Have You Voted? Teaching OSCOLA with Mentimeter

Abstract

This article details a small project undertaken by Information Skills Advisers at London South Bank University to increase student engagement in lecture theatre settings through the use of a web-based audience response system (ARS), Mentimeter. Supporting the School of Law, librarians delivered an interactive OSCOLA referencing session to a large capacity lecture theatre. A previous session was redesigned to increase student engagement and active learning utilising interactive quiz questions which students answered using mobile devices. The majority of feedback from students and staff who participated in this pilot project was positive and showed an increase in student engagement. This article is based on the presentation, ‘Have You Voted?: Teaching OSCOLA with Mentimeter’ delivered at the BIALL Annual Conference 2017. It will examine the process of adapting a lecture to include interactive content using an ARS, and will discuss the outcomes of the pilot session and explore benefits and challenges inherent in using technology of this type in a large classroom.

The impact of audience response platform Mentimeter on the student and staff learning experience

“…Very little research has been carried out to explore how Mentimeter impacts teaching and how best it can be optimised. Skoyles and Bloxsidge's (2017) use of Mentimeter to outline referencing skills to law students enhanced engagement, created a more inclusive experience and enabled formative assessment. A small study conducted by Davarzani (2013) found that Mentimeter increased student interest and encouraged involvement.…”

Teachers’ Perceptions and Experiences of using Digital Technology in Undergraduate Classrooms in Pakistan

“…This supports the learning process of students in a positive manner, as the response rate is fast and students and teachers can easily monitor students' learning (Sad & Ozer, 2019). It was also determined that online applications contribute to the development of teachers' digital skills and awareness of technology as well (Skoyles & Bloxsidge, 2017). This is a positive aspect for both teachers and students, as the lessons would run smoothly the more digitally skilled a teacher is.…”

Aplikacja mobilna oparta na grywalizacji jako narzędzie zarządzania procesem kształcenia na poziomie studiów wyższych

“…Z przeglądu literatury wynika, że istnieje wiele edukacyjnych platform 19 i aplikacji mobilnych 20 wykorzystujących grywalizację. W literaturze znaleźć można opis ich funkcjonalności w obszarze uatrakcyjniania treści dydaktycznych 21 , stymulowania kreatywnego myślenia 22 , przeprowadzania interaktywnych quizów 23 oraz pozyskiwania informacji o oczekiwaniach uczestników wobec zajęć i poziomie satysfakcji po ich zakończeniu 24 . Brak natomiast szerszych omówień aplikacji, które pozwalają zarządzać całą ścieżką edukacyjną -bez względu na kierunek czy poziom studiów i przedmioty czy treści nauczania.…”