Quick Reflection – Test Tube Teaching
Not my 9x9x25 post this week, but I just read Test Tube Teaching by Prof Mel, and was about to comment when I thought, ‘hey, I can just blog a quick reflection and hopefully it’ll ping back’. Honestly, I’ve been frustrated with blog commenting systems for a while now. Some require login, some eat my comments, so here…I’m reclaiming commenting.
It sounds like Prof Mel has been having success with the use of low stakes quizzing in a Psychology course. Low stakes quizzing seems to be more and more in favour in courses I’ve seen, particularly in F2F and blended settings. Regardless of the class, participation does seem to fluctuate. Before there were streamlined ways to do small assessments (like when I was in undergrad) I recall some classes using shorter smaller assessments over full year courses. Even in those courses I could see myself, as well as my peers, tapering off in their participation. In hindsight I do realize that was a bad idea on my part.
- Student engagement in the VLE is mostly determined by the student
- Most OU students follow the schedule when studying
In particular it is that last one I find really interesting. So while students tend to work through most of what is designed for them to do (in online courses primarily in this case) the schedule is hardly what we anticipate.
I know that in F2F classes we tend to plan the quiz in a way that students should do it before showing up to the lecture, because it can help inform the teaching and learning that day. I wonder about the implications, for F2F and blended, of students following a schedule or not.