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Feedback Clickers in Plenary Lectures: A New Tool for Formative Assessment?
Abstract
This article focuses on if, and eventually how, feedback clickers (TurningPoint®) can be used to overcome some of the challenges lecturers have in large plenary lectures. The Bologna-process, new standards for national curricula, increasing diversity among university students and the digital revolution have changed some of the underlying premises for teaching and learning in today’s universities. New policy documents, research and experiences from the university field suggest that there is a potential to develop plenary lectures in light of new technology and more updated teaching methods. A new concept, digital didactics, is underpinning this time of upheaval and this explorative case study describes how bachelor students in large plenary lectures experience the use of feedback clickers from their points of view. This explorative case study consist of surveys, “live surveys,” observations and document studies and shows that the students feel quite positively towards several of the areas focused on in the study. In particular, the feedback clickers have the potential to enhance interactivity, attention and reflection, as well as provide feedback, which seem to be of great value for the students in the study. One of the implications of this article is that good planning, the use of feedback clickers and multimodality in plenary lectures seem to overcome some of the well-known challenges in plenary lectures and strengthen the possibility for formative assessment.
... Similarly, concepts note or contents are presented on the blackboard and student discuss them individually after a brief direct instruction by their teachers. Most importantly, traditional pedagogy remains muted, or not transmissive to capture the attention of students, particularly in large classrooms (Krumsvik, 2012). In such a classroom, teachers may be challenged to assess students what they learned and how it is learned. ...
... Today, however, through the advancement of science technology and innovation, teaching and learning are easy and motivational (Chien et al., 2016). The technology is suitable for assessing small or large classes (Egelandsdal & Krumsvik, 2017;Krumsvik, 2012). Other studies also found its importance in the reduction of student attrition rate and creating a conducive learning environment for students' engagement and participation (Burnstein & Lederman, 2001, as cited in Graham (2013. ...
... According to result aggregates, students who had 'A' grades were 4.7% higher than those who had 'D' or 'F' (Caldwell, 2007). Similar approaches are used (see Egelandsdal & Krumsvik, 2017;Chien et al.,2016;Krumsvik, 2012;Yu, 2015;Laxman, 2011;Bojinova & Oigara, 2013) and they found positive learning outcomes. There is other evidence, which reveals that clicker technology use has contributed to higher learning outcomes than conventional infrastructures (Moussa et al., 2020). ...
Clicker-integrated instruction is the current innovation in teaching and learning. Several studies used this technology to investigate learning processes, while others mainly used it to asses for learning, facilitation of group discussion and students’ participation. All applications require creativity and analytical thinking and very much different from conventional instruction where learning is direct and sometimes unreceptive. However, most of those studies either conducted a meta-analysis of the literature or an intervention with a small group to evaluate its impact on teaching and learning. However, the relationship that exists between its integration through intervention and final regional examination results in chemistry was limited in studies. Therefore, the main focus of the present study was to examine the relationship between an intervention and regional examination results. Data collected and analysed were the 2593 students’ final chemistry results, between grade levels 1 to 6, as the main requirement for university admission. The scope of the data collected from 2017 to 2019. There were 1463 male (56.4%), and 1130 female (43,6%) from the total sample. The findings obtained were compared within and to the findings generated from an intervention, for any relationship. Regression results indicated no relationship between the two findings. Further, multiple regression also suggests that the relative contribution of the clicker technology, stands on firm empirical ground, as it explained 3.5% of the variance in results, which implied that clicker-integrated instruction can be encouraged.
... Lecturing large student groups makes it difficult to involve and engage students in situ. If the teacher poses questions during the lecture, many students will refrain from raising their hands out of fear of being publicly embarrassed (Caldwell, 2007;Krumsvik, 2012). Consequently, the teacher gets answers from only a few brave students, and these answers may not be representative of the student group. ...
... This article focuses on the use of a Student Response System (SRS) as a means to making university lectures more interactive. A major advantage of using SRS is that it enables the teacher to ask questions and collect answers from the whole student group anonymously (Krumsvik, 2012). During the lecture, the teacher can pose topic-related multiple-choice questions on a big screen permitting the students to answer using a wireless hand-held device called a "clicker". ...
... Studies have shown that formative assessment and feedback practices can improve student learning and instruction (Evans, 2013;Hattie & Timperley, 2007), and that clicker interventions provide students with an opportunity to reflect on their own understanding and to receive feedback from their peers and the teacher (Egelandsdal & Krumsvik, 2015;Krumsvik, 2012;Krumsvik & Ludvigsen, 2012;Ludvigsen, Krumsvik, & Furnes, 2015). Clicker interventions have also been found to have an immediate positive effect on student achievement (Crouch & Mazur, 2001;Mazur, 1997;Rao & DiCarlo, 2000;E. ...
The article presents a mixed methods study on clicker interventions conducted in collaboration with four philosophy teachers at fourteen university lectures. The aim was to examine how feedback from the interventions were received and used by teachers and students. The data material comprises a quasi-experiment based on 6,772 student responses, student logs, a student survey and semi-structured interviews with the teachers. Findings show that students experience feedback that supports their self-monitoring and understanding of the content, and that the peer discussions enhanced student performance. The teachers also experienced an increased awareness of the students' understanding of the topics. Yet, the findings indicate a gap between the reception and use of the feedback.
... The survey was hosted on a laptop running Windows 7 and Microsoft PowerPoint, and each participant received a radio frequency (RF) response transmitter (feedback clicker) which was collected at the end of the survey. SRS feedback clickers allow for the collection of quantitative data in a fast and easy manner, and can be an effective way to carry out and collect, for instance, formative assessment data in plenary lectures (Krumsvik, 2012;Mayer et al., 2009). Moreover, previous studies have shown that the response rate can increase significantly when using SRS feedback clickers as a method to collect data (Krumsvik & Ludvigsen, 2012. ...
... A methodological implication was that the transparency of methods used in the study to collect and analyze data could allow other researchers and educators to replicate the study for other settings and for similar purposes. Another methodological development was the use of SRS feedback clickers as a way of conducting surveys and for collecting self-reported data in educational research (Krumsvik, 2012). Since this method of collecting data has not been attempted before with student teachers in Norwegian teacher education, it could potentially be considered a methodological innovation. ...
Røkenes’ doctoral thesis examines secondary school English as a Second Language (ESL) student teachers’ digital competence development at a Norwegian teacher education program. Design-based research and mixed methods were used in the study. Four cohorts of ESL student teachers over four academic semesters participated in the study. Quantitative and qualitative data were collected through surveys, observations, interviews, and artifacts, and analyzed using sociocultural theory and a digital competence model as a research lens. Article I reports on a review of the research literature focusing on how secondary student teachers develop digital competence in teacher education. Findings emphasize eight approaches used to develop student teachers’ digital competence: collaboration, metacognition, blending, modeling, authentic learning, student-active learning, assessment, and bridging the theory/practice gap. However, findings reveal a lack of underlying epistemological and theoretical frameworks in several studies, and a low number of studies from Scandinavian countries. Article II is a case study examining secondary school ESL student teachers’ digital competence development in an ESL didactics course at a Norwegian teacher education program. Findings indicate that student teachers’ mastery and appropriation of digital competence varies throughout teacher education, and that their overall digital competence is inhibited and enabled through a number of approaches. Results underscore the importance of systematic and reflexive use of ICT in teacher education, and note the value/importance that teacher educators play as digital role models for integrating ICT. Article III discusses a design-based research case study investigating how a digital storytelling (DST) workshop at a Norwegian teacher education program can promote secondary school ESL student teachers’ digital competence development and didactical ways of integrating ICT in ESL. Findings show how, through the workshop, the ESL student teachers gradually moved from mastering basic digital skills to appropriating the more complex dimensions of digital competence. Implications point to a need for setting aside time for student teachers to experience innovative ways of teaching ESL with ICT. The main contribution of Røkenes’ thesis is increased knowledge about approaches and innovative ways of teaching ESL with ICT with the goal of developing secondary school ESL student teachers’ digital competence in Norwegian teacher education.
... Finally, in relation to the use of ARS as a tool for feedback-quality enhancement, Krumsvik (2012) highlights that the use of clickers to administer feedback when teaching groups strengthens the possibility for formative assessment. Moreover, Han and Finkelstein (2013) have studied the impact of clickers to assess and provide feedback and have spotted that the formative assessment that is administered by this means is highly beneficial in terms of learning. ...
The present study firstly assesses how students can develop and improve the skills of listening and reading through personalized feedback. Secondly, it evaluates the motivational effects of the use of Audience Response Systems (ARS) in English lessons in comparison with the lessons where these electronic devices are not used. In three sessions, 68 sixth-grade students did exercises of reading and listening based on their errors, while other 68 students–the control group–completed generic activities working on those skills. Clickers, ARS devices, were used in both groups as a tool for gathering students’ answers, and the Reduced Instructional Materials Motivation Survey (RIMMS) was employed to evaluate their influence on students’ motivation in the English subject. The results show that both groups were more motivated with the use of clickers and that the group with personalized feedback improved their receptive skills more than the control one, especially in the general information variables.
... Researchers from the research group Digital learning Communities at the University of Bergenincluding the authors of this chapterhave also studied clicker interventions using a framework of formative assessment/feedback (Egelandsdal & Krumsvik, 2017a, 2019Krumsvik, 2012;Krumsvik & Ludvigsen, 2012;Ludvigsen, Krumsvik, & Furnes, 2015). Apart from these studies, several studies on clickers present relevant findings without explicitly using the concepts "feedback" and "formative assessment." ...
Clicker interventions can be used to transform the learning environment in large plenary lectures from being lecturer-centered to student-active. Such interventions are conducted with the use of a student response system. In each intervention, the lecturer poses a multiple-choice question to the student group; the students discuss the question with their peers and answer individually using a wireless handheld remote control, called a“clicker.” The student answers are then displayed on a big screen for the students and the lecturer to see. Studies have found that clicker interventions can be used to promote student attention, motivation, retention, and performance. Clicker interventions can also support a formative feedback practice aimed at creating activities that make students’ understanding visible, so that students, together with their peers, can adjust their studying and the lecturer adjust teaching. This chapter gives an overview of research on clicker interventions inlectures in higher education and discusses how such interventions can provide students and lecturers with formative feedback.
... Studies have found that this technology can be used to increase student activity and engagement (Boscardin and Penuel 2012;Kay and LeSage 2009;Keough 2012;Krumsvik and Ludvigsen 2012;Lantz 2010). Interventions using this technology (henceforth called "clicker interventions") can also increase student attention (Blood 2012;Cain et al. 2009;Rush et al. 2010;Sun 2014), have a positive effect on student learning (see Chien et al. 2016 for a review), and be a useful tool for providing both students and teacher feedback on the students' understanding (Egelandsdal and Krumsvik 2017a, b, Forthcoming;Krumsvik 2012;Krumsvik and Ludvigsen 2012;Ludvigsen and Egelandsdal 2016;Ludvigsen et al. 2015). ...
... The research reported in this article is part of a larger design-based research (DBR) project, initiated in 2011, in which the particular focus has been to explore how discussion-based activities support creation of a formative feedback practice in lectures K. Ludvigsen, et al. Thinking Skills and Creativity 34 (2019) 100559 within higher education (Krumsvik, 2012;Krumsvik & Ludvigsen, 2012;Ludvigsen, Krumsvik, & Furnes, 2015;Egelandsdal & Krumsvik, 2017;Ludvigsen & Krumsvik, in review). DBR emphasises using different approaches to examine learning and interactions in an authentic setting (Barab & Squire, 2004) and includes cycles of testing and improvements in practice, increased theoretical insight, as well as insight to improve intervention (Anderson & Shattuck, 2012). ...
This article discusses experiences using an online collaborative whiteboard to provide dialogical spaces (Wegerif, 2013) for students to reflect on their understanding of concepts in lectures in two higher-education courses: one in psychology and the other in teacher education. When describing dialogical spaces, the following terms are crucial: opening (how the dialogical space is enabled), widening (how many different voices and perspectives it allows for) and deepening (the extent of critical reflections that it provides). The research question is: ‘What kind of affordances are there in using a collaborative whiteboard to support the dimensions of opening, widening and deepening dialogical spaces in lectures?’ Audio recordings of peer discussions, material produced in lectures, focus-group interviews with students and course evaluations from teachers are used to examine the activities through the analytical lenses of opening, widening and deepening dialogical spaces. The focus is on how creative knowledge processes are stimulated through dialogue. Based on the two cases, we argue that opening dialogical spaces provides students with rich possibilities to reflect on concepts and develop arguments, thereby providing feedback on students’ understanding of course content. Students bring a range of perspectives and experiences to the scene, thereby widening such spaces. For lecturers, the critical point was to deepen the spaces and orchestrate a dialogue with students. We found the concept of a dialogical space to be fruitful for planning and assessing discussion-based activities in the context of the lecture format.
... This is an Open Access article distributed under the terms of the Creative Commons CC-BY-NC 4.0 License (http://creativecommons.org/licenses/by-nc/4.0/). digital kompetanseheving blant ansatte fra 2008 til 2012 og videre inn mot formativ vurdering og responsteknologi fra 2012 til 2013 (Krumsvik, 2011;Krumsvik & Ludvigsen, 2012). I den pågående fasen ser man på hvordan formativ vurdering, responsteknologi og omvendt undervisning-inspirerte forelesninger («flipped classroom») utspiller seg i store forelesninger med 150-250 studenter (Ludvigsen, Krumsvik, & Furnes, 2015;Egelandsdal & Krumsvik, 2017). ...
Purpose
Digital multimodal composing (DMC) has received considerable attention in English as a Foreign Language (EFL) classrooms. While empirical studies on DMC have been widely conducted, there is a scarcity of research specifically examining the experience of pre-service English teachers in employing DMC during their teaching practicum. They might be familiar with DMC concepts, yet their beliefs about implementing DMC-mediated language teaching in classroom settings is worth further investigation. To fill this gap, this study aims to investigate the perspectives of three pre-service English teachers on DMC-mediated language teaching during their teaching practicum program.
Design/methodology/approach
This study employed a case study design and was conducted in a state Islamic university in East Java Province, Indonesia. A semi-structured interview was conducted with three pre-service English teachers to collect data about the beliefs of pre-service English teachers in implementing DMC in their teaching practicum. Data were analyzed through thematic analysis.
Findings
From the analysis, the study unveils three important findings: (1) pre-service teachers' awareness of implementing DMC in English classrooms, (2) pre-service teachers' pedagogical preference for DMC projects and (3) pre-service teachers' perceived challenges in teaching through DMC.
Originality/value
The study suggests that equipping pre-service teachers with adequate pedagogical competence in DMC will enhance their capacity for technological pedagogical and content knowledge (TPACK).
Little is known about how subjective and objective learning outcomes in plenary lectures are related in the Quality Framework of Higher Education and how they are influenced by formative e-assessment. Given the increasing focus on digitalisation and formative assessment in higher education and the increasing diversity among university students, questions relating to these topics should also be explored within plenary lectures. These lectures constitute the most formal, defined and "bounded" educational practice at universities and it is important to study the question of whether the relationship between student diversity, pedagogy and technology can re-define some of the pedagogical underpinnings that are historically associated with lecturer-centred pedagogy. This paper aims to identify: (1) factors that influence the relationship between intended and subjective learning outcomes in plenary lectures; and (2) how formative e-assessment may improve moments of contingency by increasing the consistency between intended and subjective learning outcomes. The results of this study show that audience response systems (ARS) can enhance formative e-assessment in plenary lectures and reduce the discrepancy between the intended learning outcome and the subjective learning outcome in such lectures with several hundred students. The implications of the current paper are twofold: first, a better understanding of similarities and dissimilarities in students' learning processes in plenary lectures and how these processes may be affected by formative e-assessment has implications for the planning and implementation of teaching and learning in higher education. Second, this has implications for how we can reduce the discrepancy between the intended, subjective and objective learning outcomes in plenary lectures.
Based on criticism from both the evaluation of Norwegian pedagogy research, Evaluation of the Quality Reform and Norwegian student organizations, this article focuses on whether, and eventually how audience response systems (ARS) can be used to overcome some of the challenges lecturers have in large plenary lectures attached to formative assessment. The Bologna process, new standards for national curricula, increasing diversity among university students, more focus on formative assessment and the digital revolution have changed some of the underlying premises for teaching, learning and assessment in today’s universities. International research in this area shows that new technology such as feedback clickers can, under well-planned pedagogical circumstances, have the potential to provide feedback and formative assessment. However, university teachers who wish to offer formative assessment, face a number of challenges in plenary lectures due to the high number of students attending, the time pressure in such lectures, the lack of interactivity, students’ fear of speaking up and the limited resources for giving feedback. At the same time, students spend a lot of time during their years of studies attending such lectures and the need for and expectations of feedback and assessment are usually high. For instance, through the implementation of the Quality Reform in higher education in Norway, particular focus has been on the importance of ‘frequent feedback’ . Against this backdrop, new policy documents, research and experiences from the field suggest that there is a need to study plenary lectures more in depth in light of the theoretical underpinnings of formative assessment, relevant research and methodological innovation. The aim of this article is to elaborate both the theoretical issues of formative assessment and formative e-assessment as possible frameworks for studying ARS in plenary lectures. At the same time, Design-Based Research (DBR) and Mixed Methods Research (MMR) as possible research designs, will be elaborated in light of how to design studies of such settings. The research question is: Can formative e-assessment, DBR and MMR function as a theoretical and methodological matrix for studying ARS in plenary lectures in higher education?
The purpose of this article is to examine how policy documents in Norway the last ten years have interpreted ICT and digital competence in teacher education and in school. Norway implemented in 2006 a new national curriculum which increased the status of digital competence to be the fifth basic skill in the Norwegian elementary school (stage 1-13). This was a historic event and never before has digital competence achieved such status in curricula, neither nationally nor internationally. The same has newly happened with the new General Plan for Teacher Education where digital competence has become the fifth basic skill in all subjects. However, both teacher educators and teachers lack sufficient digital competence to fulfil these ambiguous policy goals and therefore the article suggest how a model of digital competence can bridge some of the gap between the intentions in the policy documents and the teachers/teacher educators’ practise. At the same time the article attempts to elaborate our perception of the concept digital competence in an educational discourse and how one can define digital competence in light of a Scandinavian educational perspective. The research question in this article is: how can digital competence be defined and what are the foundations of digital competence in teacher education and schools in light of the policy documents in Norway?
This article discusses triangulation as a strategy for increasing the validity of evaluation and research findings. Typically, through triangulating we expect various data sources and methods to lead to a singular proposition about the phenomenon being studied. That this is not the case is obvious to most researchers and evaluators. Given that this expectation is unrealistic, an alternative perspective of triangulation is presented. This alternative perspective takes into account that triangulation results in convergent, inconsistent, and contradictory evidence that must be rendered sensible by the researcher or evaluator.
This paper is intended to synthesise available evidences on the emergence of a generational approach to learning and knowledge management strongly influenced by having always been living surrounded by and interacting continuously with information and communication technologies (ICT).
This paper highlights digitally literate, in‐service teachers in leading edge 1 1. Leading edge schools are upper secondary schools that have worked continuously and systematically with ICT implementation over several years. All the teachers have their own laptops, as do a large proportion of the students. These are connected to the Internet via a wireless connection. View all notes schools in Norway and focuses on how they, in their professional development, adapt digital literacy. Today we find a consensus among policy‐makers, researchers, teacher‐educators and teachers that digital literacy must be given high priority and needs to be explored more deeply in our upper secondary schools. Therefore, digital literacy has become the fifth basic competence in the new curriculum and obligatory for all subjects at all stages. Despite this consensus and the increased status of information and communication technologies (ICT), previous ICT efforts have revealed that implementation of ICT has been more strongly anchored rhetorically and ideologically than in practice. Consequently, this paper focuses on whether we, in the new educational reform The Knowledge Promotion (Undervisnings og forskningsdepartementet, 200632.
Undervisnings og Forskningsdepartementet [Ministry of Education and Research. 2006. Læreplan for den 13‐årige grunnopplæringen [The National Curriculum for Primary Education], Oslo: Statens Forvaltningsteneste. View all references), are entering a time of upheaval within this area, at a time when in‐service teachers’ pedagogical content knowledge manages to integrate digital literacy as part of their professional development. The paper analyses how teachers have become digitally literate, what they actually do in their professional development and how the school organization manages (or not) to create a fertile ground to achieve mandatory ICT in the new curriculum. In this analysis, a new developed digital literacy model is presented and used as a lens to examine teachers’ pedagogical content knowledge.
We carried out an experiment to determine whether student learning gains in a large, traditionally taught, upper-division lecture course in developmental biology could be increased by partially changing to a more interactive classroom format. In two successive semesters, we presented the same course syllabus using different teaching styles: in fall 2003, the traditional lecture format; and in spring 2004, decreased lecturing and addition of student participation and cooperative problem solving during class time, including frequent in-class assessment of understanding. We used performance on pretests and posttests, and on homework problems to estimate and compare student learning gains between the two semesters. Our results indicated significantly higher learning gains and better conceptual understanding in the more interactive course. To assess reproducibility of these effects, we repeated the interactive course in spring 2005 with similar results. Our findings parallel results of similar teaching-style comparisons made in other disciplines. On the basis of this evidence, we propose a general model for teaching large biology courses that incorporates interactive engagement and cooperative work in place of some lecturing, while retaining course content by demanding greater student responsibility for learning outside of class.
Note from the Editor
Use of the audience response devices known as “clickers” is growing, particularly in large science courses at the university level, as evidence for the pedagogical value of this technology continues to accumulate, and competition between manufacturers drives technical improvements, increasing user-friendliness and decreasing prices. For those who have not yet tried teaching with clickers and may have heard unsettling stories about technical problems with earlier models, the decision to use them and the choice of an appropriate brand may be difficult. Moreover, like any classroom technology, clickers will not automatically improve teaching or enhance student learning. Clickers can be detrimental if poorly used, but highly beneficial if good practices are followed, as documented in a growing body of educational literature. In this Special Feature, we present two reviews that should assist instructors and teachers at all levels in taking the step toward clicker use and choosing an appropriate model. In the first, Barber and Njus compare the features, advantages, and disadvantages of the six leading brands of radio-frequency clicker systems. In the second, Caldwell reviews the pedagogical literature on clickers and summarizes some of the best practices for clicker use that have emerged from educational research. In a related article elsewhere in this issue, Prezsler et al. present the results of a study showing that clicker use can improve student learning and attitudes in both introductory and more advanced university biology courses.
Learning in the Network Society and the Digitized School is a refereed research anthology focusing on how digitization of society and school influence communities of practise, pedagogy, didactics, ICT and learning in the 21st century. This has become increasingly important during the digital revolution the last ten years and e.g. in Norway digital literacy have enjoyed a historic rise in their academic status, becoming the fifth core competence to be incorporated in all subjects at all age levels under the new national curriculum. This digitization of society and school presents opportunities, challenges and dilemmas in the running of schools and the question that arises is to what extent this has any impact on young people’s learning as well as students in higher education. The anthology aims to examine these issues from different methodological and theoretical perspectives, based on the overall theme “research meets practise – practise meets research”. The anthology consists of 16 chapters with thematic areas as: ICT and personalisation, ICT and creativity, ICT and dialogical approaches, ICT and school development, Digital divides, Situated learning in the Network society, ICT in English-teaching, collaboration in virtual student-settings, ICT and learning, Digital didactics, Adapted education and ICT, and ICT and Pedagogy. The anthology aims to reflect ongoing educational research within these areas in Sweden, Norway and United Kingdom, but the anthology is highly relevant for all other countries dealing with implementation of ICT in education.
Rev.& expanded from Case study research in education,1988.Incl.bibliographical references,index
For hundreds of years verbal messages such as lectures and printed lessons have been the primary means of explaining ideas to learners. Although verbal learning offers a powerful tool, this book explores ways of going beyond the purely verbal. Recent advances in graphics technology have prompted new efforts to understand the potential of multimedia and multimedia learning as a means of promoting human understanding. In Multimedia Learning, Second Edition, Richard E. Mayer asks whether people learn more deeply when ideas are expressed in words and pictures rather than in words alone. He reviews twelve principles of instructional design that are based on experimental research studies and grounded in a theory of how people learn from words and pictures. The result is what Mayer calls the cognitive theory of multimedia learning, a theory introduced in the first edition of Multimedia Learning and further developed in The Cambridge Handbook of Multimedia Learning.
This report is a review of research into the use of electronic voting systems to support lectures. This review, which was undertaken through funding from the Sub-Committee on Innovations in Learning, Teaching and Assessment, provides an overview of the potential of such systems; it also identifies issues associated with their use. Based on this review, it has been concluded that: • Voting systems are best understood as a tool rather than a teaching approach. They do not 'cause' good learning – in fact, if poorly prepared or used for their own sake, students were extremely critical of them. However, when lecturers used these tools as part of a wider effort to support active engagement with learning there is evidence that they can support increased motivation and attainment, at least in part as a result of their ability to provide rapid feedback on the learning process. • Such systems represent an opportunity to improve lecturing. The requirement to emphasise engagement and interaction with students prompts lecturers to reflect on qualities believed to characterise good teaching.
Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Its power is frequently mentioned in articles about learning and teaching, but surprisingly few recent studies have systematically investigated its meaning. This article provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement. This evidence shows that although feedback is among the major influences, the type of feedback and the way it is given can be differentially effective. A model of feedback is then proposed that identifies the particular properties and circumstances that make it effective, and some typically thorny issues are discussed, including the timing of feedback and the effects of positive and negative feedback. Finally, this analysis is used to suggest ways in which feedback can be used to enhance its effectiveness in classrooms.
The Norwegian school system gives a high priority to information and communication technology (ICT), and its ICT density is high, with one laptop per student considered desirable and being nearly accomplished. This study seeks to find the reasons for aspects of Norwegian teachers' pedagogical behaviour and choices by focusing on their thoughts and practices in technology-rich classrooms and by analysing how they explain them. It aims to enhance our understanding of how teachers in leading-edge schools appreciate the possibilities of a technology-rich environment, using theories about teachers' technological pedagogical content knowledge as a framework. The informants in this study had worked as teachers in upper secondary schools for at least five years and were categorised as digitally competent. Interviews conducted early in the study showed them struggling to explain their ICT use because teaching is a complex activity and ICT can not be isolated from it. To increase the validity of the study it was therefore necessary to employ a more composite research method, collecting data from the researchers' and the schools' reports and from development work with ICT, interviews with teachers, videotaped lessons, videotaped discussions with teachers after lessons, and videotaped discussions involving teachers sharing their reflections with colleagues. The study shows that if teachers do not feel comfortable with changes, teaching practices stay the same. At the same time these teacher have developed, and have continued to develop, a digital pedagogical content knowledge which seems to be necessary in the digitised school of today.
At the Annual Meeting in May 1974, the American Academy awarded its first Social Science Prize to Clifford Geertz for his significant contributions to social anthropology. Mr. Geertz has taught at Harvard University, the University of California at Berkeley, and the University of Chicago; in 1970 he became the first Professor of the Social Sciences at the Institute for Advanced Study in Princeton. Mr. Geertz' research has centered on the changing religious attitudes and habits of life of the Islamic peoples of Morocco and Indonesia; he is the author of Peddlers and Princes: Social Changes and Economic Modernization in Two Indonesian Towns (1963), The Social History of an Indonesian Town (1965), Islam Observed: Religious Developments in Morocco and Indonesia (1968), and a recent collection of essays, The Interpretation of Cultures (1973). In nominating Mr. Geertz for the award, the Academy's Social Science Prize Committee observed, "each of these volumes is an important contribution in its own right; together they form an unrivaled corpus in modern social anthropology and social sciences." Following the presentation ceremony, Mr. Geertz delivered the following communication before Academy Fellows and their guests.
Experience using a wireless keypad system for five years in class rooms
is discussed. This system is designed to increase student participation.
The data can be displayed to students quickly and/or saved. The system
is flexible and can accommodate a wide variety of teaching styles.
A study was conducted to examine the effect of factors related to the format, presentation style, and order in which ideas are presented on students' recall of chemistry material. Data were obtained from students who viewed three different multi-image presentations in a large lecture hall setting. Following the presentations, students were required to submit a written summary of the material. As the student summaries were analyzed, bits of information reported were tallied on a master sheet listing ideas presented within each half-minute segment of the presentation. Study findings included the following: (1) impact appeared to be greatest during the first 5-minute portion of the presentation, with impact sufficient to cause students to report about 35% of all ideas presented; (2) impact declined, but was relatively constant for the next two 5-minute portions, and dropped to the lowest level during the 15- to 20-minute interval; (3) enumerated items shown with numbers and print on the screen to accompany photographs had heightened impact; (4) enumerated items listed first had greater impact than those listed later; (5) when pairs of parallel ideas were presented, the first one presented was likely to have greater impact than the second; (6) presenting a fixed number of ideas in a shortened time span did not necessarily decrease the impact or retention, unless the material was too compressed for comprehension; and (7) presentations with more than about 40 ideas or bits of information were likely to be less efficient, with impact dropping off as the information load increases. (AYC)
This paper highlights the digital challenges within education in Norway and explains how the digital revolution creates new possibilities, dilemmas and challenges for school and teacher education in our contemporary society. Today we find a consensus among policy-makers, researchers, teacher educators and school management that digital literacy and ICT implementation must be given high priority and needs to be explored more deeply in our contemporary educational institutions. Despite this consensus, previous ICT efforts have revealed that implementation of ICT in the Norwegian context has been more strongly anchored rhetorically, than in practice. Consequently, the paper focuses on whether we now have learned from the past and are entering a time of upheaval within technology implementation and asks what kind of possibilities, challenges and dilemmas teacher educators and teachers face in this new pedagogical terrain. The paper focuses on some urgent questions and the search for answers within this pedagogical area, based on research findings from PILOT (Krumsvik, IKT i det nye læringsrommet, 2 (ICT in the new learning-space, 2), Unipub, Universitetet i Oslo, 2004a; Krumsvik, Norsk Pedagogisk Tidsskrift (Norwegian Journal of Pedagogy), 88:467–480, 2004b; Krumsvik, Scand. J. Educ. Res., 49:27–50, 2005a; Krumsvik, J. Nord. Pedagog. Res., 25:190–207, 2005b; Krumsvik, ICT in the school. ICT-initiated school development in lower secondary school, University of Bergen, Bergen, 2006), other relevant research studies, policy documents and theoretical foundations.
Laurillard sees dialogue as a crucial component of learning and she states that it is almost impossibl e to achieve in lectures. This paper identifies eight impediments to dialogue in lectures, and shows how they are or can be overcome by (a) adjusting the activit ies that take place within lectures, (b) using existing Grou p Response Systems (GRSs), and (c) using extensions t o GRSs proposed in this paper. In addition to facili tating dialogue within lectures, this paper shows how a re cord of the lecture-based dialogue could be used to improve learning environments outside the lecture.
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