inTEL Case study: Student engagement using ECHO360 confusion flag
Lead educator: Technology: School: Unit: Mode: Context: Student profile: Students enrolled:
Starla Hagita Echo360 ALP confusion flag feature Thomas Moore Law School LAWS204 Land law Attendance Bachelor of Laws 2nd-year students 64
In Semester 2, 2017 two units participated in a pilot project to investigate an unexplored feature available from the ECHO360 ALP platform. The ‘confusion flag’ feature was explored towards engaging students in live lectures. One unit from the Thomas Moore Law School and one unit from the Peter Faber Business School, participated in the pilot over four weeks.
Exploring the Confusion Flag in Echo360 ALP Platform
Using Technology to engage students in live lectures
Creating an opportunity for students to flag confusion anonymously
Starla Hagita describes her experience of participating in the pilot project.
ACU Case study: Engaging students using ECHO360 ALP confusion flag Length: 7 mins. This video was recorded using the Faculty of Law and Business Pop Up Studio. This footage was edited using Adobe Premiere Pro and branding animations created from the ACU Motion Pack using Adobe After Effects.
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 anonymous feedback, letting them know how many students are confused and on which slide content. Teaching staff are then able to focus more time on these topics either in live lectures, or as follow-up in their next tutorial, workshop or seminar.
As the confusion flag had not been explored 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
Student engagement in live lecture
Technical requirements now understood in using tool
Resource gaps identified
This is what was learnt from participating in the pilot project:
Where possible have training before exploring any new technology in fully understanding the process from beginning to end
Where available having Faculty Ed design and e-technical support from beginning to end of pilot, was important to the success of the project
The importance of communicating the potential benefits to students in participating in the pilot and how it would assist their learning
Providing assurance to students for their anonymity
Although only one video is featured here, two units actively participated in this pilot project, both 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 like to acknowledge their efforts.