1. Sunday, June 12, 20161Jisc RSC HE Conference, Manchester, 2014 Learner Voice – Using Socrative with undergraduate students Nick Lund and Orlagh McCabe Manchester Metropolitan University

2. Before we start… Can everyone with an internet enabled device please log on to – http://m.socrative.com/ and go to room –516633 Sunday, June 12, 2016Jisc RSC HE Conference, Manchester, 20142

3. Simple poll How many of you use any student response systems (clickers) in your teaching? Sunday, June 12, 2016Jisc RSC HE Conference, Manchester, 20143

4. Background National –HEFCE –Need to understand and use new technologies (Blasco-Arcos et al, 2012) Sunday, June 12, 2016Jisc RSC HE Conference, Manchester, 20144

5. Background Institutional –EQAL initiative –Increased contact in each unit (module) –Increased SSR Sunday, June 12, 2016Jisc RSC HE Conference, Manchester, 20145

6. Student response systems SRS or ‘clickers’ –Allow students to give feedback with the lecturer (Kay & LeSage, 2009) –Promotes interaction in large lecture groups (Mayer et al, 2009) –Allows reviews of ‘knowledge gaps (Chui et al, 2013) –Improves engagement and attention (Draper & Brown, 2004) Sunday, June 12, 2016Jisc RSC HE Conference, Manchester, 20146

7. Sunday, June 12, 2016Jisc RSC HE Conference, Manchester, 20147 Have you been paying attention? Quiz on what we have covered so far! Space race

8. Sunday, June 12, 2016Jisc RSC HE Conference, Manchester, 20148 Findings

9. Sunday, June 12, 2016Jisc RSC HE Conference, Manchester, 20149 Questionnaire Have you enjoyed using Socrative student response system in your learning? Yes – 92% No – 8% By using e-learning platforms such as Socrative, are you more likely to engage with learning? Yes – 84% No -16% Would you like to see more interactive e-learning activities included in the curriculum? Yes – 84% No -16%

10. Comments PositiveNegative It gives us good chance to engage with the subject Easy to use and been able engage more with the subject. It brings about discussion and offers good explanations of the correct answers. Its fun as long as the questionnaires aren't too long Just found it very helpful and informative Really useful. More use of it :) I like it x Not everyone has Internet access during lessons. Some forewarning so students can bring tablets and laptops to use I think it acts as more of a distraction than a learning aid Sunday, June 12, 2016Jisc RSC HE Conference, Manchester, 201410

11. Sunday, June 12, 2016Jisc RSC HE Conference, Manchester, 201411 Discussion

12. Feedback Instant feedback beneficial for both the student and the tutor. A tutor can immediately decide whether to revisit previous material to review ‘knowledge gaps’ in more detail or continue with the topics based on student responses (Chui,2013). The student can reflect ‘on action’ using real-time feedback to reflect on their comprehension of materials and identify any issues that may need further attention. Sunday, June 12, 2016Jisc RSC HE Conference, Manchester, 201412

13. Knowledge and Pedagogy SRS feedback can have a positive effect on both learning and teaching development allowing tutors to make better use of class time by focussing on topics where students are struggling (Carnaghan,2011) This can have significant benefits for ensuring quality in the curriculum and supporting continuous monitoring and improvement. Sunday, June 12, 2016Jisc RSC HE Conference, Manchester, 201413

14. Sunday, June 12, 2016Event Name and Venue14 References

15. Blasco-Arcas, I. Buil, B. Hernández-Ortega and Javier Sese, F. (2013).Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance," Computers & Education, 62,, 102-110. Bligh, D (1971). Whats the use of lectures? Penguin. Carnaghan C., Edmonds T.P., Lechner T.A., Olds P.R. (2011). Using student response systems in the accounting classroom: Strengths, strategies and limitations. Journal of Accounting Education, 29, 265- 283. Chui, L. Kasey, M, Byron, P, (2013). A quasi-experimental assessment of interactive student response systems on student confidence, effort, and course performance. Journal of Accounting Education, 31, 17- 30. Draper, S.W. & Brown, M.I. (2004). Increasing interactivity in lectures using an electronic voting system. Journal of Computer Assisted Learning, 20, 81–94. HEFCE, (2009) Enhancing learning and teaching through the use of technology: A revised approach to HEFCE's strategy for e-learning. http://www.hefce.ac.uk/pubs/year/2009/200912/ (Accessed 7/03/14) Kay R.H., LeSage A. (2009). Examining the benefits and challenges of using audience response systems: A review of the literature. Computers and Education, 53, 819-827. Mayer, R.E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D. Bulger, M., Campbell, J., Knight, A., & Zhang, H. (2009). Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes. Contemporary Educational Psychology, 34, 51–57.http://www.hefce.ac.uk/pubs/year/2009/200912/ Sunday, June 12, 2016Jisc RSC HE Conference, Manchester, 201415