Kim Beerden Posts

Something that I have learned thanks to the experiences and experiments of the last year is that it is really important to formulate the didactical ‘problem’ before starting out. It…

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It is remarkable how much students enjoyed the Zaption clips. They were unequivocally positive about how Zaption clips contributed to their learning. I think that it may indeed be refreshing…

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The use of Zaption is very intuitive ( http://www.zaption.com/ ), although there are certainly issues with some of the features. The most notable issue is that it is impossible to…

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My course, titled ‘Pompeii and Herculaneum: life and death of two cities’, has been developed and taught by me in 2013-2014. It was very well attended and students (BA2/3) were…

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What did my first year students think about all of this? I asked them to fill in a questionnaire, which 39 of them did. Although statistics are meaningless here, there…

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It has been very important to consider the reason WHY I would want to ask the students questions. I cannot ask them to apply theory to more practical situations in…

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Over the course of the first semester of 2015-2016 I have been using Socrative as a tool for interaction during my first year lecture series (Introduction to the Ancient World).…

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We have been experimenting with the use of Mentimeter this semester – my previous post already indicated I was planning to use Mentimeter throughout the term. I have done so,…

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Mentimeter has recently become available at Leiden – an online ‘quiz-tool’ which allows the lecturer to quiz and poll students during a lecture. This seems especially useful for bigger lecture series where there are 20+ students participating; however, smaller groups might also take advantage.

I have tested Mentimeter for the first time during the first lecture of the series ‘Life is short: death in the ancient world’. Around 50-60 students turned up, which made this lecture a perfect opportunity to see if Mentimeter is useful. My first reaction was very positive: Mentimeter really allowed me to interact with this big group of students.

How did this work in practice? When starting the lecture, I first introduced some ‘practice questions’ which allowed the students to get used to Mentimeter. My questions were: are you a History, Classics, or minor student (multiple choice); do you have any questions related to the practical matters related to this lecture series (open question)? Not all students were ready to answer this question because they had to find out how Mentimeter works. However, the response was as follows:

Wat ben jeAnd there were no questions related to practical matters:

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Wouter and I have presented work-in-progress results at a Faculty meeting at the end of last semester. The audience was mixed – from students to senior administrators – but everyone…

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