Book contents
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
98 - Voting systems
from Activities
Published online by Cambridge University Press: 08 June 2018
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
Summary
Electronic-voting systems (also called personal-response systems) are now common in education. Typically, they will consist of a number of handsets and software that will need to be loaded on to the presenter's computer. The teacher will load a series of questions into the presentation computer and display them during face-to-face teaching. Learners will use the handsets to vote for a series of options. A graphical representation of the voting is usually then displayed (and the correct answer, if appropriate). Learners can be identified or anonymous. Although questions are usually answered by TRUE or FALSE, or by choosing one of a series of options, handsets are increasingly allowing text input. This significantly increases the sophistication of the questions that can be asked although you will need to add in significantly more time per question if you ask for sentences (not everyone can text or type at speed!). Voting systems are useful for obtaining quick feedback during the session, breaking up a long session by providing interaction, checking learning by asking or testing knowledge or influencing a search strategy by choosing keywords that you subsequently use in a live search. Tips for effective use of voting systems include:
• Make the questions focused and answerable via multiple choice or, if text answers are required, answerable in a few words.
• Give the learners a few minutes to familiarize themselves with the equipment – have a quick test question to start with.
• Try not to use them if you cannot give each person a handset. If this isn't possible then give time for consultation before asking for a group response.
✓ BEST FOR
• breaking up sessions that would otherwise be dominated by the teacher
• quick feedback
• quick formative assessments.
+ MORE
• If you do not have access to the handset system you can still use voting by utilizing coloured cards – answer = red, green or blue, etc. This can be just as energizing for a group and is a lot less likely to go wrong!
• There are also voting websites where users can vote via text message, such as SMS Poll (www.smspoll.net) or Polleverywhere (www. polleverywhere. com).
: WATCH OUT
• Be careful not to overuse voting systems, as they can quickly become a gimmick. This is especially true if they are heavily used elsewhere in your institution.
- Type
- Chapter
- Information
- A Guide to Teaching Information Literacy101 Practical Tips, pp. 249 - 250Publisher: FacetPrint publication year: 2011