Didactic issues on using Audience Response Systems in education
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The document discusses the use of Audience Response Systems (ARS) in education, highlighting their design for polling large groups and providing instant feedback to enhance student engagement and comprehension. It outlines the principles, purposes, effects, and possibilities of implementing ARS, such as assessment, participation tracking, and facilitating anonymous interaction. Additionally, it provides information on future workshops related to ARS for educators.
Didactic issues on using Audience Response Systems in education
- 1. Didactic issues on using Audience Response Systems in education PETER de JONG, ROEL SIJSTERMANS, NYNKE BOS, JAN BOLK and MARIO MAAS Leiden University Medical Center, the Netherlands Academic Medical Center – University of Amsterdam, the Netherlands Supported by the International Association of Medical Science Educators
- 2. Session layout Introduction on principles of ARS Use of ARS in Education Implementing ARS in your institution Questions and closure
- 3. Where are you from? Africa Asia Europe Oceania North America South America 10
- 4. Where are we now? A B C D E F B F E C A D 10
- 5. Vraagtekst invoeren... Antwoordtekst invoeren...
- 6. Vraag 2
- 7. Vraag 3
- 8. Vraag 4 Ervaring? + iemand laten toelichten
- 9. Introduction on principles of ARS Audience Response Systems Hands up Clickers Mobile devices
- 10. Audience response systems (ARS) have been designed to electronically poll large groups of students using individual hand-held transmitters and to almost immediately report results in graphic form which can be projected on-screen allowing the teacher to provide instant feedback(Caldwell, 2007). Thanks to the advent
- 11. Audience Response Systems Student ResponseCard Real Time Classroom Assessment PowerPoint Presentation
- 12. Purpose of use Determine knowledge level of students Increase student attentiveness and retention Knowledge transformation Determine knowledge gaps Tailored sized lectures Clinical reasoning Opinion polling (formative) testing, tracking participation and absence Watch out for overkill and use it well!
- 13. Introduction on principles of ARS Effects: Review student comprehension Stimulate discussion Students are less shy to react: overcome fear Anonymous for others in class 2-way interaction Competition Less hard to admit a wrong answer and to discuss it
- 14. Introduction on principles of ARS Possibilities: Pre-test Post-test Branch the presentation Opinion of the group Analysis of the data (by the presenter afterwards)
- 16. DEEL 2
- 17. DEEL 3
- 18. Aknowledgements More Info: Peter de Jong, p.g.m.de_jong@lumc.nl Roel Sijstermans, r.sijstermans@amc.uva.nl Nynke Bos, n.r.bos@amc.uva.nl Future workshops: NVMO, Nov 13+14 2008, Egmond aan Zee (NL) IAMSE, June 29-July 3 2009, Leiden (NL)