The good example - SDU e-Learn

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tween teacher presentations and exercises and tasks which actively involve the students. This gives stu- dents the time
The good example - Strategies for students’ use of computers in lessons and lectures

How to carry out a No devices experiment

In brief

The evaluation of the students’ experiences with the No devices experiment proved very interesting with respects to meeting the success criteria, and it is remarkable that the vast majority of students were positive towards the initiative. Below, we have collected good advice and recommendations for those of you who would like to carry out a no devices experiment: 1. Inform the students about and state the reasons for the experiment before the course begins and explain how the students benefit. Note that this is necessary in order for you to carry out the experiment. 2. Help the students develop skills in note-taking by hand. Give them insight into and let them try out different note-taking techniques. 3. Organise your teaching so that you alternate between teacher presentations and exercises and tasks which actively involve the students. This gives students the time and space to reflect on what they learned. 4. Adjust the pace of your teaching so that students have time to write notes by hand and use a variety of methods that supports this, as for example: a. One minute papers b. Pre-printed hand-outs with scaffolds: i. Memory matrix ii. Defining features matrix iii. Pro and con grid

• 4 out of the 5 involved teachers evaluated the No devices experiment, and they all recommend the initiative to other teachers

We’ve gathered helpful resources for the advice above in this example.

For further guidance on the use of No devices in class, contact the Centre for Teaching and Learning.

Benefits depend on type of course A teacher, who will continue to use the initiative, writes: “I would like to use it again. I think it contributed something good in the form of increased and more intense presence in class, more questions, more involvement in brainstorming sessions, presentations and exercises. But I will consider what type of course it is best suited for (this was a history subject and quite fact-heavy).“ Another teacher specifically recommends running no devices in a course like theory of science where students are generally not very motivated before the course starts. The teachers also points out that it does not require more but a slightly different type of preparation, as well as a more active teacher role, a slower pace and repetition of important points.

• The initiative helps students stay focused on what is happening in the classroom. • 3 teachers experienced that the students’ level of activity was higher than in a lesson with devices while 1 experienced that the level of activity was the same. • The students are generally more attentive in class. • 2 teachers will continue to use the initiative in their teaching while two responded “don’t know”. It correlates, among other things, with an experience of the no devices experiment being better suited for some courses than others.

Contact Inger-Marie F. Christensen 6550 7501 [email protected] SDU Centre for Teaching and Learning Campusvej 55, 5230 Odense M Entrance J - Directory

August 2017

SDU CENTRE FOR TEACHING AND LEARNING