multiple choice questions. And their interfaces that they have to use are pretty good, too.

Here are a few of the newer possibilities and their stronger features.

LectureTools is a whole lecture delivery system. It allows students to respond to multiple types of questions, ask questions, and flag a slide as confusing. I have written a previous post about using LectureTools to broadcast a class. This system can definitely be used for face-to-face, online, or blended setups. It is quite seamless from the professor’s point of view.

One surprising feature that I like is that what is shown on the student’s screen is controlled by the student; that is, when the professor clicks to go to the next slide, the student has to click on his or her own computer to coordinate with the change. This, at least to a little extent, keeps the student out of “TV mode” and makes him or her pay attention.

Socrative

Socrative is a student input system that allows students to participate via smartphones, laptops, and tablets. Within the flow of the class, a professor can introduce a student-paced or professor-paced quiz. In addition to the standard T/F and multiple choice questions, Socrative can integrate short open-ended text questions. The professor can track who responded in what way to what questions; a report about responses can be delivered via downloaded Excel file. I can easily see using this for pre- and post-tests for a specific class or topic. Students can also be grouped into teams so that if any one student on a team gets the question right, the whole team is considered to have gotten it right.

They maintain a useful blog about possible uses for this in the classroom. They also have a good introductory video that shows how students and teachers use the system.

Poll Everywhere

PollEverywhere is a super powerful, flexible, and scalable system. In short, it allows T/F, multiple choice and free text questions to be asked; students can respond via phone, tablet, or web; responses can be displayed live in a presentation or on a Web page. They also have a page with a series of videos explaining the features of their voting system. It has a wide range of different pricing plans and is used by many large organizations. This page describes its many and varied options for asking questions and gathering responses.

TodaysMeet

TodaysMeet is a different type of system that allows students to make comments, ask questions, and answer questions online during a presentation. Every person in the “virtual room” can see the comments as they are made. This room is a private channel (i.e., not public like Twitter) that enables the audience to communicate via what’s known as the back channel. If your audience isn’t twitter-literate, or if you want to keep the comments from public exposure, then you should definitely look into this system.

Wrap-up

So, that’s a nice selection of tools for your class. Many times students don’t want to raise their hands in class, but they still have questions. Why not make it easier for them to ask questions? Also, it can definitely be somewhat cumbersome and slow to ask a question of the class and then tally all the responses; some of these tools make that process dead simple. Other times, you want to have an idea of what your students know walking into a class (or before they walk out); these tools make that process painless as well.

There’s something here for almost everybody. Which one is for you?

A variety of educational models from which to choose

I was in a meeting yesterday where we were discussing different ways that we (as a school, or as faculty) might innovate in educational delivery. I felt I was flying a bit blind, bumping around in the dark, hunting for answers. I needed some type of landmarks for navigating this journey. The following are some of the high level organizational ideas that helped me think about the possibilities.

Available models

The models that I could come up with varied in several ways:

Are students learning at the same time?
Are students learning in one big group, or alone, or in “pods”?
Are students in the same place as the teacher?
Is the intermediary technology of extremely high quality or not?

I’m sure there are other ways that this pizza can be sliced, but this was helpful for me as I considered the possibilities…

Bored students are not the fault of the student

Same time, same place

This is the traditional method of teaching as practiced by universities and just about everyone else for hundreds of years. Before computing and communication technologies, there really weren’t any alternatives to this to speak of. Now, if traditionalists in the higher-ed community want to continue to offer this model, then the benefits of having students all in the same room with the teacher have to outweigh the serious costs and inconveniences of making that happen. Too often, students get lectured at in a classroom when they could have gotten just as much out of it on a YouTube video (given the chance he/she actually had to interact with the faculty or students). If universities want to continue to deliver this model, they are going to have to up their game.

Education delivered under this model certainly varies tremendously based on the number of students. We have everything from a small seminar with maybe 5 students, to a small classroom with 15 students, to a medium-sized class where everyone knows everyone else in the class, to a huge lecture hall filled with anonymous students.

Different times, different places

Of all the alternative models, this is the slow pitch over the heart of the plate (for those of you who understand “baseball”). Or the “gimme” for the golfers among us. Khan Academy has seemingly taken the world by storm with its self-paced tutorials on (seemingly) just about anything. My parents even asked me about them.

The myriad tools that make this model possible are widely (and cheaply) available. When professors create these resources to teach the “basic facts” of their course, this could free up class time for more valuable activities. It would also allow students to learn the concepts at their own pace and also ask questions before the class in which the concept is used, thus allowing more students to have a positive contribution to the activity.

Every professor should see this these technologies as a way of making his/her own teaching in a classroom better right now. It shouldn’t take a school initiative — just go do it.

Same time, single remote place (standard quality)

Here at Ross we have been doing this for nearly two decades in our Global MBA Program and now our ExecMBA Program (among others). The professor is in one place and the students are sitting in some classroom far, far away. This is fairly easy to do moderately well. The problem is the limited bandwidth between the teacher and the students in the class. It is really hard to get a dynamic classroom environment going — subtle clues are difficult to pick up, and it’s hard to get a quick give-and-take discussion going.

This model gets harder to implement well as the number of students increases, or the size of the display screen on either end decreases! All subtlety is lost in this type of environment.

Yes, you could actually take classes in your pajamas

Same time, single remote place (telepresence)

Telepresence is defined in wikipedia as:

Telepresence refers to a set of technologies which allow a person to feel as if they were present, to give the appearance of being present, or to have an effect, via telerobotics, at a place other than their true location.

The idea here is that the recipient end (classroom with students) has some pretty high-end video and audio technology which enables the students to get a much better sense of the professor being in the classroom (although she might be continents away). Most of the technologies today are related to conference rooms, but it is fairly easy to project that larger-scale implementations would give the impression of a faculty member lecturing at the front of the class (from the students’ side of things) and a faculty member seeing a roomful of students (from the faculty member’s side).

For now, this would be a relatively high-end, expensive undertaking; however, soon enough it will be expected. It is a nearly perfect tool for projecting a high end brand (e.g., a superstar professor from a highly reputable university) to classrooms all around the world. The professor could be in some production room anywhere (becoming more common all the time) and the students could be anywhere that the university is able to project its brand, to attract a large enough body of its students. Further, there’s no reason that all of these students would have to be in the same classroom. Why couldn’t there be a pod of students in Shanghai, another in Los Angeles, and a third in Sao Paolo?

If universities are worried about other universities moving into “their territory” now, they haven’t seen anything yet.

Same time, multiple remote places (singles)

This is a model that I described in a previous post, supported by tools such as LectureTools. The idea here is that students don’t necessarily need to come to a specific classroom in order to learn the material — all they have to do is watch, and participate in, the “broadcast” of the lecture. Under this model (practiced at the University of South Florida, among other places), students could either be attending a traditional university and taking the online class along with their other face-to-face classes, or they could be physically at home but attending summer classes back at school, or they could be “joint enrolled” in a class taught at another university.

Same time, multiple remote places (groups)

This is a variant of the previous model. It emphasizes the fact that there are benefits to having multiple students in the same room going through the process together. Maybe they work on exercises together; maybe they have group activities; maybe they have small group discussions at specified times during the class; maybe they have different skill levels so that one person can help mentor the other students. Any of a variety of circumstances might be applicable but, in any case, here we have the same remote educational process but students are attending the session in groups.

Blended models

Finally, the “unit of analysis” need not be a full semester class. It could be that a teacher organizes the class so that it meets once every couple of weeks in person and meets remotely during the other weeks. Or maybe there would be one in-person meeting at the beginning and then lots of smaller different time and different place learning activities for a month, followed by same time, multiple place sessions. The possibilities are endless — but only if teachers learn to think about applying the right teaching method to the right desired learning outcome.

Wrap-up

Certainly, the above taxonomy doesn’t cover all of the interesting dimensions that are available. A couple, right off the top of my head, are the number of students enrolled in the class (i.e., is this a MOOC?), whether or not the student’s performance is graded, and whether or not the student’s performance or capabilities are certified. All of these matter, but they are for me to think about at another time and place (ha! little joke!).

Let me know what you think about the above. Does it help you think about the possibilties? Any other big dimensions I should include in my thinking?

Technologies for broadcasting your class

Last week at Enriching Scholarship here at the University of Michigan, Perry Samson — Thurnau Professor, founder of the Weather Underground, and co-founder of LectureTools — discussed a set of technologies for broadcasting your class. He uses these technologies to broadcast to remote students while other students are simultaneously in his classroom. I was so intrigued by his demonstration, I asked for, and today I received, a demonstration in my office by one of the sales people with the company. What follows are my impressions of the system, based on both his presentation and her demonstration.

These are the tools that Perry uses in his class:

These tools fit together well, but it was a bit confusing for me to get my head around. I’’ll try to give you a sense of what each piece does.

Splashtop is the easiest for me to understand, and the one that most people probably have the most immediate use for. At the most basic level, it mirrors your computer’s desktop on your iPad. In a classroom, it allows you to use your iPad as you walk around the room as the ultimate remote. You can control slide navigation while also being able to annotate the slides through your iPad’s interface. I never go anywhere without my Kensington wireless presentation remote; I appreciate being untethered from the lectern. However, walking around with the whole interface in my hands sounds like a real win-win.

LectureTools is more complicated to understand. This is a cloud-based service to which a professor uploads a PowerPoint or Keynote file. The professor, over the course of a semester, can upload all of his or her slides for a class. The service reads in the presentation file. In addition, the professor can insert what are called “interactive slides.” On these slides, the professor puts either a multiple choice question, a free response text question, a list of items (that students are to then rank order), an image (that students can point on), or a multimedia slide. At the appropriate time, the professor makes the slide visible to the class, and each student participates in the class by indicating an answer, writing a response, ordering the items, or pointing out an important part of the image. As the students are submitting their answers, LectureTools is collecting and/or summarizing these responses. The professor can them immediately share the students’ answers with the class and comment on anything interesting that pops up. This is quite a useful tool. It’s like a clicker on steroids.

Students, remote and local either log into the LectureTools Web site or use the iPad application to access the service. This gives the student access to a cloud-based copy of the presentation. This then gives the students the ability to do several things:

The student can take notes in a text area to the right of the slide area. These are not shared with anyone.
The student can draw directly on the slide; again, this information is not shared with anyone.
The student can type in a question that is immediately transferred to the professor’s dashboard. The student can see a list of all the questions (and associated answers, if the professor or an aide has provided any) that she has asked as well as those asked by other students. This ability to ask questions anonymously in this way has dramatically increased the number of students who ask questions during class according to the results of some experiments Perry has run.
The student can click on an icon to indicate that he/she is confused by the slide. The professor can see for any particular slide what percentage of students are confused.
The student can click on an icon to bookmark the slide if he/she thinks it is important to review later.

I found LectureTools to be a compelling tool. It is a bit rough around the edges, and is clearly still being developed, but I wouldn’t have any issues with using it in its current state in any class that I am presenting with PowerPoint or Keynote files.

Finally, Wirecast and Wowza are a program and a service that seem to go hand-in-hand. Wirecast allows the professor to produce live webcasts. You would either have to be fairly technically literate or have an assistant helping you out during a class, but this program would allow you to either broadcast from a classroom or anywhere on the road — on location at a company, in a hotel room, while interviewing someone at their work site…whatever you want. It’s a highly capable piece of software. Wowza is the service that broadcasts the stream to the Internet audience; it acts as the broadcast station on which your show (Wirecast) appears.

I can see the usefulness of a couple of these separately and all of them together. What alternatives are there? What am I missing? Have any of you had any experience with these, or competing, technologies? I would love to hear from you.