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Applications of EVS40Iain Cross,School of Life SciencesHow did you use EVS in your teaching?1. Regular drop-quizzes on materials taught both during thelecture and in previous sessions.2. As an ice-breaker to a subject and to ascertain existing understandingof new topic material.3. Answering questions generated by students‟ peers in smallgroupsAs a practice technique for answering MCQs.Why did you choose to use EVS in this context?For each of the above...1. For improving memory and recall of key facts; to understand how students‟ knowledgeis developing and identify areas for additional teaching or revision support.2. To overcome stigmas of responding in public to questions and remove fear of giving„wrong‟ answer.3. To encourage students to reason what would be an incorrect answer to a questionas well as the right answer; developing a deeper understanding of the material & helpindentify differences between potentially similar answers.Overcoming responding stigma, provides ideal opportunity to explain incorrect answers;students appreciate their own performance to prioritise revision subjects.What were the benefits of your application of EVS for you and your students? Helps me to identify students knowledge to adjust future teaching and requirementsfor support. Helps students appreciate their own performance Communicates clearly the expected level of knowledge required for success in examinations. Removes barrier of embarrassment, stigma etc when responding in public; improvesstudent engagement with material. Adds an element of „fun‟ to lectures – novel technology and often fun and amusement(!)when discussing answers. Breaks up lengthy lectures into shorter segments.Did you experience any drawbacks or problems with using EVS that may promptyou to modify or develop the use outlined above? Maintaining student focus when discussing answers – they may become more interestedin the range of responses than on understanding why their selection was correct/incorrect.Blended Learning In Practice May 2011
Applications of EVS41 Students who have forgotten EVS handsets may become isolated from sessions. Occasional difficulties in receiving votes. More advanced uses of EVS (e.g. for summative assessments, attendance monitoringetc.) could be unappealing as further training may be required. Time spent initially preparing slides can be significant. If not used with care there is a risk of trivialising subjects into simple facts. Reliance on an old laptop computer which is underpowered for EVS software.Click image below for Iain‟s video on EVSBlended Learning In Practice May 2011
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3 - University of Hertfordshire

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