I started slowly in my Statistics courses, using Learning Catalytics to collect “written” homework. I often give written assignments to supplement MyStatLab exercises, and Learning Catalytics allows me to collect certain problems or parts of certain problems. The answers are automatically graded and scores are transferred to my grade book in MyStatLab. This strategy encourages students to do the homework and to be on time. Students, if you wish, can have conversations about their strategies or answers. As the results come in I can address common errors or misconceptions.
Reviewing for Exams
I found Learning Catalytics to be helpful for reviewing for exams. For example, while reviewing for an inferential exam I can post a problem and ask students to tell me which hypothesis test is the appropriate one to use. The same can be done for reviews on probability distributions, descriptive statistics, … I can ask conceptual questions or problems requiring calculations.
I can use these results to get a real time read on how my students are doing with their preparation, and determine which concepts to address in detail.
Flipping the Classroom/Peer Instruction
Here is where the real classroom power lies. When I flipped my Statistics class, I used Learning Catalytics to make the class sessions more interactive and engaging. I post a question and ask students to submit an answer. Then I either ask students to explain their answers to the class, discuss their answers in small groups, or I offer some insights of my own. At that point I allow students to change their answers if they wish.
This approach has turned my class into a conversation with my students, or a conversation among my students, which is more effective than the traditional “top down” lecture.
If you have any questions or comments about Learning Catalytics, flipped classrooms, Interactive Statistics, or anything else in this blog, please leave me a comment or reach out to me on Twitter @georgewoodbury.
ICTCM here I come …