Engaging Students with Poll Everywhere 2019: Practical Tips & Benefits

1. Engaging students with PollEverywhere2019 Student Response Systems

2. one thing you hope to learn • Learn the practical aspect on how to run the poll in-class/refresher/using PE in class • Basic overview and understanding, and if this can be used more broadly for faculty-centered events (large info session etc) that CORIS might host. • Get more engagement from students in class, during lecture and in teaching • Where are the questions stored? • Understand the web interface • How to integrate Poll Ev into PowerPoint and avoid using the web browser • Using Poll Ev for research • To learn how to create polls and determine if and how BCMC could use it in presentations • Implement a survey in class • Manage grades • How Poll Ev compares to Turning Point clicker/Top Hat/Kahoot

3. Outline • Student response systems • How it works: Students • Benefits of Poll Everywhere • How it works: Instructors • Ways to use / Ideas • Best Practices, extra bits, and resources

4. Student Response Systems • Allow you to obtain real-time feedback from students in an engaging way; • A way to take attendance, enhance discussion, evaluate course content or concept comprehension, and understand classroom dynamics.

5. Example Have you ever used a student response system?

7. How it works

8. Explain How To Participate • Web voting Text voting 22333 Pollev.com/ryank To start, text ryankonce to 37607 to join your session. Then respond to the polls by texting A, B, or C when the poll is active. 37607 (username or code) <your response> CODE#

13. EDUCATIONAL DEVELOPMENT CENTRE Concerns & Benefits

15. BENEFITS OF PE • Real-time feedback from students • Increased engagement • Increased participation (allows anonymity) • Increased retention of information • Evaluate student understanding • Contingent teaching / refocus

16. MORE BENEFITS OF PE • Makes use of devices students want to use • Manages the Backchannel Communications • Captures data for formative assessment • Enables review for tests • Reality check for stu / Internalization

17. Concerns • Effort to learn tech • Effort of using effectively • Cost to students (FREE – maybe texting) • Low participation (device saturation) • Anonymous / Participation / Graded

18. EDUCATIONAL DEVELOPMENT CENTRE Create an account (contact me) Make questions/poll Launch questions/pollFrom web or PPT, Keynote, GSlides Review results Print reports (if desired) How to use PollEv

19. SETTING UP YOUR ACCOUNT

21. Results and Reports • Run Reports • Session Data • Import Data to cuLearn

22. TIPS • https://carleton.ca/edc/pollev/ • Changing your poll everywhere web link to make it easier for students • Make sure the default number is a Canadian 10 digit # • PollEv presenter app (PowerPoint and Gslides)

23. Direct Competition • https://www.polleverywhere.com/competitions/FuksUvQ1C

24. EDUCATIONAL DEVELOPMENT CENTRE 7ish Tips Best Practice

25. Prepare • Learn how to use the tool • Learn how to design successful polls • Allow for time to design these interactions • Test it out before using it in class

26. Polls & Goals • Explain link between polls and course goals • Make students part of the process • Make clear whether being graded or not • Avoid high-stakes assessments / Consider keeping it anonymous • Keep it fun

27. Keep it simple • Simplify sentences, reduce word count • Easy to read and understand • 10 to 15 seconds (aim for 25 to 30 words).

28. Timing • Start using early in the term • Interweave questions throughout presentations (one every 10-20 minutes) • Don’t overuse, but be consistent • Use spontaneous polls based on what is happening in class

29. Responses • Avoid jumping to show the correct answer • Allow time to think about answers • Show the response distribution • Add a ‘Not Sure’ option / stops guessing

30. Opinions and Feelings • Not every question should be a test question with a right and wrong answer • Using a scale provides outlet for students to express opinions • Compare to the rest of the audience.

31. Success Depends On: Good teaching / questioning practice Students understanding the use Key Take-Away

32. Support • EDC4th Floor Dunton Tower • Ext. 4433 • edtech@carleton.ca • carleton.ca/edc/pollev • polleverywhere.com/support

33. EDUCATIONAL DEVELOPMENT CENTRE Ways to use

34. 4 general Ways to Use • Discussion • Enhance or guide discussions • Survey opinions on controversial topics • Contingent Teaching and Learning • Completion of course work • Real-time evaluation (feedback) of student comprehension • Assessment • Track Participation & Attendance / Anonymous responses • Live testing • Peer Instruction • Question/response cycle with discussion and debate among students

35. Ways to Use • Increase or manage interaction • start or focus discussions • require interaction with peers • collect votes after a debate • Assess student preparation • questions about reading or homework • Prelab questions

36. Ways to Use • Find out more about students, by: • surveying students’ thoughts about the pace, effectiveness, style, or topic of lecture • polling student opinions or attitudes • probing students’ preexisting level of understanding • asking how students feel about clickers and/or active learning

37. Ways to USe • Formative (i.e., diagnostic) assessment, through questions that: • assess students’ understanding of material in lecture • reveal student misunderstandings of lecture • determine future direction of lecture, including the level of detail needed • test students’ understanding of previous lecture notes • assess students’ ability to apply lecture material to a new situation • determine whether students are ready to continue after working a problem

38. Ways To Use • Quizzes or tests although reports of using clickers for summative high-stakes testing are relatively rare. Quiz questions typically check whether students are: • paying attention • taking good notes • preparing for class or labs • keeping up with homework • actively thinking • able to recall material from previous lectures

39. Ways to use • Review • Review at the end of lecture • Give prelab tutorials • Practice problems before tests and exams • Review for a test

40. Sample Implementation • Choose a learning goal to assess • Develop open-ended thought question • Use real-life scenarios, clinical examples, or cases • Use groups to answer and discuss • Choose group to present rationale to class • Revote as needed • Listen carefully for misconceptions and address them

41. REFERENCES AND FURTHER READING Bruff, D 2009. Sixteen suggestions for teaching with classroom response systems. http://sph.bumc.bu.edu/otlt/newsletter/Bruff-Clickers.pdf. Domen, Ronald E. et.al., (2015) Professionalism in Pathology: A Case-Based Approach as a Potential Educational Tool, Archives of Pathology \& Laboratory Medicine, 141 (2) p. 215-219 https://doi.org/10.5858/arpa.2016-0217-CP Gubbiyappa, K. S., Barua, A., Das, B., Vasudeva Murthy, C. R., & Baloch, H. Z. (2016). Effectiveness of flipped classroom with Poll Everywhere as a teaching-learning method for pharmacy students. Indian Journal of Pharmacology, 48(Suppl 1), S41–S46. http://doi.org/10.4103/0253-7613.193313 Kappers, Wendi M. and Stephanie L. Cutler (2015) Poll Everywhere! Even in the Classroom: An Investigation into the Impact of Using PollEverwhere in a Large-Lecture Classroom Wendi M. Kappers Embry-Riddle Aeronautical University Scholarly Commons http://commons.erau.edu/cgi/viewcontent.cgi?article=1378&context=publication Michael E. Lantz, Angela Stawiski. (2014) Effectiveness of clickers: Effect of feedback and the timing of questions on learning. Computers in Human Behavior 31, pages 280-286.  Noel, Dan, Sheri Stover, Mindy McNutt, Ph.D. (2015) Student perceptions of engagement using mobile-based polling as an audience response system: Implications for leadership studies Journal of Leadership Education V14 (Summer)