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ding ding's List: classroom response system

electronic classroom communication systems in large lecture classes

AJET 21(2) Sharma, Khachan, Chan and O'Byrne (2005)

www.ascilite.org.au/...sharma.html - Preview

voting system lecture question discussion EVS on 2009-08-05
- answer two step multiple choice problems after a discussion within their group
- students are comfortable with this technology
- 2 more annotations...
- - e is an improvement in students' exam performance, but there are too many competing factors to clearly say that this improvement is solely due to the use of the classroom communication system. Even though this paper is based in physics and a physics example is used to illustrate points, the technique can be applied to other discipline areas.
  - interactive lectures are useful
Using a Personal Response System in Economics Teaching (IREE)

www.economicsnetwork.ac.uk/...elliott.htm - Preview

EVS voting response lecture system economics teaching on 2009-08-03 and saved by 2 people
- Consequently, I primarily used the PRS questions as a means of anonymously testing students’ understanding of material recently covered
Using EVS at Glasgow University

practical issue about how to use EVS in glasgow University

www.psy.gla.ac.uk/...local.html - Preview

EVS voting system response classroom lecture glasgow on 2009-07-26
Physics lecturing with audience paced feedback

published in 1998, the paper dealed EVS as a new technology to improve lecture. The facets of a lecture were discribed, including the question format and lecture format. The result showed that not only the opinion from students were positive, but also there was significant improved learning outcome when EVS was used.
I doubt that the question format discribed as "I have understand..." does not work based on my research. And little was discussed about how to used the new input after voting.

www.bedu.com/...PhysLectAPF.html - Preview

voting EVS system 1998 classroom response lecture on 2009-07-26
- 1998 American
  Association of Physics Teachers.
- while clearly of growmg importance, these are also encountering
  constraints.
- 8 more annotations...
- - A. Question format
  - (a) exploration, to gauge the opinion of the students of
    their own understanding (for example, "Have you understood
    my arguments regarding this equation?");
  - to test the ability of students to apply
    the work to specific situations
  - (d) organization ("Are you ready for me to continue?").
  - B. Lecture format
  - a short talk on how the system works,
  - The mean score
    for non-APF students was 5.1; for APF students this rose to 6.7.
  - both increasing the mean pass rate of individuals
    exposed to it and reducing the variability between the achievements
    of different students.
Use of PRS handsets at Glasgow University

it's about how EVS is used in Glasgow university from Oct 2001-Mar 2002; it focuses on general feedbacks from students and teachers; benefits and problems are reported, but not focuses on specific model.

www.psy.gla.ac.uk/...interim.html - Preview

EVS voting response glasgow draper on 2009-07-26
- (Oct 2001- March 2002)
- level 1
  to level 4
- 31 more annotations...
- - with audience sizes from 20 to 300,
  - been used in lectures and formative assessment
    sessions
  - The
    lecturers
  - felt the benefits outweighed the difficulties
  - the main focus of the
    evaluation so far has therefore been on observation and collection of data, and
    not on the analysis of data and the production of written reports.
  - Observation
  - Informal discussions with students
  - Use of the handsets to evaluate the use of handset
  - Written comments from students
  - Questionnaires
  - Discussions with lecturers before and after
  - Written feedback from lecturers
  - too much time sometimes is
    involved in setting up the equipment
  - both students and
    lecturer get to know the distribution of responses and, in confidence, how
    their own response relates to that
  - essential feature
  - anonymity
  - With the handsets I could see exactly which points I had not conveyed
    clearly and could rectify it straight away
  - the idea worked well, but that the time it took with a
    large group was too long.
  - they could test their understanding of the topics
    as they went along
  - gave me some idea
  - A slight problem is the
    time it takes to register the students answers and you have to time this into
    the lecture.
  - The students on the other hand do not mind the
    
    delay.
  - I would need a plan B which
    would involve a fuller explanation. So it would affect the way I plan lectures.
  - it was useful in finding out how much they knew
  - 61 students
  - Extremely useful 18.0%
    
    Very useful 21.3%
    
    Useful 37.7%
    
    Not very useful 21.3%
    
    Not at all useful 0.0%
    
    No rating 1.6%
  - how he/she is unsure of the subject
    without embarrassing themselves.
  - where we are in relation to class mates
  - encourages us to participate
  - Benefits
  - Problems
increasing interactivity in lectures with EVS.pdf (application/pdf 对象)

2004, Steve Draper

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voting system classroom response lecture draper on 2009-07-25 and saved by 2 people
Electronically enhanced classroom interaction

2002, by Steve Draper. the paper discussed the design retionale of EVS questions. and it also pointed out at the end that "The studies in prospect with this equipment should eventually allow us to pronounce on the validity of the design rationales presented in this paper."
I think although question design is important, more should be discussed about after voting--how to use the new input?

www.psy.gla.ac.uk/...handsets.html - Preview

EVS voting system classroom response draper on 2009-07-26
- The effectiveness of the equipment for learning depends mostly on
  what pedagogic method is employed
- The feedback cycle here takes about two minutes per
  item (somewhat longer if explanations are given).
- 8 more annotations...
- - at the end could demonstrate
    to what degree the group now understood the topic.
  - (e.g. on whether the pace is too fast or too slow, the jokes too
    numerous or infrequent, the examples too many or few)
  - Perhaps this is not
    surprising: Landauer (1995) found it very hard to discover evidence of
    economic benefits for using computer technology in general.
  - he main problem is
    usually analysed as to do with the lack of interaction and the consequent
    extreme passivity imposed on the audience
  - by giving
    them much better, faster, and more detailed information on what the learners
    are thinking now, and where their problems are at each point.
  - pedagogic modes
  - The exploratory studies should yield practical knowledge such as question banks
    for the participating disciplines, and how much support is needed for first
    time use (a new lecturer and students who haven't used the equipment) and for
    regular use.
  - The studies in prospect with this equipment should eventually allow us
    to pronounce on the validity of the design rationales presented in this paper.
Electronic voting systems for lectures then and now: A comparison of research and practice

a literature review of EVS, focusing on the comparison of the literature before2002, and after 2002 (to 2006).

www.ascilite.org.au/...simpson.html - Preview

voting system classroom response lecture literature on 2009-07-24 and saved by 7 people
- highlighting (for example) the development of models that seek to abstract and share practice.
- A typical pattern of use
- 38 more annotations...
- - The first review took place in 2002.
  - a consistent terminology has still not emerged
  - The follow on review took place in 2006
  - In review 1, electronic voting systems were used in a variety of contexts.
  - The range of disciplines continues to grow and in review 2,
  - In review 1, voting systems were aimed primarily at managing interaction with large groups, with class sizes ranging from 50 to 300
  - There were some exceptions
  - In review 2, while there are mentions of use with smaller groups (Draper & Brown, 2004), most of the focus continues to be on large groups with class sizes ranging from 100 to nearly 400
  - There is more discussion about how often a voting system is used within a course
  - importance of sequencing of activities rather than merely whether to use the system or not
  - importance of sequencing of activities rather than merely whether to use the system or not
  - the importance of sequencing of activities
  - Nicol and Boyle (2003) explore the merits of different discussion sequences, drawing on earlier teaching approaches, and Cutts, Carbone and van Haaster (2004) explore the relationship between revealing the voting responses and discussion.
  - between 40% and 60%
  - In both reviews, many papers propose that anonymity encourages student contribution.
  - Whilst voting systems can support teaching and learning within lectures, any benefits will depend on how effectively they are used on each occasion
  - The biggest learning gains [...] are likely to come from the much better and quicker feedback from learners to teachers, allowing better atunement of the delivery; and from the method of teaching by questions, i.e. of discussions in class (whether in small groups, plenaries, or a combination) initiated by well designed questions and by getting each individual to start by committing to an initial position. (Draper et al., 2002)
  - It is possible that interactive teaching will not automatically result in active cognitive experiences.
  - Use of voting systems to stimulate discussion starts to emerge in review one,
  - , the relationship of voting systems and discussion is more prevalent in review 2,
  - It is important not to lapse into thinking of it as a magic bullet but as more similar to central heating in contrast to individual fires. It is not essential to achieving learning or interactivity, which for millennia have been frequently achieved by other means; but nevertheless it makes the desired effect [...] easier to achieve more often, in more contexts, and with much less effort and attention. (Draper & Brown, 2004: p. 93)
  - models of discussion are explored and the merits of each evaluated according to context, most notably by Nicol and Boyle (2003)
  - but also in attempts to create representations of practice (such as models) that abstract principles in a form that can be shared and used to improve other peoples' practices.
  - whereas disadvantages have changed (Draper & Brown, 2004).
  - In review 2, the benefits identified appear to have remained stable.
  - It also to be expected that as these systems are used in more contexts, different problems will be identified.
  - There is now evidence that students are not universally supportive of such systems, in spite of the many positive class evaluations reported in the literature.
  - are "over-used or inappropriately used they could quickly lose impact and lead to uncritical 'button pushing' and student detachment" (2003, p.45).
  - Cutts and Kennedy's analysis also "showed that students who used the EVS more often did better in assessments, although level of correctness of responses did not correlate."
  - As noted repeatedly in the literature, the potential of these systems depends on the skills and approach taken by teachers.
  - However, more recent papers have interpreted this in a more sophisticated and holistic way, looking beyond the assumption that using handsets equates to meaningful interaction and also more broadly than just using the system for one teaching goal, such as 'checking understanding'.
  - In both early and recent papers, the motivation to use a voting system effectively arises from the view that active learning and engagement of students is worthwhile.
  - More specific and contextualised pedagogical approaches and theories are being used in developing practice; an indication of this increased expertise and the greater reference to pedagogy is the emergence of models that distil this practice and experience
  - A different view is offered by Draper and Brown (2004). They are also driven by educational goals, but appear to see technology as a definite solution rather than a possible option
  - Practice may be becoming more sophisticated but there are still new case studies as people discover these systems for the first time in their own context (e.g. Stuart & Brown, 2004)
  - It is worth noting that many of the uses identified can be (and sometimes already are) currently undertaken in lectures using non-technological methods.
  - thoughtfully exploring how they can be best used
  - if voting systems have a role in teaching,
Vanderbilt Center for Teaching: Research on the Effectivness of Classroom / Audience / Student Response Systems ("Clickers")

www.vanderbilt.edu/...crs_biblio.htm - Preview

clickers response CRS classroom system voting on 2009-07-24 and saved by 45 people
Text Message (SMS) Polls and Voting, Audience Response System | Poll Everywhere

a response system based on mobile phone and internet, free for 30 audience

www.polleverywhere.com/ - Preview

web2.0 poll survey mobile response reflect voting on 2009-07-24 and saved by 941 people
Electronic interaction improves attainment

an article of how Activote has improved students' learning outcome in mental math.

www.teachingexpertise.com/...ction-improves-attainment-3866 - Preview

EVS attainment math Activote on 2009-07-24
- The class without the voting pads improved their average score by 3.4, from 7.7 to 11.1 out of 20. The class that had been using the voting pads increased their scores from 7.6 to 14.0, with a quite staggering average progress score increase of 6.4.
OllieBray.com: Mobile phones: the future of classroom interactive voting?

blog of EVS

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voting system classroom response on 2009-07-05 and saved by 2 people
Scenario - Wikipedia, the free encyclopedia

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scenario on 2009-06-28
- A scenario (from Italian, that which is pinned to the scenery) is a synthetic description of an event or series of actions and events.
Scenario planning - Wikipedia, the free encyclopedia

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planning scenario on 2009-06-24 and saved by 12 people
- These combinations and permutations of fact and related social changes are called "scenarios."
Using Classroom Clickers To Engage Every Student

interview with a lecturer who use EVS in teaching, her experience, comments of EVS lecture

campustechnology.com/...s-To-Engage-Every-Student.aspx - Preview

EVS response classroom on 2009-04-26
- By sensitive material, do you mean issues that students might not want to discuss in front of others?
  
  Ross
  : Right. We can have those conversations without people identifying who they are...
- Most of us don't have the time to learn complicated types of instructional technology. Most of us also don't want to be dependent on ... IT personnel to bail us out every time
Dr. Edward Sellman

introduction of Dr. Sellman

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Sellman Edward on 2009-04-14
Summary of pedagogic purposes for EVS

a list of different pedagogical purposes that EVS can be used for and how to create questions. It could be used as guidance for novice of EVS.

www.psy.gla.ac.uk/...ped.html - Preview

EVS voting classroom response reflect on 2009-04-10
- Have student (groups) design EVS questions and present them as part of
  talks given to the rest of their class. The discussion that ensues during the
  design of the questions, alternative responses, and justifications to be used
  when explaining the answers, can be highly generative of learning.
Interactive lectures interest group

This is the home page for some web documents about interactive lecture methods in general, and using classroom electronic voting systems (EVS) in particular.
the publish list is at the bottom of the page

www.psy.gla.ac.uk/...main.html - Preview

lecture interactive classroom response reflect EVS voting on 2009-07-25 and saved by 3 people
- This is the home page for some web documents about interactive lecture methods
  in general, and using classroom
  electronic voting systems (EVS)
  in particular.
- Evaluating evidence on EVS effectiveness
  
  There are basically three classes of evidence to consider:
  Improvements in exam marks and/or dropout rates
  Improved voluntary attendance by students
  Favourable data on attitudes e.g. from questionnaires
Compilation of some interactive lecture web pages

interactive lecture in practice and theory, related to EVS.
the menu of how to use EVS (e.g. how many questions?) in University of Glasgow.
from Steve, University of Glasgow

www.psy.gla.ac.uk/...printlecturer.html - Preview

reflect lecture classroom response on 2009-04-09
- Exposition is the first; and in
  considering its wider place, we are concerned with the first 4 activities: not
  only exposition by the teacher, but re-expression by the learner, and
  sufficient iteration between the two to achieve convergence of the learner's
  understanding with the teacher's conception.
- At least in HE, learning is not
  automatic but on the contrary, highly intentional and is managed by a whole
  series of decisions and agreements about what will be done. Students are
  continually deciding how much and what work to do, and learning outcomes
  depend on this more than on anything else.
- 4 more annotations...
- - This is probably the point to discuss the painful reality that in many
    lectures, students do not learn, but only collect material for later learning.
  - Another claim about the functions of lectures are that they can or should
    be demonstrations of thinking in that field
  - Finally, a very important claim about the role of lectures is that they
    sustain community.
  - How many questions? How long do they take?
    
    A rule of thumb for a 50 minute lecture is to use only 3 EVS questions.
Electronically enhanced classroom interaction

the design rationale of voting system

www.psy.gla.ac.uk/...handsets.html - Preview

classroom response system voting pedagogy on 2009-03-23
- This paper describes the design rationale for introducing electronic
  equipment for student interaction in lecture theatres, and the studies now in
  prospect of the use of this equipment.
- Thus one or several such
  question items at the start of a class could be used to select a topic for
  detailed coverage, while the same or similar items at the end could demonstrate
  to what degree the group now understood the topic.
- 28 more annotations...
- - e.g. on whether the pace is too fast or too slow, the jokes too
    numerous or infrequent, the examples too many or few
  - For example if each student has to give a verbal
    presentation and this is peer assessed, then at the end of their talk the
    teacher can display (say) each of 10 criteria in turn, and get the other
    students to enter their mark for this anonymously but on the spot, with the
    totals displayed.
  - For example, at a research meeting
    start by asking people's ages (which illustrates the advantage of anonymity),
    and the kind of department or institution they come from, and some alternative
    reasons for attending. At the start of a class, I might ask whether each
    student is straight from school or not, their gender, which faculty they
    belong to, whether they signed up for the course because it is their main
    interest, a side interest, or are just making up the number of courses they do.
  - for topics that
    concern human responses, a very considerable range of experiments can be
    directly demonstrated using the audience as participants. For instance visual
    illusions may be displayed and the equipment used to show what degree of
    uniformity of response is found.
  - to
    initiate a discussion. Here, a carefully chosen MCQ is
    displayed and the learners register an answer, thus privately committing to a
    definite opinion.
  - Perhaps this is not
    surprising: Landauer (1995) found it very hard to discover evidence of
    economic benefits for using computer technology in general.
  - Making adjustments to the teaching every 30 minutes
  - In a review of a number of
    applications (Draper 1998), I argued that most applications showed no
    significant improvements over what they replaced, but that the few striking
    positive exceptions were characterised by "niche-based design": by a good fit
    between a particular learning situation and a specific technical solution.
  - large classes in large lecture theatres,
  - Actually, with highly skilled
    learners and a teacher reasonably in tune with the group, this can
    nevertheless take place: for instance, where the learners take notes that are
    not mere dictation, but substantial re-formulations of what is being talked
    about.
  - However this degree of skilled, silent interaction is not often present in
    undergraduate teaching, and large numbers usually prevent learners asking
    sufficient questions to repair the attunement between speaker and audience,
    from both a pragmatic (there isn't time for many people to ask questions) and
    a social (it just feels too embarrassing) viewpoint.
  - give a show of hands. This
    equipment crucially offers more privacy (it's a secret ballot, and important
    for just the same reasons)
  - alternatives?
  - The electronic version also provides faster and
    more accurate counting of the results:
  - the instructional design mostly isn't in the equipment
    or software, but in how each teacher uses it.
  - On the other hand, note too that this design does not fit with a simplistic
    interpretation of the slogan "learner-centered".
  - how much support is needed for first
    time use (a new lecturer and students who haven't used the equipment) and for
    regular use.
  - They will also yield evaluation results on what benefits can be
    demonstrated. We hope to use a version of the method of Integrative Evaluation
  - Investigating more deeply than general student preferences will require more,
    and more sophisticated, measures.
  - Some of the most important evaluation issues can be organised around the
    notion of interactivity.
  - In other words, the measure of it would be the number of mental
    and verbal responses a learner makes (in discussion) rather than the number of
    button presses on the handset.
  - We are
    writing software to smooth the integration of the equipment with other lecture
    facilities (e.g. the use of powerpoint presentations), and with keeping
    records of the interactions.
  - independently to generate an answer
  - Currently infrared proves cheapest.
  - motivatio
  - When the latter
    becomes widely available, we can at last address a fundamental problem of
    discussion groups (such as research seminars) where many people want to ask a
    question: which is the best question to take for the group as a whole?
  - With textual group responses, everyone's questions could
    appear in front of the speaker and/or facilitator, and could then be grouped,
    sequenced, and sorted by priority.
  - anonymity

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ding ding

34 items | 41 visits

This list includes articles related to classroom response system. Initially, the list is created for my MA dissertation literature review.

Updated on 2009-08-05
Created on 2009-02-23

Category: Computers & Internet

classroom response system reflect

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ding ding's List: classroom response system

electronic classroom communication systems in large lecture classes

Using a Personal Response System in Economics Teaching (IREE)

Using EVS at Glasgow University

Physics lecturing with audience paced feedback

Use of PRS handsets at Glasgow University

increasing interactivity in lectures with EVS.pdf (application/pdf 对象)

Electronically enhanced classroom interaction

Electronic voting systems for lectures then and now: A comparison of research and practice

Vanderbilt Center for Teaching: Research on the Effectivness of Classroom / Audience / Student Response Systems ("Clickers")

Text Message (SMS) Polls and Voting, Audience Response System | Poll Everywhere

Electronic interaction improves attainment

OllieBray.com: Mobile phones: the future of classroom interactive voting?

Scenario - Wikipedia, the free encyclopedia

Scenario planning - Wikipedia, the free encyclopedia

Using Classroom Clickers To Engage Every Student

Dr. Edward Sellman

Summary of pedagogic purposes for EVS

Interactive lectures interest group

Evaluating evidence on EVS effectiveness

Compilation of some interactive lecture web pages

Electronically enhanced classroom interaction

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