from Powerpoint ) to act as the Nearpod presentation base and interactive activities can be easily added to the base presentation. Overall, from the academic perspective, the use of Nearpod in class is seamless, presentation files can be easily imported (e.g. Some students link their student Google account to their Nearpod account to allow ease of log-in and data storage. In my classes, students engage either via the dedicated smartphone app or via their web browsers. Each student receives a digital copy of all their in-class annotations and quiz responses directly after class to act as a student-created learning resource. All interactions are collated, in real-time, and are shared back to students in the class to initiate dialogic debate and explore concepts and clarify misconceptions. Nearpod quizzes are also used as in-class formative assessments. In my classes, I tend to use the ‘draw it’ function to allow students to annotate prepared slides to, for example, highlight specific components of biological and chemical molecules. These learning activities range from slide annotations (termed the ‘draw it’ function) to quizzes and onto virtual tours supported by the Nearpod technology.
In NearPod students interact, engage and participate through facilitated synchronous (and asynchronous) learning activities created by the academic via a bespoke online platform. Employing Nearpod to support a dialogic approach to teaching and learning in large class settings.
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