Green Gown awards

November 20, 2017 at 1:21 pm | Posted in educational | Leave a comment

Many congratulations to Simon Kemp, who just won a Green Gown award in recognition of his excellent work supporting sustainability. I was really pleased to see in the video that he is still using the UN Sustainable Development Summit game that we developed in 2012; this uses cards and simple rules to facilitate negotiation between teams of students representing global power blocs to get their preferred goals. We tweaked the rules in 2013 to reward and encourage co-operation between the less powerful blocs (e.g. Africa and India) and counter-balance the influence of the major players (US, China and Europe). The result is a really enjoyable and engaging educational game that teaches students about negotiation, the need for compromise and the difficulty of choosing which UN sustainable development goals to focus on.

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Ian Cognito: an infamous academic

July 13, 2017 at 3:08 pm | Posted in MOOC, waffle | Leave a comment

A piece of work I did a few months ago has finally made it to the small screen, as FutureLearn’s English as a Medium of Instruction for Academics enters its second week.  I was asked to record a truly awful lecture to illustrate a whole gamut of behaviours that tutors should avoid. I’m involved in local amateur dramatics, and this sounded like a fun bit of theatre to devise. It had to be a fairly short lecture, and I chose a resource (old – so uses Flash) I had already made about copyright as the basis.

I thought about how I would bring in the various elements of bad practice, but the whole thing was recorded in one take without any rehearsal. You may note that I nearly corpse a couple of times, but manage to keep going. I was especially pleased with the cultural references to English children’s literature from the 1950s that would bamboozle any international students unfortunate enough to be in the audience.

So without any further introduction, here is Ian Cognito showing how not to do it…

I’d just like to point out that Ian Cognito is my evil twin and in no way reflects my actual teaching style. Just as Anna Nymyti is my ‘fake Polish student’ alter-ego I use for testing software systems… and I’ve just learned of a French cousin called Sue Denìmê…

Ally: a game changer for accessibility

July 12, 2017 at 10:55 am | Posted in educational, systems | Leave a comment
Tags: ,

Ally logo

Yesterday I attended a Blackboard webinar about their new system, Ally, and immediately saw that this would be a ‘must-have’ for any institution that is serious about improving the accessibility of their online resources. Ongoing changes to the Disabled Student Allowance have made institutions legally responsible for providing reasonable adjustments for students with learning differences and disabilities, and Ally offers three ways to meet that duty.

Automatic creation of accessible versions of resources

Ally integrates with Blackboard’s normal workflow, so tutors upload their files using the same process as they currently use (which now includes drag-and-drop) and the primary link is to that file (e.g. a Word, PowerPoint or PDF document). A new dropdown menu offers links to accessible versions; HTML, ePub, electronic Braille or audio file. These versions are only generated by Ally the first time a student requests it, and are stored by Ally so do not take up additional storage space on our Blackboard servers. Ally uses Amazon Web Services for processing and storage, and offers institutionally-controlled cloud storage if required.

I was really impressed with the quality of the conversion from original file to HTML. Ally uses sophisticated semantic structural analysis and machine learning to recognise headings, lists and tables and even deals with multi-column layouts, maths and equations. The HTML version is used as the basis for the other accessible formats.

So Ally provides students with accessible versions of documents without any additional effort or input from tutors. That in itself is a major win, but wait – there’s more…

Nudging tutors to improve the accessibility of their resources

When the tutor views the resource item in Blackboard, they see a small coloured ‘gauge icon’ alongside the link. Green indicates good accessibility, orange is so-so and red means it needs improvements. Clicking the icon brings up detailed feedback on what the problems are and what the impact on students is – for example if images embedded in the document do not have ALT text, then students with visual disabilities cannot access them at all. Ally also offers context-sensitive advice about the practical steps needed to resolve the issue (e.g. how to add ALT text in Word). Tutors can upload a revised version of the document and immediately see its improved rating.

Institutional oversight of accessibility data

The final aspect of Ally is designed to help institutions meet their legal duty by providing the data that enables accessibility to be measured and improvements to be tracked over time. It lists the most common issues, and identifies those modules that need significant work. The administrators can drill down to individual modules and resources, so care will need to be taken to ensure that tutors get appropriate support and advice and that this is not seen as a performance management tool.

The three aspects of Ally: 1) alaternative accesible versions 2) instructor feedback and 3) institutional report

It’s easy to see how these three aspects of  Ally work together to enable institutions to make a step-change in the accessibility of their learning resources – and that’s why I think Ally is a game-changer. How can an institution NOT offer this facility?

As a final note, I was really impressed that Ally already works with Blackboard, Moodle Rooms and Canvas Instructure, and will soon be available for stand-alone Moodle and even D2L’s Brightspace (Blackboard’s main rival). That’s the right move – accessibility for all!

30

July 7, 2017 at 5:08 pm | Posted in waffle | Leave a comment

This week, it has been 30 years since I joined the University as the Desktop Publishing specialist in Computing Services. Back in 1987, a massive IBM 3090 mainframe provided most of the University’s computing power, supplemented by BBC B Micros and a wide variety of other early micro-computers. I was one of the lucky few to have an IBM XT 286 with a 6MHz 80286 processor, 640kB of RAM, a 20MB hard drive and a 13″ colour screen with VGA graphics showing 16 colours from a 256-colour palette at a resolution of 640×480 pixels. I used it with Ventura Publisher and the only HP LaserJet on campus to create user guides, posters and newsletters. This was pre-Windows; Ventura had its own graphical user interface (GUI) that used a mouse.

Today, I’m still lucky enough to have a state-of-the-art device; I’m typing this on a Microsoft Surface Pro 4 with a 2.2GHz Core i7 processor, 16GB of RAM, a 256GB SSD and a 12″ screen showing 16 million colours at a resolution of 2736×1824 pixels. OK, the screen is a bit smaller, but it is fully touch-enabled with pen input… and I have a lovely 27″ display plugged in to it. Today I’ve mainly been using it to author an interactive guide using Articulate Storyline.

And of course it has this thing called ‘The Internet’ that was still in its infancy when I started… Do I feel old? Not really, just experienced.

decentralised – delightful – digital

May 18, 2017 at 2:11 pm | Posted in event | Leave a comment
Tags: ,

adamprocter

Yesterday I went to see my colleague Adam Procter give a talk about his ongoing PhD research in Web Science. Adam is Programme Leader for Games Design and Art at our Winchester School of Art and always has interesting things to say about the intersections of learning, technology, design and culture. You can view the slides on his website.

He started with a provocative question “Why are the digital tools used by tutors so terrible, and why can’t anyone fix this?”. He graphically showed this by contrasting the 2-minute 20-click process required to upload and announce a PDF using Blackboard and the 10-second drag-and-drop equivalent using Slack. This wasn’t an entirely fair comparison as Blackboard stored the PDF in structured folders, while in Slack the PDF was an item in a linear timeline – and the latter approach makes it hard to find resources later, especially if keyword search is poor. For example if the PDF is called Lecture 5 Design Theories a search may find dozens of messages with one or more of those keywords. But the tutor could spend a further 10 seconds to drag-and-drop the PDF to a DropBox folder, thus enabling learners to also access and browse structured resources.

The first section of his talk focused on arguments for decentralised systems to support learning. A key concern is the way in which the dominant, centralised web companies (Google, Facebook and Twitter) track our interactions to commoditise our data and individualise (and constrain) our experience. This can be a good thing, but as we discovered during the Brexit campaign, it also led to “information bubbles” and the viral spread of fake news. In the education world, learning analytics privilege things that can be easily measured, which are not necessarily the things that really matter.

I make the case that digital technologies are being imposed upon formal learning environments, particularly focused within HE and often associated with the ‘student experience’ agenda. This imposition often reflects what amounts to a thoughtless approach to teaching and learning, in which pedagogy is side-lined by neo-liberal practices of efficiency and surveillance.

Alan Bainbridge (2014) Journal of Learning Development in Higher Education

You can join the discussion about decentralised services on Adam’s research website.

The second section explored delightful design, and after a brief ghost-train ride through the everyday horrors of some of our institutional systems moved swiftly on to some examples of playful and elegant UI and UX (user interface and user experience). I particularly liked this diagram showing Aaron Walter’s hierarchy of user needs.

maslow-hierarchy-interface-design< I feel I ought to confess that writing this blog post is definitely a displacement activity to put off the awful moment when I need to continue developing our new Digital Learning website using SitePublisher, perhaps the most user-hostile system I’ve ever had the misfortune to encounter. >

I think that most of the delightful examples he showed are a result of three convergent factors; apps that need to do just one thing (excellently), hardware that easily supports animated interfaces, and authoring tools that simplify the creation of those interfaces. There is also a greater focus on designing UI and UX that guide users through process flows, such as booking an airline ticket. For example, I recently came across a great blog post by Issara Willenskomer on the 12 principles of UX in motion to improve usability.

In the final section, Adam introduced an early prototype for a digital tool to support learning. This involved linked nodes of information and reminded me conceptually of some of the visual tools I have played with over the years – in particular The Brain and the excellent (and free) CmapTools. My current go-to visual organisation tool is MindMeister, which enables sharable mind-maps. I thought his prototype focused too much on content creation and lacked support for social learning, but hey, it’s early days yet.

I also think that familiar tools and systems are more likely to be adopted than bespoke solutions – so at the moment I’m looking at the new Office 365 and thinking what a great learning environment it would make, with its seamless integration of file storage, communication and collaboration… plus some really neat content creation tools such as OneNote and Sway. Some features (Teams, Planner) are ‘very similar’ to popular tools but that’s a good thing (unless you are Slack or Trello).  It’s also a million miles away from being a decentralised service, but Microsoft really seem to be paying attention to the user experience – maybe not delightful, but pretty good and getting better all the time. So to finish with another provocative question “Which IT company do you think is bringing the most exciting innovations to market at the moment, and would you trust them with your data?”

 

Storyline video with embedded quiz questions

May 11, 2017 at 10:07 am | Posted in hands-on | Leave a comment

The Articulate Community was, as usual, immensely useful when I wanted to learn how to embed quiz questions in a video, and this post builds on advice and examples from David Anderson and Montse Anderson. In particular, I liked Montse’s use of Storyline’s Lightbox feature to show normal question slides on top of the paused video… but the template she provides does not include this feature, so I needed to figure it out for myself and ended up with an elegant hybrid of their two approaches. Try this for yourself by clicking the screengrab – and/or download the Storyline 2 .story file.

video quiz screenshot

Step-by-step process

  • Start by creating a slide for your video and a set of question slides.
  • Add a hotspot over the video, right-click on it and deselect Show Hand Cursor on Hover. This prevents learners from clicking on the video to pause it.
  • Press spacebar to play the video and tap the c key to add cue points when you want your questions to appear. The cue points show on the timeline and be dragged to fine-tune their timing.
  • Add a new layer to your video slide for the first question. I called this layer Q1marker.
  • Add a graphic marker to this layer – I used a circle with a ? You can set the size, colour, font, transparency and location as required. You should change its duration from the default 5s to whatever is required – so mine are on screen from 0s to 4s on the layer’s timeline. I also used animation to fade the object in and out (0.2s each); this looks much smoother than a sudden appearance and disappearance. Finally, I added a Hover state to the marker – I just changed the fill colour and font colour.
  • On the video’s base layer, add a Slide Trigger that shows layer Q1marker when the timeline reaches Cue point #1. Add similar triggers for the other question layers.

Now when the video plays, the marker will appear on top of the video for its set duration when the timeline reaches its cue point. The video does not pause, and learners do not have to click it – so short durations could test observation and speed of reaction. Markers could even be (nearly) transparent so avoid giving a visual clue to a critical event in the video e.g. a mistake in a medical procedure.

  • Add another layer which will pause the video and display the question. I called mine Q1lightbox. This layer has no objects; just a Layer Trigger to Lightbox slide ‘question 1’ when the timeline starts.
  • Click the Properties gear icon next to the layer’s name and select Pause timeline of base layer and Hide slide layer when the timeline finishes. The first pauses the video while the second un-pauses the video after the lightbox slide closes.
  • I adjusted the duration of this layer’s timeline to 1.5s. This means that the video will resume playing 1.5s after the learner completes the question, giving them just enough time to re-focus on the video.
  • Now add a trigger to the marker on layer Q1marker to show layer Q1lightbox when the user clicks.

So now if the learner clicks on the marker, this layer is shown, the video pauses and the first question slide is lightboxed (i.e. displayed on top of the current slide). The final step is to adjust the question slides to work using this lightbox approach.

  • Add a trigger Close lightbox when the user clicks to the Continue button on both the Correct and Incorrect layers.
  • Delete any Next and Previous buttons – these questions are ‘stand alone’ and are only seen if the learner clicks the marker while it is visible.

Now when the learner reads their feedback from question 1 and clicks the Continue button, the lightbox closes, the layer Q1lighbox plays out its 1.5s timeline before automatically closing, and the video resumes playing.

The good news is that after testing that this all works as expected you can now copy-and-paste the elements to quickly create further questions:

  • Video base layer: copy the Slide trigger and edit the layer shown and cue point used.
  • Q1marker layer: copy and edit the layer’s name, the location of the marker and the layer shown when the marker is clicked.
  • Q1lightbox layer: copy and edit the layer’s name and which question slide is lightboxed.
  • Question slide: copy and edit the question. responses and feedback.

This example will no work on iPhone or iPad at the moment, but after some investigation I eventually found this was a problem caused by the Edshare repository I used to store the output files.

Click video to start it playing?

In the course of this frustrating series of tests I tried an extra step required if you want the video to click when played:

  • Set the video option to Play video when clicked
  • Create a graphic saying ‘Click video to start’
  • Add a Slide Trigger to Pause timeline on this slide when the timeline starts
  • Add a trigger to the video:
    Resume timeline on this slide when the user clicks
    (optional: Change state of “Click video to start” to Hidden when the user clicks)
  • Move the hotspot so it starts at about 0.25s on the timeline

You need to pause the slide timeline and restart it with the video, or they get out of step, and start the hotspot after 0.25s so you can click on the video to start it!

Articulation 6: playful learning

April 4, 2017 at 3:57 pm | Posted in projects | Leave a comment
Tags: ,

I was keenly aware that this training on sustainable hairdressing was voluntary, and this provided several design imperatives:

  1. It should be fairly quick to complete; I was aiming for around 40 minutes and our data showed that was actually the average time taken.
  2. That placed constraints on the amount of content, especially text – and I also thought that ‘bite sized’ ideas would best suit our target audience.
  3. It should be engaging and fun, with plenty of interactivity: exploring the virtual salon, liking ideas to increase your EcoPro score and answering quiz questions. I also included a few playful items, described below.
  4. I really wanted learners to say that it was “interesting and quite fun” rather than “dull and boring” in any word-of-mouth (and social media) recommendations.

Quiz questions

Learners were presented with a single quiz question as they left each area to return to the virtual salon. These were not scored and were used as an opportunity to emphasise a key learning point. Storyline makes it easy to show layers providing a hint if the first attempt is incorrect and the correct answer if the second attempt is incorrect.

Graphic carbon savings calculator

Denise wanted learners to understand the scale of savings that could be made by some simple changes in hair-washing behaviour; for example do you really need to shampoo twice? I created a slide with six options that showed the carbon savings graphically by using a footprint shape whose area matched the ‘carbon footprint’ of various choices:

Again, a link to the calculations was provided for anyone who wished to view them.

Good try!

The start of the training includes guidance on how to Like ideas, see your EcoPro score and collect the Big Ideas, where it says “Click this icon if you see it on any page.” I thought some learners might try clicking the example icons and wanted to ensure that their initiative was acknowledged. Why ducklings? Because I thought any training that made you smile was off to a good start!

Easter Egg

It was about a year ago, just before Easter, when I visited Shine to take the panoramic photo used for the virtual salon. As a ‘thank you’ to the staff I bought them a chocolate egg, but first placed it on a shelf so it was included in the photo. Many apps include an ‘Easter egg’, a playful feature or message hidden by its programmers, and I thought it would be fun to use the real egg to access one of the ten areas in the salon. I wanted to reward the learners with a cute photo, and after debating the relative merits of kittens and puppies decided to use both! This area concluded with a research question whose feedback made the point that most customers do want salons to consider environmental issues. Remember that this training aimed to motivate hairdressers to change their behaviour by providing them with carefully selected information.

This slideshow requires JavaScript.

Try it yourself!

We are no longer collecting data, and the training is now hosted on the University’s Edshare repository and can be accessed by anyone. Why not give it a try? Most learners took around 35-40 minutes to complete the training.

 

start-screen-600

Click the image to access the training.

 

Articulation 5: what’s the score?

April 4, 2017 at 10:49 am | Posted in projects | Leave a comment
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If you’ve been following these posts from the start, you may remember that “The aim was to inform (hairdressers) about environmental issues and encourage them to adopt sustainable business practices that used less energy and water and created less waste.”

In the second post I described how learners could ‘like’ ideas they encountered and to see the savings that the idea could achieve:

My idea was to translate the costs and savings for each topic into a standard format that would give the energy, water and money savings each year if adopted by a small four-seat salon. As learners worked their way through the training, a running total could therefore be kept of the savings from all the ideas where they clicked the Like button, so they could easily see the amount saved and scale that up for their own salon if required. I suspected that although the energy and water savings would be seen as a good thing, it would be the substantial money savings that would really gain their attention.

This example shows how this process works in practice. Suppose a learner has just started exploring the virtual salon and finds the Hair Drying area:

This slideshow requires JavaScript.

These slides show some of my core design decisions:

  • using a photo of the researcher, Denise Baden, as the human face
  •  to introduce each area of the training.
  • using photos and short texts for each idea that minimise the risk of tl;dr, which is always an issue with online training.
  • using fresh, bright colours – especially the ‘green for Go’ Like button;
  • only showing the savings when the learners have clicked the Like button, so I hoped they would be curious. Of course the more ideas they liked, the more impressive their total savings on the EcoPro slide, reinforcing the idea that lots of small savings add up to a very significant impact.
  • I didn’t think many learners would want to see the calculations, but we needed to include them to show we hadn’t just plucked the figures out of thin air.
  • although the environmental savings are energy (kWh) and water (000’s of litres), I needed to translate those into specific financial savings. Hair salons are businesses, so any investments in energy-saving technologies need to see a good return.
  • some benefits, such as reductions in water pollution or giving good advice to customers, are difficult to express financially, so I used a ‘Good Deeds’ measure to identify and reward these.

The EcoPro slide used four variables; ENERGY, WATER, ENVIRONMENT and MONEY. These were updated when a learner clicked the Like button for the first time; I didn’t want multiple clicks to artificially inflate the EcoPro totals. So for example the Lighting slide’s Like button had four triggers, two of which were conditional on the Like button’s state:

Add 3645.00 to ENERGY
  When the user clicks
  If LikeButton's state is not equal to Visited

Add 510.00 to MONEY
  When the user clicks
  If LikeButton's state is not equal to Visited

Change state of LikeButton to Visited
  When the user clicks

Show layer Savings
  When the user clicks

It was easy to show the value of the variables on the EcoPro slide; all that was needed was to include the variable name in the text e.g. %ENERGY%.

During its first six months the resource was hosted on SCORM Cloud and data was collected from around 600 learners. This was analysed by Denise’s research project to identify which ideas were liked the most.

Hunting the Big Ideas

Part of the brief was to introduce learners to five sustainability concepts, which I called the Big Ideas; Climate Change, Carbon Footprint, One Planet Living, Sustainability and Water Scarcity. I decided to make this a treasure hunt; learners needed to collect (view) them all by finding five icons scattered throughout the areas and ideas. When they had visited seven areas they could view a list of direct links to all areas and Big Ideas – see Avoiding frustration in a previous post.

In the final post about this project, I’ll cover the playful aspects I included to try and make this training something that the learners would enjoy and recommend to colleagues.

Next: Articulation 6: playful learning

 

Articulation 4: trigger happy

April 3, 2017 at 9:27 am | Posted in projects | Leave a comment
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In my previous post about the Sustainable Hairdressing project, I talked about the 40 triggers used to ensure that the salon panorama slide showed which areas had been already visited. But there were still a few more to add to provide a smoother user experience.

Providing guidance to the learners

The first was a trigger that showed a layer with instructions the first time a user visited the salon panorama – i.e. if the variable how2pan is True. I initially included an OK button to hide the instructions layer and set the variable to False, but feedback from test users made me simplify that by replacing it with a transparent rectangle covering the whole slide. This meant that the layer was hidden and the variable set to False wherever the user clicked – for example if they try to drag the slider while the instructions were visible. The same technique was used on a few other slides to display ‘just in time’ guidance the first time they were visited. Note the ? button at the lower left of the screen that re-displays this slide’s help if needed.

SH01

Users can click anywhere on this slide to hide the instructions

Avoiding frustration towards the end of the training

We didn’t want our learners to become frustrated when hunting for the last few areas, so I used the locs variable, which counts the numbers of areas visited, to make two changes when it reached 7.

  1. The first was to change the state of a button called locHints from its initial Hidden state to Normal. Hidden buttons cannot be clicked and do not change the mouse cursor when rolled-over. When clicked, the button displays a slide with direct links to all areas, using button states to clearly indicate those that have already been visited.
  2. The second was to display a layer with instructions, telling users they could click the locHints button to “see a list of location short-cuts”. An OK button is used to hide this layer.
SH02

Direct links to the three areas that still need to be viewed.

It’s probably worth emphasising how much this project relied on three core Storyline features:

  1. Button States – where I changed the text colour and icon to show areas that had already been visited.
  2. Variables – keeping track of which area and ideas had been visited, as well as some running totals such as energy savings.
  3. Triggers – and especially conditional triggers that only took effect if one or more conditions were met, such as visiting an area for the first time.

Rewarding learners when they complete

Finally, when learners have visited all of the locations and the locs variable equals 10, a layer is displayed congratulating them and providing guidance on finishing the learning.

SHcongrats

Learners see this when they have completed the training.

This splash screen is an example of how I tried to make the training more playful and motivational, from the ‘gift’ of fresh flowers to the language (10/10 and the big tick) and the key take-home message that “what is good for the environment is also good for your business”.

In the next post I’ll look at the other ways in which I used playful elements and gamification to try and make this training a fun and engaging experience for our learners.

Next: Articulation 5: what’s the score?

Managing student responses

March 3, 2017 at 12:17 pm | Posted in educational, student response systems | Leave a comment

We are piloting the Meetoo web-based student response system which supports in-class messaging as well as polling. Students can send messages which are immediately visible to the whole cohort, and click to ‘like’ messages they agree with. It is also possible for the tutor to moderate messages, but let’s leave that feature aside for now.

I’d like to share and reflect on the experiences of James Wilson, a colleague in our Faculty of Health Sciences, who used Meetoo for the first time this week in a session about mental health issues for around 80 students. His feedback to me included:

During the session I personally found it a challenge to multi-task – it meant juggling my oral engagement with the audience while monitoring the message board. During the session the message board exploded with comments and I simply could not keep track.

At the start of the session he invited the students to share their thoughts and questions throughout, and these mainly appeared as three ‘bursts’ of 10-15 messages around specific themes.  Most of the messages were comments on the content of the session and none required an answer from the tutor, so there was no need for James to ‘keep track’. A total of 81 students answered polling questions using Meetoo, so it seems only a minority were sending (and reading?) messages.

Some typical comments:

Medication can solve a large portion as many cases can be along the route of chemical imbalance in the brain.
Mental illness often involves a combination of medical and therapeutic interventions like CBT, counselling therapies etc.
Giving a tablet to someone does not get to the root cause of the problem!!!!! We should be helping not medicating straight away

Suggested good practice

Tutors could ask for comments at a few relevant points during a session, and just review messages as they come in. Some students will send comments, while others will simply use the ‘like’ feature. Directing students to the message feature like this should lead to a higher proportion of students engaging with it. The Meetoo FAQs indicate that it will soon be possible to sort messages by the number of likes, which would be helpful.

In a recent webinar, Meetoo said that they would soon offer an open-text question type, but those are best suited to one or two-word answers, so I still think messages are the best way for students to share comments. The tutor can mark selected messages as ‘favorites’ and I understand that it will soon be possible to share just these messages with the students via a Projector tab. This would enable the tutor to gather feedback from the whole class and then re-focus their attention on a few of the key points raised. I think there is also an opportunity here for the tutor to ask students to spend a few minutes discussing those key points in small groups.

Perhaps if students have a question they would like the tutor to answer, they could prefix their message with a Q – for example “Q why do you think mental health issues are increasingly affecting teenagers?” The tutor could quickly review the messages towards the end of the session and either answer these at that point, later online or in the next session.

Social messages

Students sent social messages at the very start of the session, but these stopped as soon as the session got underway. There were no inappropriate messages; just jokey ones. I think this is a good example of students exploring how the system works and then getting focused.

I spy beginning with w
window?
To the walls…
Yay window
*leaves conversation

Finally, one student posted a very positive comment at the end of the session about the use of Meetoo which got ten likes:

Awesome app. Should be used for all our lectures! Encourages more discussion for us shy ones ??

This initial feedback indicates that Meetoo offer an easy-to-use and effective medium for in-class comments that encourages discussion, and that further experience will help us develop and strengthen its impact on learning.

 

 

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