And Learning Catalytics is not just a technology – it's based on research-based pedagogies. When students login to Learning Catalytics they are prompted to enter where they are sitting in the lecture hall. This allows me to monitor student responses in real-time based on where they are sitting, and tells me where to focus my attention and facilitate instruction. Learning Catalytics also manages student interactions by grouping students with an intelligent algorithm based on how they responded. Once I assign groups, students receive a message on their device telling them which peers to talk to. Students are not told the correct answer, just the classmates with whom they should discuss their responses. They discuss their answers with each other and resubmit. A graphic is shown to illustrate this process and highlight the significant gains I observed by having students engage in this activity.
For the example given here, the student discussions increased percentage of students responding correctly from 53% to 96%. This fall, I plan to probe whether or not the students really learned from their peers or simply copied their responses. To do this, I will utilize the Team Based Assessment response modality for the recitation sections. In recitation, I will give the students a similar question to what they saw in lecture and they will first individually respond to all questions in the module; then, students will gather in their groups and respond to the same questions as a team. This will allow me to monitor student progress from lecture to recitation and then eventually to the exam score.
Read more about Matt's approach to flipping his classroom.
Watch Matt's TEDx talk about his teaching.