Interestingly enough, I came across two different tools almost simultaneously when I conducted a web search into technology for student engagement.  The first I came to was a tool called iClicker, and the second, which I will discuss here is called Hotseat. If you want to see a comparison, I have included it here.  Although not used (to my knowledge) in online learning environments, this tool has many aspects which support constructivist learning theory, as well as current instructional design approaches to learning.

Image was taken from: https://www.openhotseat.org/images/hotseat-large.gif

What is Hotseat and how is it used?

  • Developed at Purdue University
  • Can be used with smartphones, tablets and computers, as well as being compatible with Blackboard Learn
  • Professors use it as a backchannel solution in class to create discussion through questioning, get valuable feedback on student interests and challenges (needs assessment), give rapid feedback to inquiries, as well as to use questioning to inspire discussion within the class
  • Promotes collaborative micro-discussion and inquiry based learning – students can remain anonymous
  • Students can participate synchronously, or comment asynchronously (could be applied to a mixed online and classroom learning situation)

How does this tool relate to our current learning?

Hotseat engages students in many ways, and relates directly to both David Merrill’s problem-based instructional phases, as well as to constructivist learning theory.  By using tools that allow students to answer questions that inquire about prior knowledge on a new topic, as well as to see the answers of others immediately, learning activation occurs. By going through a problem progression where instructors can demonstrate through examples, in combination with students answering questions anonymously, learners can engage at their own speed without fear of embarrassment.  Analytics can also be used to show the class that not all are instantly understanding, which further supports all learners.   As evidenced by Ertmer and Newby (2013),  constructivists support “individual, direct experiences with the environment” (p. 55) as being essential for learning.  By being actively involved and socially present in the learning environment, power distance and the ‘sage on the stage’ situation common to higher learning environments can be eliminated.  This is not only supportive and collaborative, but can help to invoke a meaningful context where learning can occur. 

References

Agaard, H., Bowen, K., & Olesova, L. (2010, September 22).  Hotseat: opening the backchannel in large lectures.  Retrieved from http://er.educause.edu/articles/2010/9/hotseat-opening-the-backchannel-in-large-lectures

Ertmer, P., & Newby, T. (2013). Behaviorism,Cognitivism, Constructivism: Comparing critical features from an instructional design perspective. erformance Improvement Quarterly, 26(2), 43-71.

Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59.