Best Practice Model for Electronic Voting System
- Introduction and resources for using voting systems in interactive lectures here
- Suggested learning activities for e-supported, blended and distance learning (see the Delivery Patterns page for full details) that are mapped to the principles are below.
|
Active Induction |
Guided Exploration |
Facilitated Investigation |
Self-organised Learner |
| Tutor creates induction quizzes for voting | Tutor uses student-generated issues as options for voting | Students create MCQ for peers | Students plan and design multiple-choice quiz to deliver to group |
| Students respond to poll in class on induction topic | Students discuss answers to tutor’s questions in groups | Students reflect on issues and solution options | Students use output from choice to reflect on own learning |
| Students respond to poll in class on content topic | MCQ’s based on familiar scenarios/case studies | EVS used to gather course feedback | Students use EVS to gather data for own research/learning |
| Students work in groups to respond to socialisation poll | Compare and contrast questions based on familiar scenarios/case studies | Students plan/deliver assessment/feedback to criteria | Students use EVS in external contexts e.g. conference/meetings to gather data for research/ learning |
| Students discuss in pairs before agreeing option to vote on | Questions designed to reveal common student misconceptions | EVS used for assessment | Students design assessment task and criteria |
| Students see instant feedback following poll | EVS used by students as ‘clapometer’ to indicate confusion or boredom during lecture | ||
| Students answer MCQ using EVS | Students create MCQ for EVS based on content/lecture | Students share and discuss MCQ for EVS in groups | Students plan and design multiple-choice quiz to deliver to group via EVS |