Creating dynamic, connected classrooms at Linköping University
Professors like Åsa Mårtensson and Kenneth Järrendahl use Mentimeter to transform lectures and seminars into interactive learning experiences. By using Mentimeter in both small and large learning sessions, they can assess knowledge, boost student engagement, and create a more inclusive and adaptable learning environment. For Åsa and Kenneth, it’s not just about making classes more interactive - it’s about adapting to students' needs and encouraging active participation.
Åsa Mårtensson, an Associate Professor at the Division of Education and Adult Learning, teaches students and faculty with diverse backgrounds and experiences. She uses Mentimeter to create ways for the groups to connect and relate to each other, while also giving her insight into the needs of the group.
In the courses for fellow educators, Mentimeter enables Åsa to ask simple icebreaker questions like, "How much teaching experience do you have?" or "What’s your experience with this subject?" The responses help the group see that they aren’t alone in their experiences, fostering a sense of community.
Kenneth Järrendahl, Professor & Division Head of the Thin Film Physics division at the Department of Physics, Chemistry, and Biology, uses Mentimeter in his physics courses. Kenneth finds that Mentimeter helps to foster an anonymous and safe space for students to answer formative assessment questions in his physics courses. He often uses multiple choice questions to gauge student knowledge before or after covering a specific topic.
"It’s helpful for students who answer formative assessment questions incorrectly to see where they went wrong without feeling exposed. This way, they get constructive feedback anonymously and immediately." - Kenneth Järrendahl, Professor & Division Head of the Thin Film Physics division at the Department of Physics, Chemistry, and Biology
Example of a formative assessment multiple choice question, translated to English: "How can we describe equipotential lines around an electric dipole?"
Kenneth also experiments with peer-learning techniques inspired by physicist Eric Mazur, where students first respond individually and then discuss their answers in groups before submitting responses again. "I notice that students who know the correct answer often convince others, leading to more correct answers in the second round," he adds.
I notice that students who know the correct answer often convince others, leading to more correct answers in the second round.
Both Kenneth and Åsa use Mentimeter to assess student progress and course perception and adapt their teaching strategies in real-time.
"Using Mentimeter, I can quickly get a feel for where each student stands. Then I address the group: some of you may feel this is moving too fast, others too slow. Just knowing they’re not alone helps them feel more comfortable and capable." - Åsa Mårtensson, Associate Professor at the Division of Education and Adult Learning
However, it’s not just about the teacher adapting to the students, but also about students adapting to the teacher and the material based on how they’re progressing through the course.
Åsa also occasionally uses Mentimeter for end-of-course surveys to gather feedback that directly impacts future iterations of the course, asking questions like, "What parts of the course feel overwhelming?" or "How much time did you spend working with the course material?" These insights and feedback allow Åsa to, for example, refine the course pacing or address specific suggestions like the timing of a test.
For Åsa and Kenneth, Mentimeter is a helpful tool to create an inclusive, adaptive classroom that meets students’ needs. Here’s their advice to other educators looking to use Mentimeter:
Start learning sessions with easy, non-content questions to break the ice
Do formative assessments to help students see where they are in their learning
Do check-ins to see how students are perceiving the course pace
"Students struggle to stay engaged for a long lecture - nowadays, they demand more interaction. Mentimeter is helpful if you’re looking for ways to keep students’ attention and switch up your teaching." - Åsa Mårtensson, Associate Professor at the Division of Education and Adult Learning
With Mentimeter, Linköping University is redefining what it means to interact and engage, making lectures more dynamic and education more accessible for all.
