Formativ vurdering i førelesingar
Based on the criticism from both the evaluation of Norwegian pedagogy (NFR 2004/2006) and the Norwegian student organisations, this study focuses on if, and eventually how, feedback clickers (TurningPoint®) can be used to overcome some of the challenges lecturers have in large plenary lectures. The Bologna-process, new standards for national curricula, increasing diversity among university students and the digital revolution have changed some of the underlying premises for teaching and learning in today’s universities. New policy documents, research and experiences from the university field suggest that there is a potential to develop plenary lectures in light of new technology and more updated teaching methods. A new concept, digital didactics, is underpinning this time of upheaval and this case study focus on how bachelor students in psychology in large plenary lectures experience the use of innovative technology, feedback clickers, from their points of view. International research within the area shows that new technology as feedback clickers can, under well planed didactical circumstances, have the potential to enhance interactivity, attention and reflection, as well providing feedback and formative assessment, which are the ground pillars of the Quality Reform in Norway.
What perceptions do psychology students have of feedback clickers in plenary lectures in relation to their own learning aims and learning outcomes?
This study is designed as a mixed method study and consists of surveys, ‘live surveys’, observations and document studies.