Introduction to Audience Response Systems
- 1. Audience Response Systems: Engaging the classroom learnerAcademic Liaison Services
- 2. What do they do?Audience response system allow students to participate in a lecture by answering questions and expressing views/opinions.Questions are posed using PowerPoint and responses summarised and presented to the group on the following slide.All data collected by the handsets is recorded and can be analysed and presented after the session.
- 3. How can they be used?Indicative Models of Use:Discursive/Peer Instruction:Addressing core concepts (known problem areas): 1st vote – students vote as individuals, questions test the understanding of the concept: in groups, students asked to explain or defend their responses: 2nd vote – individuals respond and the two sets of responses compared: feedback and explanation given by tutor/lecturer Feedback and Evaluation: Module evaluations; revision sessions; instantaneous feedback to class and tutor about tAssessment:In-class tests: diagnostic/formative/summative tests
- 4. Example Question Slide“Samurai : Japan :: Knight : ”United StatesFranceEnglandJamaica
- 5. 0Example Question Slide Staff development sessions should be compulsory?Strongly AgreeAgreeDisagreeStrongly DisagreeRather they didn’t exist
- 6. Example Question Slide What gender are you?MaleFemale
- 7. What do you need?A PC or LaptopConnected to a projector or interactive whiteboardWith Microsoft Windows 98SE or higher (Microsoft Windows XP recommended) And Microsoft Office 2000 or higher, including PowerPoint, Excel, Word and Outlook TurningPoint softwareVoting handsetsA USB Receiver to plug into the PC and collate the responses
- 8. Why use them?Lectures:often passive learning experienceshard to gauge student understandingcan be difficult to engage large numbersAudience Response Systems can help to:Encourage active learning/teaching and engagementoffers anonymity of response; Give an immediacy of experienceCreate a collaborative experience – all can share in the resultsHelp to address issues with motivation, attendance and retentionBe responsive/contingent – to the needs of a particular cohort at a given time
- 9. How can they be used?Flexible - across varying contexts: In-class:TeachingAssessmentEvaluationRevisionMarketingLiaison with external agencies (OIGA,outreach) etcScalable:Roehampton has circa 140 handsetsCan be used for small group and/or large cohorts (handsets between individuals/pairs/groups)
- 10. Example: Giving students the voteExample of use:Suzy Jagger, computing module ' Professional issues‘, class debates on ethical issues.Students were asked questions before and after a debate using the keypads to record their responses.View example
- 11. Example: Peer InstructionCase Study – University of Strathclydestudents asked to respond to question individuallyquestion focuses on known problem areas (e.g. common misconceptions) in order to promote conceptual changesstudents discuss their answer with a peer or group (why did they answer one or the other? which was the right answer and why?)students vote for second time, again individually, so some visual comparison demonstrates the shift in student understanding (graphically)View example
- 12. Examples: Formative AssessmentDavid Woodman – CrucibleQuestioning Citizenship Module – students addressing issues such as the value of compulsory votingStudents were given an in-class test using the ARS (20 questions on a topical ‘World News’ event from the previous week)This was followed a month later with a formally assessed online test in StudyZone
- 13. Getting Started Creating a Question with TurningPointInstall the TurningPoint software (contact either eLearning Services or IT Helpdesk to get it installed)Double Click the TurningPoint icon on your desktopWhen TurningPoint 2008 is opened, a non-interactive slide is displayed.From the TurningPoint Toolbar, click “Insert Slide” .Select a Slide Type from the drop down list. An interactive slide is inserted in your presentation.
- 14. Enter your question into the text box entitled “Enter Question text…”
- 15. Enter appropriate responsesGetting Started Inserting objects: charts/timersTo add additional control to your slide:Click “Insert Object” to access the drop down menu. Select a reminder type:CountdownsResponse counters & response tablesAnd/or answer now keys
- 16. Getting StartedPolling with response devicesPlug your receiver/dongle into the laptop or computer you are usingOpen TurningPoint 2008 and open an the interactive presentationMake sure “Response Devices” is selected in the drop down menu on the TurningPoint ToolbarTo prep slides for polling, reset your Session by clicking “Reset” on the TurningPoint Toolbar which will display a drop down menu. Click “Session.”Launch your presentation in “Slide Show” mode and click to advance through the presentation.Once the interactive slide appears, participants can answer the question. Polling will remain open until you advance to display the graphical results.
- 17. Saving/Re-using/Re-settingSave your presentation as you would with any PowerPoint – this will return the format and questions you have created and it should retain the data from a interactive sessionTo Re-Use an interactive presentation, open the saved interactive presentation and click ‘Reset’ from the TurningPoint toolbar – choose All Slides. Then run the presentation, ensuring that you save the finished session with a different name to the originalAlternately you can export session data. From the TurningPoint toolbar: Tools > Session Management > Export Session Data
- 18. Further ConsiderationsMethod of distribution – knowing beforehand is useful eg beginning of the class, during the class cuts down on disruptionEstablishing the value of the handset – distributing in class (and the relative slightness of the handset) means they tend to be viewed of little value ( eg they can walk off with them or think they are a gift!) but they are about £40 a handset so, good to communicate that early onTiming/number of questions – e.g. to overcome dealing with latecomers and early leavers also in an hour’s session, if using the peer instruction model above, optimum number of questions seemed to be about 3 or 4 or so as this allowed for some discursive activityIncluding an orientation or icebreaker question– maybe worth making the first question something that introduces how to use the voting system and can serve as a point of reference (eg identifying results to future questions by gender or age)