How Can Learning Catalytics Help Me?
Learning Catalytics can be a useful tool to help facilitate increased opportunities real time assessment, feedback and peer discussion in your class. One of the selling points of Learning Catalytics is that it allows for a wide range of questions and response types and inputs. These include images, graphing and text responses. The range of inputs allows for instructors to implement classroom response activities that go beyond multiple choice.
Learning Catalytics is also designed specifically with the intention of facilitating peer instruction activities. First, give the students a question that they answer individually. Learning Catalytics then uses intelligent grouping features to help match students with others around them who differed in their answer. Have students get into small groups based on the Learning Catalytics groupings and discuss their responses. After a short discussion, students then answer the question again individually. The peer discussions will often help move more students to the correct answer, while the act of explaining their responses to their peers helps to reinforce learning. If a large number of students are still getting the question wrong, the instructor can go back and revisit the material in a different way.
There is an existing Connect integration with Pearson that allows for textbooks with digital materials to be added easily from within Connect. Existing question sets are available for many of the Mastering series books as well as some others.
- One of the creators of Learning Catalytics, Eric Mazur, uses a 30-70 rule when giving questions to the class. If less than 30% of his students answer a question correctly the first time, he will ask an easier question and not do peer discussion since the majority of the students will argue for the wrong explanation, implanting an idea that isn’t correct. In between 30 and 70 percent, he asks the students to engage in peer discussion and then answer the question again. If 70% of the class or more gets an answer right, he moves directly to the explanation, so as not to waste time on concepts most of the class grasps.
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