About this paper

Appears in:
Pages: 2746-2750
Publication year: 2016
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
doi: 10.21125/inted.2016.1601

Conference name: 10th International Technology, Education and Development Conference
Dates: 7-9 March, 2016
Location: Valencia, Spain

EXPLORING METL: A COLLABORATIVE APPROACH TO EDUCATION

J. Prince

Saint Leo University (UNITED STATES)
Background:
In fall semester 2015, six faculty members at Saint Leo University began pilot-testing MeTL, software developed by Monash University of Australia. MeTL offers a variety of tools for interaction between instructor and students, as well as peer-to-peer features. The software includes a whiteboard space and the ability to import PowerPoint slides, and graphics—all of which can be written on with the tablet’s pen or by typing. MeTL was housed on the university’s server allowing instructors and students to (re)visit course materials at will.

Goal:
This paper presents my experiences as one of the initial MeTL testers, as I taught a course entitled “Sociology of Sex and Gender”. The goal of this presentation is to report on the use of MeTL software to teach this undergraduate sociology course and to discuss the pedagogical gains that the collaborative software facilitated.

Initial conclusions:
Some of the major areas of focus for incorporating MeTL in this class were as follows:
1) group projects;
2) giving voice to unpopular ideas;
3) peer-to-peer feedback.

As we examined the role of media in creating and spreading ideas about gender, MeTL was an invaluable tool. Student groups were able to collaborate on the creation of advertisements that demonstrate a gender transgression, and in another instance analyze images used in advertisements. MeTL facilitated soliciting student opinions that might prove unpopular. The “private mode” feature allowed all students to offer their views—without worry that they might be shunned by their peers. In this and other instances, as the instructor, I was able to bring a wide variety of opinions to the class for debate, while shielding the identity of all authors. Also, using MeTL augmented the utility of the peer-view process. Often student feedback to their peers is effusive; using the anonymity of MeTL appears to have emboldened students to offer truly constructive feedback to their peers with specific critiques that were intended to improve each student’s work.
@InProceedings{PRINCE2016EXP,
author = {Prince, J.},
title = {EXPLORING METL: A COLLABORATIVE APPROACH TO EDUCATION},
series = {10th International Technology, Education and Development Conference},
booktitle = {INTED2016 Proceedings},
isbn = {978-84-608-5617-7},
issn = {2340-1079},
doi = {10.21125/inted.2016.1601},
url = {http://dx.doi.org/10.21125/inted.2016.1601},
publisher = {IATED},
location = {Valencia, Spain},
month = {7-9 March, 2016},
year = {2016},
pages = {2746-2750}}
TY - CONF
AU - J. Prince
TI - EXPLORING METL: A COLLABORATIVE APPROACH TO EDUCATION
SN - 978-84-608-5617-7/2340-1079
DO - 10.21125/inted.2016.1601
PY - 2016
Y1 - 7-9 March, 2016
CI - Valencia, Spain
JO - 10th International Technology, Education and Development Conference
JA - INTED2016 Proceedings
SP - 2746
EP - 2750
ER -
J. Prince (2016) EXPLORING METL: A COLLABORATIVE APPROACH TO EDUCATION, INTED2016 Proceedings, pp. 2746-2750.
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