In-class tools for active learning

A flipped learning approach will typically entail re-designing synchronous learning sessions to provide more opportunities for active- and student centred learning.

There are number of tools and technologies that can support active learning within the lecture environment, for example by enabling increased interaction in large group teaching situations.

1. Voting systems and in-class polling

Electronic Voting Systems and in-class polling are a means of facilitating interaction opportunities within the live lecture.

These systems can allow an instructor to engage even large cohorts in synchronous exercises, and to test student understanding and application of taught concepts.

The technology can support a range of different session designs, and may also be used within small cohorts or seminar-style situations as a method of facilitating anonymous responses or gauging cohort confidence in their own understanding.

Mentimeter is available at York for in-class polls and voting.

More information

• Introduction to MentiMeter - York TEL Handbook.

• Staff video vignettes: video case studies of using Mentimeter at York to support active and inclusive learning and teaching - York PDLT case studies.

• Emily Brunsden (Physics): using Mentimeter to create an inclusive learning experience - York PDLT case study.

• Emma Range (Biology): using TurningPoint/Responseware to maximise the value of contact time with large cohorts - York PDLT case study.

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2. Collaborative documents and activies

Synchronous active-learning sessions will often see students working collaboratively, analysing problems or contributing to a shared output.

Collaborative activities may present challenges in large groups and/or in some physical locations, such as tiered lecture theatres. Using online documents and equivalent technologies can mitigate these challenges, and can create more opportunities for continuity and flexibility between 'live' and asynchronous learning.

• Google Docs, Sheets, Forms, and Jamboards can be used in a variety of ways as the basis for in-class activities that require students to create and contribute content to shared spaces. For example, a lecturer can set up materials in Google Docs in advance of a session and then share with the cohort and/or designated groups. During the live session, the lecturer can view the Docs and bring these up on the projection screen if required.

• Padlet is available at York, and can be used for a range of activies, such as collaborative mind-mapping, brainstorming, or creating a collaborative map or timeline.

More information

• Google Workspace for Education - IT Services guide.

• Google Apps for collaboration - York Skills Guides.

• Introduction to Padlet at York - York TEL Handbook.