Mobile Audience Response System
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Voting and Polling the Smart Way!
TM Voting and Polling the Smart Way! Audience polling solutions with Smartphones, including the Apple iPhoneTM, BlackberryTM, DroidTM, and any other web browser device (e.g. Laptop, iPad, iPod Touch, Kindle). TM PushOne™ Audience Polling Solutions adds interactivity to meetings and allows collection of valuable data or feedback, which increases meeting effectiveness and drives RESULTS. In the past, most audience polling for meetings has been conducted using a keypad to enter a vote. PushOne™ offers the same, expanded surveying and audience polling for data collection with your Smartphone, computer or iPad that you already use for internet and e-mail access. For events where you do NOT want to use a PowerPoint and you want the moderator to be in total control of polling a pre-set list of questions and responses, our moderator driven method is a good choice. This application was primarily developed for Dinner events, with or without visual displays but can also be used for other applications. TM Any internet-connected device can be used to participate in PushOne™ polling and control the polls in moderator mode. iPhone™, iPad or iPod Touch™ Smartphone with data plan with internet connectivity PC Mac TM Instructions for participants to join the Website for Polling and Voting: 1. Open an internet browser window with an internet connection. 2. Go to www.joinp1.com. 3. You will come to this screen: Type in the meeting id: (assigned #) and click on “Enter the Meeting” 4. Once into the meeting, there are options on how the meeting can be set up depending on your purpose and objectives. -
Observations on Benefits/Limitations of an Audience Response System
Session Number: 2531 Observations on Benefits/Limitations of an Audience Response System Stephen E. Silliman and Leo McWilliams 257 Fitzpatrick Hall College of Engineering University of Notre Dame Notre Dame, IN 46556 [email protected] [email protected] Abstract The audience response system (ARS) used in this study integrates fully into existing presentation software and has been applied in a range of settings from high-school presentations, to interrogation of a large freshman engineering class, to guided equation development and case studies in a senior class in groundwater, to assessment of learning objectives and outcomes. The ARS allows real-time feedback to the students, as well as detailed demographic and student- specific response summaries. Through application in these settings, a number of strengths and weaknesses of the ARS have been identified for use in engineering curricula: -1- Students report that derivations and long lectures are more interesting, -2- Student retention was improved in a freshman engineering course, in part due to feedback provided the student via the ARS, -3- The faculty member is provided with immediate feedback to guide lectures, -4- Responses allow monitoring of individual students, -5- Demographic comparisons and assessment of outcomes are routinely available for analysis, and -6- High-school students were impressed with the technological sophistication of the system. Among the weaknesses of the ARS are: -1- Some students have commented that the ARS unnecessarily slows lectures, -2- Some students have indicated a level of intimidation via the immediate response required with the ARS, -3- In one class, weak students were inadvertently “left behind” due to the more advanced lectures, -4- There is an increased potential for technology glitches, and -5- Distribution and collection of the hand-held units must be managed to minimize the impact on class time. -
The Audience Problem in Digital Media and Civic Education." Civic Life Online: Learning How Digital Media Can Engage Youth.Edited by W
Citation: Levine, Peter. “A Public Voice for Youth: The Audience Problem in Digital Media and Civic Education." Civic Life Online: Learning How Digital Media Can Engage Youth.Edited by W. Lance Bennett. The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge, MA: The MIT Press, 2008. 119–138. doi: 10.1162/dmal.9780262524827.119 Copyright: c 2008 Massachusetts Institute of Technology. Published under Creative Commons Attribution-Noncommercial-No Derivative Works Unported 3.0 license. APublic Voice for Youth: The Audience Problem in Digital Media and Civic Education Peter Levine University of Maryland, CIRCLE (Center for Information & Research on Civic Learning & Engagement) Students should have opportunities to create digital media in schools. This is a promising way to enhance their civic engagement, which comprises political activism, deliberation, problem solving, and participation in shaping a culture. All these forms of civic engagement require the effective use of a public voice, which should be taught as part of digital media ed- ucation. To provide digital media courses that teach civic engagement will mean overcoming several challenges, including a lack of time, funding, and training. An additional problem is especially relevant to the question of public voice. Students must find appropriate audiences for their work in a crowded media environment dominated by commercial products. The chapter concludes with strategies for building audiences, the most difficult but promising of which is to turn adolescents’ offline communities—especially high schools—into more genuine communities. Why Do We Need Civic Engagement? A good society cannot be governed by a few, even if the governors were skillful, ethical, and representative of the whole society. -
Wireless Devices in Nursing Education 12 Ana Belén Sánchez-García1 María José López-Montesinos2 José Luis Fernández-Alemán3
Original article • artículO Original • artigO Original Wireless devices in nursing education 12 Ana Belén Sánchez-García1 María José López-Montesinos2 José Luis Fernández-Alemán3 Wireless devices in nursing education Abstract Objective. This article sought to explore the adoption of wireless devices in university nursing teaching and address their repercussion on future professionals. Methodology. This is a bibliographical study conducted in 2011, which analyzed international publications on the use, review, application, opinion, and experimentation of wireless devices in university nursing teaching of wireless technology in nursing teaching. The following databases were used: Medline and Science@Direct. Results. A total of 503 articles were extracted and 77 were selected, of which 40 investigated the Personal Digital Assistant (PDA), 13 the clicker (Student Response Wireless System), and six the smart phone. The use of mobile devices has experienced strong growth during the last five years, especially PDAs. Conclusion. 1 RN, M.Sc., Professor. Universidad Use of mobile devices in university nursing teaching has grown in Católica San Antonio de Murcia, España. recent years, especially PDAs. email: [email protected] 2 RN, Ph.D., Professor. Universidad de Key words: education, nursing; teaching materials; educational Murcia, España. technology. email: [email protected] 3 Engineer, Ph.D., Professor. Universidad de Murcia, España. Dispositivos inalámbricos en la educación enfermera email: [email protected]. Resumen Article associated with the research: Análisis comparativo mediante resultados encontrados Objetivo. Explorar la adopción de los dispositivos inalámbricos en en las bases de datos bibliográficas Medline y Science@Direct la enseñanza universitaria de enfermería y abordar su repercusión para los futuros profesionales. Metodología. -
Book Review: Audience Response Systems in Higher Education
RECOMMENDED READING Audience Response Systems in which were widely adopted in the ness. One study suggests that prepar- Higher Education: Applications 1990s. In one chapter, Eugene Judson ing students for the ill-defined ques- and Cases and Daiyo Sawada examine research on tions they will face in their careers may David A. Banks early ARSs and find there were often no be an effective practice for teaching Information Science Publishing, 2006 significant differences between those and learning. The authors suggest ask- $89.95 (hardcover), 405 pp. who used ARSs and those who did not. ing questions to “…help students to 1-59140-947-0 They offer the advice that simply using learn to reason, think defensively, and a technology in class doesn’t mean the answer future questions.” Reviewed by Mark Werner students are more active or involved in Various authors describe ARSs as facili- constructivist learning. tating a variety of good teaching prac- What are your students thinking Most of Banks’s volume is devoted to tices. These practices include engaging when you are teaching? That’s the 16 case studies describing ARS use in students and encouraging peer instruc- question that interests the authors courses as varied as computer science, tion. They also include facilitating contributing to Audience Response Sys- engineering, economics, educational diagnostic assessments, to determine a tems in Higher Education: Applications technology, humanities, law, math, baseline for students’ knowledge, and and Cases, an edited volume that will medicine, nutrition, psychology, and formative assessment, which allows a be of interest to faculty members who sociology. The case studies cover a vari- professor to measure students’ concep- seek to teach with audience response ety of approaches to ARS use, including tual understanding during a class. -
Audience Response Systems As a Data Collection Method in Organizational Research
Copyright © eContent Management Pty Ltd. Journal of Management & Organization (2009) 15: 122–131. Audience response systems as a data collection method in organizational research MATTHEW W MCCARTER College of Business, University of Illinois at Urbana-Champaign, Champaign IL, USA ARRAN CAZA College of Business, University of Illinois at Urbana-Champaign, Champaign IL, USA ABSTRACT Audience responses systems are electronic devices allowing audience interaction and they are increasingly being used in educational and business settings to enhance various pedagogical and practical processes. This paper discusses how ARS technology may be used as a method of collecting data for research purposes. Specifically, this paper demonstrates ARS technology’s potential utility by duplicating findings from two organisational studies, it discusses how ARS technology may be used to address three prevalent data collection problems, and it suggests how ARS technology may pro- vide scholars with increased access to certain organisational settings, as well as greater integration between research and service activities. Keywords: audience response system, personal response system, audience response technology, data collection techniques, data collection technology, organizational research methods INTRODUCTION discuss how they are traditionally used. Second, ata collection is an important element of we duplicate findings from two organisational Dany research methodology. As scholars strive studies to demonstrate how ARS technology may to understand behavioural phenomena in organi- be used to test theory. Third, we discuss how sations, the need for data collection methods that ARS technology may be used to address three are convenient to both scholars and respondents prevalent data collection problems. Fourth, we and which may be used to gather data from a wide discuss other issues related to using an ARS for variety of organisational settings becomes impor- research, including limitations and benefits, such tant. -
Student Perceptions of Engagement Using Mobile-Based Polling As an Audience Response System: Implications for Leadership Studies
Journal of Leadership Education DOI: 1012806/V14/I3/R4 Summer 2015 Student perceptions of engagement using mobile-based polling as an audience response system: Implications for leadership studies Dan Noel, Ph.D. Lecturer and Director of Community-Based Learning for Organizational Leadership Leadership Studies in Education and Organizations Wright State University Sheri Stover, Ph.D. Assistant Professor of Instructional Design Leadership Studies in Education and Organizations Wright State University Mindy McNutt, Ph.D. Associate Professor of Leadership Wright State University Abstract The increase in ownership and use of mobile-based devices among college students creates unique opportunities for faculty to develop highly engaging learning environments. With many educational institutions offering campus-wide Wi-Fi, students have the ability to use their mobile devices, including cell phones, tablets, and laptops for engaging with curriculum, specifically with leadership concepts. One method of engaging students is through the use of mobile-based polling, as an audience response system (ARS). Although most studies on the use of ARS in educational settings include traditional response system methods (e.g., clickers), emerging technologies have fueled interest in mobile-based polling. The purpose of this study was to examine the effects that mobile-based polling has among students of leadership when used as an audience response system. A survey regarding perceptions of mobile-based polling was administered to students enrolled in undergraduate leadership courses with the purpose of understanding its importance on various aspects of student engagement. Results regarding their polling experiences indicated that students became highly engaged on three levels— behaviorally, emotionally, and cognitively. Additionally, survey responses suggested that students viewed mobile-based polling as viable for purposes outside of the classroom. -
Wireless Audience Response System
International Journal of Engineering Research & Technology (IJERT) ICONECT' 14 Conference Proceedings Wireless Audience Response System Ankita Palav 1; Priyanka Salaskar 2; Nishant Sharma 3; Justin Vincent 4 [email protected]; [email protected]; [email protected]; [email protected] 1-4B.E. Students Department of Electronics and Telecommunication Engineering, K.C. College of Engineering & Management Studies & Research, Kopri,Thane(E)-400 603, India. Abstract —Wireless Audience response systems have • Instantly contracting a histogram of class wide been envisaged to be one of the most useful e-learning answers for instructor technologies that have been notably employed to improve • Managing rosters and student logins. interactivity in classrooms. Students use state-of-the-art • Allowing an instructor to associate individual student technology to convey their responses anonymously to the with their answers. instructor's questions. Analyzing the responses is • Allowing or requiring students to answer in small necessary to attain higher understanding of the lecture's groups. material by students. This project describes the challenges • Supporting integrated creation, management display, of designing classroom response systems and proposes and archiving of questions. approaches to improve the classical classroom response • Permitting question types other than multiple choices system model. It looks into the potential of using ZigBee module which is a RF based technology along with the use Students will now able to interact and be more involved in of clicker devices to help students to interact and be more class lectures with the new Wireless audience Response involved in class lectures and to help lecturer’s measure System (WARS). WARS include a hand-held clicker device productivity and accordingly change and improve teaching for students to use in class and on tests. -
Effectiveness of an Audience Response System in Teaching
CIN: Computers, Informatics, Nursing & Vol. 29, No. 6, 326–334 & Copyright B 2011 Wolters Kluwer Health | Lippincott Williams & Wilkins CONTINUING EDUCATION Effectiveness of an It has been proposed that students’ use of an Audience Response audience response system, commonly called clickers, may promote comprehension and re- System in Teaching tention of didactic material. Whether this method actually improves students’ grades, however, is Pharmacology to still not determined. The purpose of this study was to evaluate whether a lecture format utilizing multiple-choice PowerPoint slides and an audi- Baccalaureate ence response system was more effective than a lecture format using only multiple-choice PowerPoint Nursing Students slides in the comprehension and retention of phar- macological knowledge in baccalaureate nurs- KIMBERLY D. VANA, MS ing students. The study also assessed whether the additional use of clickers positively affected GRACIELA E. SILVA, PhD, MPH students’ satisfaction with their learning. Results DIANN MUZYKA, PhD from 78 students who attended lecture classes LORRAINE M. HIRANI, MSN with multiple-choice PowerPoint slides plus click- ers were compared with those of 55 students who utilized multiple-choice PowerPoint slides only. Test scores between these two groups were not significantly different. A satisfaction questionnaire showed that 72.2% of the control students did not Educators have promoted inquiry, teaching through ques- desire the opportunity to use clickers. Of the tioning, to engage students dynamically in the attainment group utilizing the clickers, 92.3% recommend the use of this system in future courses. The use of and retention of knowledge and skills. Traditionally, stu- multiple-choice PowerPoint slides and an audi- dents have assumed passive roles, observing the instruc- ence response system did not seem to improve tors’ performances, rather than actively participating with the students’ comprehension or retention of phar- 1–4 instructors and peers. -
Turningpoint (Audience Response System) Quick Start: Using
TurningPoint (Audience Response System) Quick Start: If any of your students are using the response cards (“clickers”), you will need to use a receiver (AX155, AX161, FH140, FH144 will already have a receiver connected to the computer). You will need to have your students reset the radio frequency of their response cards to match the frequency set for each of the classroom receivers. Classrooms will have a predetermined radio frequency channel number posted on the podium. If you will be using a classroom that does not have a receiver assigned and connected, you will need check out a receiver prior to class, connect the receiver to the computer and set the radio frequency on the receiver to match what is assigned to that classroom. Students using a PDA, laptop or Smartphone will not need to set a channel number. Using TurningPoint: 1. Plug in the receiver (if not already connected) Remember to set the channel on the receiver to the designated frequency if you have checked out a receiver. Remember to have students set the channel number on their Response Cards to match the designated frequency for the classroom. 2. Open PowerPoint – this will automatically load the TurningPoint add-in. *To change the channel on the receiver: If you have checked out a receiver to use in a classroom that does not already have a receiver connected and set up, you will need to change the channel on the receiver to match the channel assigned to the classroom. The TurningPoint tab on the ribbon will open as the default. Click the “Receiver” button. -
New Scenarios for Audience Response Systems in University Lectures
13th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2016) NEW SCENARIOS FOR AUDIENCE RESPONSE SYSTEMS IN UNIVERSITY LECTURES Daniel Schön, Stephan Kopf, Melanie Klinger and Benjamin Guthier University of Mannheim, Germany ABSTRACT Mobile devices like smartphones and tablet PCs are widely used among university students and can be used for audience response systems (clicker systems) to improve teaching. Modern implementations of these systems are no longer limited to plain multiple-choice questions, but enable the lecturers to perform a variety of teaching scenarios. We present and discuss two novel extensions for audience response systems, namely message boards and teacher controlled self-learning tasks. In the former, students can use their mobile device to make comments and ask questions related to a lecture, which are then discussed directly during class. The second extension can be used to build multi-stage learning and exercise scenarios that accompany the lecture. These two techniques bring new pedagogical and technical questions with them. We discuss their large potential and point out some pitfalls we have encountered in our experiments. KEYWORDS Audience Response Systems, Audience Feedback, Mobile Devices, Self-Learning 1. INTRODUCTION Smartphones and tablet PCs are in widespread use among today's students. These devices are permanently used for communication and socializing, and students will swiftly shift their focus to them, as soon as their interest in the lecturer’s presentation diminishes. Even though such usage may be undesirable during a lecture, the overwhelming availability of mobile devices can be used successfully in audience response systems (ARS) to overcome the students’ fading attention and to enrich teaching. -
Experiences of Faculty and Students Using an Audience Response System in the Classroom Christine M
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Digital Commons @ West Chester University West Chester University Digital Commons @ West Chester University Nursing Faculty Publications Nursing 7-2011 Experiences of Faculty and Students Using an Audience Response System in the Classroom Christine M. Thomas West Chester University of Pennsylvania, [email protected] Cheryl Monturo West Chester University of Pennsylvania, [email protected] Katherine Conroy West Chester University of Pennsylvania Follow this and additional works at: http://digitalcommons.wcupa.edu/nurs_facpub Part of the Educational Methods Commons, and the Nursing Commons Recommended Citation Thomas, C. M., Monturo, C., & Conroy, K. (2011). Experiences of Faculty and Students Using an Audience Response System in the Classroom. CIN: Computers, Informatics, Nursing, 29(7), 396-400. http://dx.doi.org/10.1097/NCN.0b013e3181fc405b This Article is brought to you for free and open access by the Nursing at Digital Commons @ West Chester University. It has been accepted for inclusion in Nursing Faculty Publications by an authorized administrator of Digital Commons @ West Chester University. For more information, please contact [email protected]. 1 Experiences of Faculty and Students Using an Audience Response System in the Classroom Abstract The advent of innovative technologies, such as the Audience Response System, provides an opportunity to engage students and enhance learning. Based on their experiences, three nursing faculty evaluated the use of an Audience Response System in four distinct nursing courses through the use of informal survey results. When using the Audience Response System the faculty experienced an increased perception of student attentiveness and engagement, high level of class attendance, and enhanced learning.