{"id":1675,"date":"2016-04-27T00:15:50","date_gmt":"2016-04-26T14:15:50","guid":{"rendered":"http:\/\/sydney.edu.au\/education-portfolio\/ei\/teaching@sydney\/?p=1675"},"modified":"2016-09-16T21:33:04","modified_gmt":"2016-09-16T11:33:04","slug":"tools-flipping-class-2-response-systems-polling-formative-assessment-feedback","status":"publish","type":"post","link":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/tools-flipping-class-2-response-systems-polling-formative-assessment-feedback\/","title":{"rendered":"Tools for flipping your class #2: response systems for polling, formative assessment and feedback"},"content":{"rendered":"

Flipping the class<\/a>
by encouraging
students to prepare before a lecture, perhaps by
providing short videos,<\/a>
helps build engagement and
attendance. It also
ensures that they are ready to be active in class. Especially in large lectures, it can be difficult for the lecturer to connect with all of the
students and to gauge the level of understanding. Asking direct questions of the audience can be difficult – often the same set of students reply, those at the back can feel excluded and others may be too intimidated to contribute in front of the whole class.<\/p>\n

Response devices can provide an electronic way of interacting and engaging with the whole class,
without any of these problems. Most run as web apps<\/span> on mobiles, tablets or computers. They
allow the teacher to set up multiple choice and short answer
questions, and
polls. The responses provide the teacher and students with
instant, graphical feedback on the level of
understanding and help
identify misconceptions whilst the class is still running. Common uses include:<\/p>\n