Bruno De Lièvre, professor at the Faculty of Psychology and Science of Education at the University of Mons, details his Wooclap experience
“Wooclap at UMONS”
I have been using active methods (cuadros games, TRC, …) to liven up large audiences for a few years now. My criteria of choice are: it has to be in service of student learning, easy to implement, and suitable for large groups (350–400 students)
Wooclap’s paid version seemed to meet these criteria, and in early September 2017, I bought a licence. I use it in each one of my courses, as part of a Bachelor programme in Psychological Sciences and Education at UMONS or a Masters in Education Sciences. I also use it during conferences in Belgium or abroad.
One link, one code, and the interactions are available via smartphones or SMS.
But this is only the beginning, because you have to explore the possibilities Wooclap offers (MCQ or survey? Open question as a word cloud or a list? Matching? Prioritisation? Brainstorming?); some educational reflection is required.
And then you have to design the questions: what are the objectives? Is there a way to pedagogically align the goals and the means to implement them/ It is incredibly valuable for teachers to know their audience (who is who?), to test the prerequisites or achievements of a session, and to promote formative evaluation, not to mention the fun aspect, “ the anonymous aspect”, and the handling of digital devices for students and teachers alike In all of these cases, Wooclap leads to active sessions that are motivating for both students and teachers. The answers provided feed discussions, debates, grey areas, prepare for evaluations, and so on.
In short, it’s a breath of fresh air for teachers who wish to boost their courses in large groups (of course it works with small groups as well). It allows teachers to rethink pedagogical sequences (when do I ask my questions, to what purpose, how am I going to draw value from them, etc.) and students to know that their course will be structured according to the time required for the teacher’s presentations on one hand, and breaks of interaction to test the degree of their appropriation of knowledge.
A great experience, further enriched by the innovations brought on by the Wooclap team in terms of functional evolution As a little reminder: to boost your classes, it’s a wonderful tool, first and foremost because it requires teachers to (re) structure their educational sequence with the appropriate use of tools for the benefit of students.