Pizzol, Massimo

Schmidt, Jannick Højrup

Weidema, Bo Pedersen

    Aalborg UniversitetExperiences from the use of web-based audience engagement systems in an LCAclassroomWeidema, Bo Pedersen; Pizzol, Massimo; Schmidt, Jannick HøjrupPublication date:2016Document VersionPublisher's PDF, also known as Version of recordLink to publication from Aalborg UniversityCitation for published version (APA):Weidema, B. P., Pizzol, M., & Schmidt, J. H. (2016). Experiences from the use of web-based audienceengagement systems in an LCA classroom. Abstract from 22nd SETAC-Europe LCA Case Studies Symposium,Montpellier, France.General rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright ownersand it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.            ? Users may download and print one copy of any publication from the public portal for the purpose of private study or research.            ? You may not further distribute the material or use it for any profit-making activity or commercial gain            ? You may freely distribute the URL identifying the publication in the public portal ?Take down policyIf you believe that this document breaches copyright please contact us at vbn@aub.aau.dk providing details, and we will remove access tothe work immediately and investigate your claim.Downloaded from vbn.aau.dk on: May 01, 201772 Experiences from the use of web-based audience engagementsystems in an LCA classroom       B.P. Weidema, International LifeCycle Academy / Danish Centre for Environmental Assessment; M.Pizzol, Aalborg University / Development and Planning; J. Schmidt,Aalborg University.  In this years version of our annual Ph.D. course on“Advanced LCA” we have applied two types of free web-based audienceengagement systems, namely an anonymous audience response system(also known as “clickers”; from webclicker.org) and an audiencediscussion system (consider.it). This presentation reports the teacher andstudent evaluation of the contribution brought to the educational contextby these two tools as an addition to normal classroom interaction andgroup discussions. The clickers were used to obtain immediate (andsometimes repeated) feedback on simple questions like “Does the scale(size) of the studied change matter for the choice between attributionaland consequential models?” in order to focus the teaching on the mostrelevant topics and to measure learning. The audience discussion systemconsider.it was used to solicit opinions and arguments on a slightlyprovocative question: “Does attributional LCA have relevantapplications?” Students were able to state their agreement ordisagreement to the question, post arguments, comment on each othersarguments, apply the arguments of others to build their own argumentedopinion profile, edit their own arguments and overallagreement/disagreement, over a two-day course period. The two toolswere evaluated on one open question: “What are the three words that bestdescribes your experience of [the tool]” and three more closed questions: - “Did [the tool] reduce or increase your involvement in the classroomdiscussions?” - “Did [the tool] focus or distract the discussions?” - “Did [thetool] make it more or less comfortable for you to express your opinion inthe discussions? We applied the tools to the entire class and did not havemore than one class, so we were not able to perform the evaluation as acontrolled experiment.122nd SETAC Europe LCA Case Study Symposium 

Experiences from the use of web-based audience engagement systems in an LCA classroom

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Experiences from the use of web-based audience engagement systems in an LCA classroom

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