Nearpod is a tool that can be used to facilitate active learning in online or face-to-face classes. Active learning is an instructional method for engaging students in the learning process. Active learning requires students to complete meaningful activities and think about what they are doing and learning. Active learning is often contrasted to a traditional in-person or recorded online lecture where students passively receive information from the professor. Nearpod augments the traditional lecture by adding engaging activities throughout the lecture.
Nearpod can also be used for formative assessment. Formative assessment is a low stake* instructional method for instructors to monitor student learning with the purpose of modifying their teaching as needed. Formative assessments can a) help students identify strengths and weaknesses in their content knowledge and b) help professors "see" students that are struggling or mastered the content. Nearpod facilitates the collection of formative assessment data for professors to evaluate student learning before a high stake** summative assessment like a final assignment or exam.
Whether you use Nearpod as an active learning or formative assessment tool, an important piece of teaching with Nearpod is instructor feedback. Effective feedback should be timely and specific. Students should know quickly if their response is correct or incorrect so they have the opportunity to learn from their mistakes. Students should also know specifically what was wrong and why. Depending on the activity type you use in Nearpod, your students could have instant and corrective feedback or you can provide feedback within Speedgrader in Canvas.
*Low stake assignments typically have no or low point value so students can freely try out their learning without large consequences. For Nearpod lessons, assign a few participation points for completing the Nearpod.
**High stake assignments are typically a summative assignment with a larger point value or grading weight because it should represent a summary of a students knowledge of the content.
Corral, J. (2015, December) Active Learning: 3 ways for higher education lectures. Retrieved from https://www.slideshare.net/JanetTworek/active-learning-3-easy-ways-for-higher-education-lectures
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