One of the joys of using MS forms to collect data is that a lot of the analysis work is done for you. The data is sorted and visualized into nice graphs. I did not have to go through and sort and categorize the data to form data sets as I would have if collecting the data manually using paper questionnaires or feedback forms and entering onto a spread sheet to generate graphs and pie charts and the like. Although, I did for question 2, where it could be seen that there was a reoccurring theme to student’s answers
Question 2
Over half of the students who answered this question mentioned the order in which to cite, as something that they had learned.
5/8 = 63 % represented visually here
Question 3. What do you feel you need more practice with?
The answers here were more varied, and it was not possible to find a pattern or reoccurring theme, however 2 students out of the 10 did mention images.
I would have been very happy if they all said, ‘remembering to reference as I go’! As one student did.
Question 4. What will you remember from this workshop?
Four student’s answers included referencing, and five LEGO. MS Forms produced the following Insight:
Question 5. Was anything completely new to you, puzzling or surprising?
Not everyone answered this question, but of the 8 who did, 6 said no.
As most of the students were already familiar with referencing, this session was more of a refresher. But hopefully a good one!
Question 6. Reflecting on your experience, at what point in the session did you feel most involved?
There were 9 responses to this question, and 5 said the LEGO, however, looking at all of the responses, there were four students who mentioned the practice, using LEGO to reference. So, I am pleased with this response too.
Question 7.
All ten respondents answered this question. To me this implies that this question was a more straight forward question for everyone to answer. Everyone felt confident in answering the question. All of the responses were positive, and seven students stated that they found the session ‘fun and engaging’. I will take that!
Question 8. Do you have any suggestions for us to improve future events?
There were two responses for this question, both I don’t knows.
Sometimes it is what hasn’t been answered that is important. Maybe the fact that not many answered this question is a good thing, and they left it blank because they enjoyed the workshop so much. I wish!! Or, maybe just too shy to make suggestions.
Question 9. There were ten respondents to this question too, and all positive, stating that the workshop had increased student’s confidence equally by a little or a lot.
The final question was about recommending to a friend. I would have liked this to have been a better response. In the graph I was disappointed. But I that is due to the way the data is represented.
If you look at the raw data
I think that this is still a positive response as all of the scores are 6 or above. The graph produced by forms was, I felt, in this case a little misleading. Out of a possible score 90 the question scored 73. I think that is a good result.
So I guess it just goes to show that Forms is not totally reliable and that you should still check the analysis that it is providing. Or am I just clutching at straws? What do you think?
Are you wondering what happened to question 1? Or have I totally bored you with all of this information?
Well, I saved the best to last!
Did you enjoy today’s session? There were 10 responses, all positive.
Can referencing be fun?
Yes! After this feedback I believe that I can say with a little more certainty that Referencing can be fun, and I am not the only person working in HE to have found that LEGO has an amazing array of uses in teaching. These can be seen in the number of STEM LEGO sets that are now produced, and over the last decade the growth in LEGO Serious Play as a teaching tool in Higher Education.
These are just a few of those teaching with Lego:
Carina Buckley – Southampton
Dan Swanton – Edinburgh
Bianca Fox– Sussex
Andy Legg – Chichester (watch Andy’s video below)
and of course UAL to name but a few
References
Buckley, Carina (2015), ‘Conceptualizing Plagiarism: Using Lego to construct students’ understanding of authorship and citation’, Teaching in Higher Education, 20(3), pp. 352-358. DOI: 10.1080/13562517.2015.1016418. Accessed: 28/1/2023
Fox, Bianca (2022) ‘Serious play: active learning with Lego bricks’, 100 Ideas for Active Learning. Available at: Serious play: active learning with Lego bricks – 100 Ideas for Active Learning (sussex.ac.uk) Accessed 12/12/23
Legg, Andy (2017) ‘LEGO video by Chichester lecturer goes viral via Facebook’, Serious Play.com. Available at: https://seriousplaypro.com/2017/04/12/lego-video-by-chichester-lecturer-goes-viral-via-facebook/ (Accessed12/12/23)
Swanton, Dan (2011) ‘learning-with-lego’, Teaching Matters.16 November. Available at: https://www.teaching-matters-blog.ed.ac.uk/learning-with-lego/Accessed 28/1/2023