David A. Banks's Audience Response Systems in Higher Education: Applications PDF

By David A. Banks

ISBN-10: 1591409470

ISBN-13: 9781591409472

ISBN-10: 1591409489

ISBN-13: 9781591409489

ISBN-10: 1591409497

ISBN-13: 9781591409496

Making the most of ordinary know-how, viewers reaction structures (ARS) allows higher interplay with individuals engaged in numerous crew actions. every one player has an enter equipment that enables them to precise a view in entire anonymity, and the composite view of the full team seems to be on a public display. ARS can then be used to aid summative and formative actions with teams ranging in dimension from as small as 5 via to giant teams of numerous hundred. the information can be utilized to assist the facilitator alter the velocity of training to compare the necessities of the inexperienced persons, gauge figuring out, or set off dialogue and debate.

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Extra info for Audience Response Systems in Higher Education: Applications and Cases

Example text

If the reason for using audience response systems in the 1960s and 1970s was to increase academic achievement, then clearly the devices were not delivering on the intent. Many educational theorists of this time were rooted in this type of stimulus-response or trial and error pedagogy, and it seems that audience response systems were grafted onto what was then seen as a most productive method for teaching students. What the results demonstrate is that if students find information unintelligible the first time, although he or she may learn to peck on a different response when the information is redelivered through more lecture, the student does not gain a better understanding of the content.

This is probably a topic for another volume, because most of the research in smaller classrooms has been conducted at the primary and secondary educational levels, and some of it has also been with more advanced systems. Nevertheless, one point causing pedagogical differences between small and large classrooms needs to be made here. That is, acoustics. In most lecture halls, the professor wears a cordless microphone, without which he or she would not be heard. Questions are usually not directed to students unless the professor has runners with second, third, or more microphones, something usually only seen at special events, invited lectures, or conferences.

Aggregating answers in a pedagogically meaningful way is, of course, the central difficulty in open-ended questioning, and space here does not permit a complete discussion of the problem. However, one example from Roschelle, Penuel, and Abrahamson (2004b) shows that creative solutions are not only possible, but can work very well in classrooms. “A glimpse at an 8th grade algebra lesson that Hegedus and Kaput designed shows why these researchers are enthusiastic. After asking each student to ‘count off’ different numbers, the teacher poses a mathematical challenge that varies according to the count-off number.

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Audience Response Systems in Higher Education: Applications and Cases by David A. Banks


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