Interactive Learning, Teaching and Assessment Using Socrative


One of the fundamental challenges faced within the UK higher education sector is the focus of developing and promoting an inclusive curriculum. It is essential for all higher education institutions to identify and engage in promoting the success of all students. It is necessary for higher education institutions to instil quality enhancement processes and in essence to the equality of learning. Thus the importance of curriculum design and the interactive aspects of curriculum design require a fundamental overhaul in terms of the interactive processes which need to be adhered to in the anticipatory response to equality in learning and teaching, to allow for a holistic learning experience. In order to investigate the potential improvements of interactive learning and teaching an emerging learning tool was selected. A number of tests and controlled sessions were identified. The collected data, feedback from students and the critical discussions outlined a positive use of the inclusion of Socrative within classroom teaching. This paper focuses on bringing into line the curriculum, teaching, learning and assessment with the individual student learning.

Author Information
Dilshad Sarwar, Leeds Beckett University, United Kingdom
Amin Hosseinian-Far, Leeds Beckett University, United Kingdom

Paper Information
Conference: ECE2017
Stream: Digital technologies and communications

This paper is part of the ECE2017 Conference Proceedings (View)
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Posted by James Alexander Gordon