{"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>\u00a0by encouraging\u00a0students to prepare before a lecture, perhaps by\u00a0providing short videos,<\/a>\u00a0helps build engagement and\u00a0attendance. It also\u00a0ensures 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\u00a0students 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,\u00a0without any of these problems. Most run as web apps<\/span> on mobiles, tablets or computers. They\u00a0allow the teacher to set up multiple choice and short answer\u00a0questions, and\u00a0polls. The responses provide the teacher and students with\u00a0instant, graphical feedback on the level of\u00a0understanding and help\u00a0identify misconceptions whilst the class is still running. Common uses include:<\/p>\n