All posts by: Pablo Garcia

About Pablo Garcia

A significant challenge in teaching large civil engineering courses is engaging and providing feedback to students in a meaningful and timely manner. This paper presents a solution that uses e-learning tool Xorro-Q in the successful instruction of a Structures II course of 250+ second year students since 2016 at a research-intensive university in New Zealand.

When asking an “open” question such as a text response or numeric response question, instant assessment of responses can pose challenges in a live setting. Xorro-Q collates respondents’ use of key “terms” to instantly interpret a large group’s response to these question types. A frequency chart allows the instructor to immediately confirm what proportion of the group is correctly answering the question, and see which terms are being used inappropriately.

Xorro has added a new course summary tool, “Gradebook”, to its range of engagement reports for facilitators. Gradebook provides the ability to view summary data for any course (group), for all activities and for any or all participants.  It provides the Facilitator with a simple management view where Xorro-Q is used on its own, ie […]

Through the first semester of 2017 facilitators started using the prefix and suffix functionality for numeric questions (released March 2017). The use of prefixes and suffixes on numeric questions greatly reduces input errors by participants or students. Previously, in order to clarify the required answer(s) facilitators have relied on entering the required units in the […]

Recently we followed up with Dr Michael Rehm from University of Auckland’s  Business School, on how he uses student response systems such as Xorro Q in his courses. According to Michael, the student response system has totally changed education. Traditionally, engagement in a classroom has relied on techniques such as breaking the class into groups […]

This summer, the University of Auckland Department of Civil Engineering has supplied eight student interns to work with Xorro on developing a targeted learning solution.  These interns have been working alongside another intern group (numbering seven) from Massey University contributing to product development in Xorro Workboook and Xorro-Q projects. Engineering interns lift the grade The Engineering […]

We know that regularly asking “instant” questions in class is a sure-fire way of lifting and sustaining engagement. Now, using Xorro-Q, assessing instant questions has become easy – even in class. Students’ responses to instant questions can be automatically rewarded: either by assessing them for correctness or by recognising the contributor through participation points.

One of the compromises in automatically assessed numeric (and text) response questions is that they demand exact responses from participants.  For example, in asking a group of participants “Who was the leader of Nazi Germany?” – we might demand “Adolf Hitler” as the “correct” answer, but we will in fact receive variations such as “Hitler”, “AdolfHitler”, […]

We have created and uploaded 2800 linear equations problems (in five levels of difficulty) and 2095 problems around factorising and expanding quadratic equations (in 7 levels of difficulty). These fully assessed resources are shared globally in your Q-Bank. It’s free for any educator to use. They make great quiz or practice tools for any student!

Just as you’d expect from a Xorro “instant hotspot” question, no preparation is required whatsoever. When the relevant image is on display – perhaps in a slide show, or maybe within a paused video – the Facilitator “asks” the instant hotspot question by clicking a single button in the Q-Launcher toolbar. Participants receive the image in a response form on their devices. A second later, the participant “clicks” start appearing on the Facilitator’s screen….