Echo360 ALP confusion flag feature
Thomas Moore Law School
LAW204 Land law
Bachelor of Laws
- Students suggest great for large classes
The University adopted the widely used lecture capture tool Echo360 Active Learning Platform (ALP) to support the student learning experience.
The Faculty of Law and Business piloted using the ‘confusion flag and analytics page’ available in ECHO360 ALP in two units. One unit from the Thomas Moore Law School and one unit from the Peter Faber Business School participated in the pilot over a four week period in live lectures.
In the following clip Starla Hagita describes her experience of participating in the pilot.
ACU inTEL Case study: Engaging students using ECHO360 ALP confusion flag
Length: xxxxx mins.
Confusion flag tool
During any part of the lecture, students can click on the confusion flag to mark any slides they don't understand. This gives the lecturer immediate feedback, letting them know which concepts students are struggling with. This capability is also useful when revisiting slides after lectures, letting the Lecturer adjust content, based on what students need help with.
When viewing the lecture slides, the lecturer is notified when the confused flag is raised as the icon is highlighted at the top of the page. Given the delay of notifications, using the Analytics tool is helpful as part of the process.
Lecturers can obtain detailed information on the Confusion Flag with the Analytics tool, giving them a breakdown of the number of flags that were raised on each specific slide.
The Analytics tool provides an overview of statistics such as lecture attendance rates and activity participation that are collected as the semester progress. Along with a trend line, statistics will help towards adjusting content for core concepts that students have marked as confusing.
As the confusion flag feature had not been used before, a pilot was necessary for gathering information on fully understanding the process and in identifying resource gaps.
Intended project outcomes
- Student engagement in live lectures
- Identify technical requirements in using the tool
- Identify resource gaps
Actual project outcomes
This is what was learnt from participating in the pilot project:
- The importance of training before exploring any new technology in fully understanding the process from beginning to end
- The importance of having full 1:1 Faculty Ed design and e-technical support from beginning to end of pilot, which was integral to the success of the project
- The importance of providing a clear brief to students around the trial and the tools anticipated use
- The importance of communicating the potential benefits to students and how it would assist their learning in ensuring students would engage with the platform feature when confused on any content in live lectures
- Providing assurance to students for their anonymity
- Learning more about Echo360 Platform e.g
- checking captured lecture recordings for technical and teaching purposes
- Discussing key themes or issues captured with all teaching team members
- Ensuring captured lectures were linked correctly to campus specific, classroom recordings
Feedback from 27 out of approx 104 students across both units included:
- Appreciated the anonymity tool provided and suggested it would be helpful when too shy to ask questions
- Suggested it would be helpful in large classes
- Prefer not to use confusion flag when they have an established and open relationship with the Lecturer thus able to ask any questions when confused
- Confusion Flag feature will be helpful with: key concept, assessment and revision.
- Useful for large student numbers
- Helpful for 1st-year students towards modelling behaviour if introduced early e.g. in Week 2 after introductions
- Would be helpful for online synchronous sessions
- Slow upload time into Echo platform, system lags
- Presentation view is different to normal slide view
- If students don't bring a personal device in class they cannot participate
- Could be seen as a potential barrier that removes open communication channels between lecturer/student which aids deeper discussion
Plans for the future
- Trial using the confusion flag feature in a first-year subject to assist in modelling behaviour before implementing in other years
Resources and artefacts
- Project Initiation Document (PID) [SEEKING PERMISSION]
Although one video is featured here, two units participated in this technology pilot project, with both units providing invaluable feedback. We are equally grateful for the time and feedback, provided by Ms Ellen McBarron and Dr Sandra Beach from the Peter Faber Business School and would also like to acknowledge their efforts.
Page last updated: 2017-11-24
Short url: http://www.acu.edu.au/1347454