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Mentimeter staff case studies

Summary

Examples and advice from staff at the University of York of how they are using Mentimeter to support active and inclusive learning.

Case studies

Use the drop-downs below to browse short videos from staff by purpose (eg. knowledge checking or community building), session type (eg. lectures or seminars), subject area, or question type used.

Purpose

Diagnostics (Finding out where students are at or what they already know at the beginning of a session. Adapting teaching during a session in response to their needs).

Knowledge checking (Providing opportunities for students to test their understanding by responding to questions or engaging in competitive quiz activities).

Engagement (eg. stimulating interest, providing a means for students to take part anonymously, eliciting questions during teaching sessions).

Promoting self-assessment and reflection (eg. questions focusing on learning, progress and planning)

Community-building and inclusive learning

Promoting active learning (eg. giving opportunities to stop and think, talk or compare, using results as a trigger for activities involving comparison or discussion, providing feedback on responses)

Session type

Lectures

Seminars / small group teaching

Workshops / group work / 'flipped' learning sessions

Asynchronous uses

Subject area

Biology

Chemistry

Computer Science

Economics

Education

History

Language and Linguistic Science

Philosophy

Psychology

Question type

Multiple-choice questions

Word cloud

Open text responses

Scales

Q&A

Quiz competition

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See our case study page for these and other videos from staff at the University of York showing approaches to learning, teaching and assessment with digital tools.

We are always keen to highlight and share effective practices with polling tools for learning and teaching. If you have examples you would like to share please contact us.

Advice from experienced staff members

See the following drop-downs for advice sourced from experienced users of Menti in a range of departments. With thanks to Lilian Blot (Computer Science), Laura Chapman (Environment & Geography), David Graham (Health Sciences), Emily Nicholls (Sociology), Yaprak Tavman (Economics) and Sara Van Goozen (Politics) for sharing their insights:

1. What are your 'top tips' for someone starting out using Mentimeter with their students?
  • Start small
  • Get a more experienced Menti users to look over open ended questions. This can help with any obvious questions that might invite inappropriate responses!
  • Use the question types you're most confident with first and then build on that
  • Polls at the beginning seem to work well to get students engaged before they start doing anything more complex
  • Write questions about common misconceptions, and provide slides on the expected answers.
  • If you're uncomfortable with the risk of inappropriate responses, it's fine to avoid the open questions/word cloud!
  • Short, simple questions are easiest
  • Start with the simplest question types to build your confidence (and potentially students' confidence if it is new to them!).
  • Keep questions/tasks simple (e.g. multiple choice over ranking exercises)
  • Use the "hide responses" function strategically, especially if you are getting any inappropriate responses!
  • Start by highlighting to students the importance of engagement with Menti for their learning and explain expectations from students
  • I use regular open-ended “questions?” Slides within sessions to allow students to anonymously seek clarification - student feedback is that they really like this
2. Are there any 'gotchas' or things that you learned the hard way that you can pass on?
  • Don’t include too many questions in a session - they can take up too much time if you’re not careful.
  • Plan the session around how you intend to include menti - don’t bolt it on to a session as an afterthought
  • Don’t expect all the students to engage - you’ll be waiting forever
  • check the wifi/internet works before you do a live survey or MCQ / Plan your lecture around menti not working on the day.
3. How (if at all) has your use of Mentimeter changed since you first started using it?
  • I'm using more of a variety of question types now
  • More use of asynchronous/survey, especially in the form of Q&A
  • It’s become a natural part of planning sessions now - doesn't feel like ‘extra’ work
  • Questions are used to introduce the next part of the lecture
  • I used to only use it in lectures, have introduced it into seminars too now
  • Definitely trying out different types of activities (but still a big fan of the MCQ at the start and end of the lecture)
  • Paying more attention to the timing of the menti questions in a session