Podcasts about audience response systems

An ARS can automatically collect and report out student responses in a classroom. You can use them to test student opinions as well as test their knowledge on a subject. They can be used throughout a class period. Instructors can use an ARS in face-to-face classes and in some cases, depending on the system, in online courses. This week, we are going to take a closer look at why you would want to use an audience response system as well as some options. Additionally, we will discuss question development and success tips. Come learn more. Join me on Facebook: https://www.facebook.com/InTheClassroomPodcast/  Other podcast episodes: https://tubarksblog.com/intheclassroom  Show notes: https://tubarksblog.com/itc138  Music credit: https://www.purple-planet.com/  Sponsor: https://tubarksblog.com/textexpander  Sponsor: https://tubarksblog.com/read-to-succeed/ 

One of the hottest topics in the events industry nowadays is hybrid and virtual audience engagement. But as the Event Tech Podcast highlights today, you can't really talk about audience engagement without including audience response systems in the conversations. After all, the best way to learn what makes our beloved attendees tick is to simply ask them. Right? In this episode, Brandt welcomes back Kyle Kocinski, the Head Of Implementation at Endless Events, to fill Will's shoes. Some of you might know him already as he joined the show in the past when the tech nerds talked about virtual and hybrid event platforms. Today, they talk about the history of audience response systems, comment on the current state of audience engagement tools, and recommend some of their favorite tools to our listeners.

Clickers are Audience Response Systems that enable instructors to ask a multiple-choice question, poll students for an answer, and display the aggregated results to the class. In this video showing examples of active learning classroom models, Bill Wood (University of Colorado Boulder) describes how clickers can be used effectively to engage students.

Clickers are Audience Response Systems that enable instructors to ask a multiple-choice question, poll students for an answer, and display the aggregated results to the class. In this video showing examples of active learning classroom models, Bill Wood (University of Colorado Boulder) describes how clickers can be used effectively to engage students.

For decades, higher education has been shaped by large-class lectures, which are characterized by large anonymous audiences. Well known issues of large-class lectures are a rather low degree of interactivity and a notable passivity of students, which are aggravated by the social environment created by large audiences. However, research indicates that an active involvement is indispensable for learning to be successful. Active partaking in lectures is thus often a goal of technology- supported lectures. An outstanding feature of social media is certainly their capabilities of facilitating interactions in large groups of participants. Social media thus seem to be a suitable basis for technology-enhanced learning in large-class lectures. However, existing general-purpose social media are often accompanied by several shortcomings that are assumed to hinder their proper use in lectures. This thesis therefore deals with the conception of a social medium, called Backstage, specially tailored for use in large-class lectures. Backstage provides both lecturer- as well as student-initiated communication by means of an Audience Response System and a backchannel. Audience Response Systems allow running quizzes in lectures, e.g., to assess knowledge, and can thus be seen as a technological support of question asking by the lecturer. These systems collect and aggregate the students' answers and report the results back to the audience in real-time. Audience Response Systems have shown to be a very effective means for sustaining lecture- relevant interactivity in lectures. Using a backchannel, students can initiate communication with peers or the lecturer. The backchannel is built upon microblogging, which has become a very popular communication medium in recent years. A key characteristic of microblogging is that messages are very concise, comprising only few words. The brief form of communication makes microblogging quite appealing for a backchannel in lectures. A preliminary evaluation of a first prototype conducted at an early stage of the project, however, indicated that a conventional digital backchannel is prone to information overload. Even a relatively small group can quickly render the backchannel discourse incomprehensible. This incomprehensibility is rooted in a lack of interactional coherence, a rather low communication efficiency, a high information entropy, and a lack of connection between the backchannel and the frontchannel, i.e., the lecture’s discourse. This thesis investigates remedies to these issues. To this aim, lecture slides are integrated in the backchannel to structure and to provide context for the backchannel discourse. The backchannel communication is revised to realize a collaborative annotation of slides by typed backchannel posts. To reduce information entropy backchannel posts have to be assigned to predefined categories. To establish a connection with the frontchannel, backchannel posts have to be stuck on appropriate locations on slides. The lecture slides also improve communication efficiency by routing, which means that the backchannel can filter such that it only shows the posts belonging to the currently displayed slide. Further improvements and modifications, e.g., of the Audience Response System, are described in this thesis. This thesis also reports on an evaluation of Backstage in four courses. The outcomes are promising. Students welcomed the use of Backstage. Backstage not only succeeded in increasing interactivity but also contributed to social awareness, which is a prerequisite of active participation. Furthermore, the backchannel communication was highly lecture-relevant. As another important result, an additional study conducted in collaboration with educational scientists was able to show that students in Backstage-supported lectures used their mobile devices to a greater extent for lecture-relevant activities compared to students in conventional lectures, in which mobile devices were mostly used for lecture-unrelated activities. To establish social control of the backchannel, this thesis investigates rating and ranking of backchannel posts. Furthermore, this thesis proposes a reputation system that aims at incentivizing desirable behavior in the backchannel. The reputation system is based on an eigenvector centrality similar to Google's PageRank. It is highly customizable and also allows considering quiz performance in the computation of reputation. All these approaches, rating, ranking as well as reputation systems have proven to be very effective mechanisms of social control in general-purpose social media.

Peter Newbury joins me to talk about peer instruction and using clickers in the higher ed classroom. Early experiences with clickers The Carl Wieman Science Education Initiative Achieving the most effective, evidence-based science education (effective science education, backed by evidence) The Carl Wieman Science Education Initiative (CWSEI) is a multi-year project at The University of […]

SaTP_34_Cal_Leage_of_Schools_PLC_and_Tech_Conference.mp3 Listen on Posterous News of the week: 1) In Florida, virtual classrooms with no teachers - NYTimes  MIAMI — On the first day of her senior year at North Miami Beach Senior High School, Naomi Baptiste expected to be greeted by a teacher when she walked into her precalculus class. “All there were were computers in the class,” said Naomi, who walked into a room of confused students. “We found out that over the summer they signed us up for these courses.”Naomi is one of over 7,000 students in Miami-Dade County Public Schools enrolled in a program in which core subjects are taken using computers in a classroom with no teacher. A “facilitator” is in the room to make sure students progress. That person also deals with any technical problems. 2) (On a related note) Bill Gates Says Tech Is The Key to Driving Down College Costs (3 min clip) “trying to provide a $200,000 education to every kid who wants it- and only technology can bring that down not just to $20,000 but to $2,000” pro-KIPP & charter schools’ immersing students in learning - “Thank god for charters. There’s no room for innovation in the standard system.... There should be about 20 times as much [experimentation] as there is.” note he doesn’t predict radical changes in K-12 by virtue of parents’ need for someone to “babysit” - ouch Dissent Magazine on Bill Gates in education via Arts & Lettershttp://dissentmagazine.org/article/?article=37813) New MIT OpenCourseWare Initiative Aims to Improve Independent Online Learning These aren't distance learning classes - there is no instructor, no contact with MIT, no credit. But the courses are meant to be stand-alone offerings, not requiring any additional materials for learning.4) Battle Hymn of the Tiger Mother, Amy Chua I haven’t read the book, but I’ve been enjoying the national dialog over it. Anyone else? - KBhttp://www.huffingtonpost.com/margaret-heffernan-/if-youll-do-anything-for-_b_810350.htmlhttp://www.nytimes.com/2011/01/18/opinion/18brooks.html?src=me&ref=homepagehttp://www.montereyherald.com/entertainment/ci_170877055) 3 Big Reasons Harvard Has A Record Number of Applicants - Edudemic - CT (#1 and # also fit for Stanford according to recent articles...Stanford received 23,956 applications for admission to the Class of 2011. This number represents an increase of more than 7 percent from last year.  2,465 applicants, or 10.3 percent, were admitted.) Harvard had nearly 35,000 applications versus last year’s 30,489. That’s 15 percent more applicants than last year, which was also a record-setting year. This meteoric rise has a reason. It’s not just because Harvard is a good school with a good reputation. It’s in part due to the generous financial aid program.  -- Harvard College’s financial aid program requires no contribution from families with annual incomes below $60,000, and asks, on average, no more than 10 percent of income from families with typical assets who make up to $180,000 Two other factors also may have played a role in this year’s record total. The new School of Engineering and Applied Sciences continues to attract greater numbers of students who aspire to study engineering, computer science, and related fields. In addition, more students than ever before, nearly 99 percent, are using online application services. Such services enable students, especially those with few counseling or economic resources, to apply to college more easily. -- Applications increased from all geographic areas, but particularly from the South, the Midwest, the Mountain states, the Pacific region, and abroad. Gender breakdown is close to last year’s 50/50 ratio, and minority numbers have continued to rise. Main Topic:  Kevin’s Snapshot from the CLMS & CLHS Professional Learning Communities and Tech Conference Google Moderator - feedback and questions/comments during presentations for differentiated instruction Rushton Hurley - simple multimedia tools for instructional use; teachers as meaningful professionals Audience Response Systems in the Classroom - “dedicated clickers” vs. “poll anywhere” Tim's Tech Tidbit:Recording voice for making poetry mp3s the low-brow way - Audacity (Windows or Mac) http://www.how-to-podcast-tutorial.com/17-audacity-tutorial.htm - Sound Recorder (Windows) http://www.ccc.commnet.edu/dl/dl-help/help-SoundRecorder.htm - TapeDeck (Mac) http://tapedeckapp.com/Endorsements: Cammy:  Chaser the Border Collie and Animal Cognition - NYT Kevin: ctrl-f or command-f the mini search engine that can save you tons of time Tim: Why and How I Switched to a Standing Desk - SmarterWare.com   Permalink | Leave a comment  »

This podcast is a recording of the lecture given at Loyola University New Orleans for the "Professional Development for Music Teachers Series: Technology for the Music Educator". The agenda for Day 4 included: Audience Response Systems for classroom assessment, Podomatic, iTunes, Loop based recording software, MIDI keyboard controllers, Multi-track recording, Garage Band, Loops, review of mic pick-up patterns and placement of mics based on pick-up patterns.

Ausbildung soll effizient sein. Somit ist die Vorlesung gerade bei hohen Studentenzahlen eine kostengünstige Methode um eine große Hörerschaft zu unterrichten. Über ihre Effektivität bestehen unterschiedliche Meinungen. Ihre medizindidaktische Qualität wird eher zurückhaltend beurteilt. Folglich muss versucht werden, Vorlesungen in ihrer Qualität zu sichern und kontinuierlich zu verbessern. Es wird erwartet, dass durch die Anwendung eines Audience-Response-Systems die Qualität der medizinischen Ausbildung ebenso wie bei anderen medialen Hilfsmitteln positiv beeinflusst werden kann. Untersucht wurden drei Kohorten von Studenten des 3. bis 5. klinischen Semesters des Studienganges Zahnmedizin, welche an der Vorlesung „Allgemeine und spezielle Chirurgie für Zahnmediziner“ teilnahmen. Bei der Versuchsgruppe kam ein ARS (Audience-Response-System) zum Einsatz. Die erste Kontrollgruppe folgte einer hoch interaktiven Dia-Vorlesung. Die zweite Kontrollgruppe folgte einer Frontal-Vorlesung. Mittels Fragebogen wurden die Zielgrößen Instruktionsqualität, soziale Einbindung, Kompetenzgefühl, Feedback und subjektive Bewertung untersucht. Die Zielgrößen der Versuchsgruppe mit dem kommerziell erhältlichen ARS „TEDsystems“ wurden einzeln und in ihrer Gesamtheit mit denen der Kontrollgruppen (interaktive Vorlesung, Frontal-Vorlesung) verglichen. Zusätzlich wurden die Effektstärken bestimmt. Alle Vergleiche wurden einem Signifikanztest unterzogen. Bei drei von den fünf zu vergleichenden Zielgrößen zeigte sich ein hochsignifikanter Unterschied zu Gunsten der Versuchsgruppe im Vergleich mit der interaktiven Vorlesung. Bei der sozialen Einbindung war der Unterschied gering und nicht signifikant. Das Feedback war in der interaktiven Vorlesung hochsignifikant besser. Dies wird aufgrund der vergleichsweise hohen Interaktion der interaktiven Vorlesung erklärt. Bei dem Gesamtvergleich über alle Zielgrößen ist die TED-Vorlesung hochsignifikant effektiver. Im Vergleich mit der Frontal-Vorlesung ist die TED-Vorlesung in allen fünf zu vergleichenden Zielgrößen signifikant besser. Bei dem Gesamtvergleich über alle Zielgrößen ist die TED-Vorlesung hochsignifikant effektiver. Nach den Ergebnissen dieser Studie und im Vergleich mit anderen Studien zum Einsatz von Audience-Response-Systemen kann festgestellt werden, dass die Anwendung des Audience-Response-Systems „TEDsystems“ die Qualität der Lehrveranstaltung verbessert.