Audience Response Systems: A Mode for Enhancing Student Learning

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Audience Response Systems A Mode for Enhancing
Student Learning

• Colleen F. Visconti, Ph.D., CCC-SLP
• Baldwin-Wallace College
• ASHA Poster Session 0475
• November 16, 2006
• Miami, Florida

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Abstract

• The educational environment is forever changing
  and technology is a large part of the changes
  that have occurred. The Audience Response System
  is one of the new technologies available for
  enhancing student learning in the classroom. The
  purpose of this presentation is to discuss the
  TurningPoint Audience Response System, the
  various uses of this technology in the fields of
  communication sciences and disorders, and its
  benefits for both the students and the faculty in
  the classroom setting.

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System Requirements to Support TurningPoint

• Windows 98, 2000 or XP
• Microsoft Office 2000, XP or 2003, should include
  PowerPoint, Excel, Word and Outlook
• Pentium 3 Processor with 650MHz, 128 MB RAM
• 100 MB free disk space

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The Clicker
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Hardware
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Types of Interaction

• Reality Check
• Knowledge Check
• View Check
• Choice Check
• Fact Check
• Self Check
• Group Check
• Pulse Check
• Fun Check

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Reality Check

• Practical application the intent is to move
  from ideas to action.
• What would you do if ?
• How would you treat X patient?
• How would you ?

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Knowledge Check

• Testing understanding measure effectiveness
• What did you learn?
• Practice exam questions
• Quizzes
• Terminology understanding
• Causes for disorders
• Treatment options
• Assessment options

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View Check

• Opinion surveys gather data from the audience
• Ethical issues
• Case management issues
• Environmental causes
• Caregiver roles
• Cultural issues

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Choice Check

• Spark controversy think hard about an issue
• What would you choose?
• Theoretical controversies
• Opposing treatment philosophies

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Fact Check

• Share information activates interest in a topic
• What do you know about X disorder?
• The preferred treatment approach for X disorder
  is .
• Which factors impact treatment goals?
• Statistics about various disorders.

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Self Check

• Self-assessment audience self-analysis
• What do you think you know?
• Reviews before exams
• Introductions to a topic
• Application of concepts

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Group Check

• Audience Profiling get audience demographics
• Who are you?
• Year in school
• Major
• Minor
• Courses completed
• Areas of interest

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Pulse Check

• Speedometer Stay in touch with the audience
• How do you feel?
• How is this class going?
• Pacing of information
• Types of activities

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Fun Check

• Lightening up the pace humorous interlude
• Can you smile?
• Are you awake?
• I want to go home.

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The Basics

• Create a PowerPoint presentation with
  TurningPoint
• Present presentation to class
• Students then respond to specific slides
• Data is automatically generated and projected
  after each slide
• Data can be saved for later
• Can check specific student performance, if
  student is assigned a specific clicker number

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Use at Baldwin-Wallace College

• 2005-2006 - faculty members began using Audience
  Response Systems
• Currently 18 faculty members are trained in its
  use
• 12 faculty members responded to a survey
  regarding use and the following data is based on
  those results.
• It is being used in at least 24 different
  courses, some with multiple sections

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Frequency of Use
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Types of Interaction
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Faculty Benefits

• Greater participation engagement
• Opens up class discussion
• Eliminates group induced bias
• Makes all students think about the question(s)
• Quick assessment of student understanding
• Identifies areas of confusion
• Anonymity
• Teaches students to read simple statistics
• Students own the data which leads to ownership of
  the class
• Less grading time of quizzes

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Student Benefits

• Keeps them engaged
• Confirms their understanding of the material
  compared to their peers
• Participation without speaking
• Immediacy of feedback
• Anonymity
• More interesting for the students

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Faculty limitations and downsides

• Preparation Time
• Preparing the PowerPoint
• Handing out remotes
• Doesnt fit all courses
• Students dont take notes when using it
• Passive tool for students although it does
  generate discussion
• Technical glitches

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Student Response to the Clickers
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Impact on Learning

• Currently, it is not clear how the use of
  clickers impacts learning. It is believed that
  since the students are more engaged in the course
  content, there should be an increase in the
  retention of the material.
• One faculty member, Dr. Margie Martyn, is
  currently investigating the impact of using
  clickers in the classroom on learning outcomes.

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Some Classroom Response Systems

• Response Card from TurningTechnologies, LLC
  (www.turningtechnologies.com)
• Classroom Performance Systems from eInstruction
  (www.einstruction.com)
• InterWrite Personal Response System from GTCO
  CalComp Corp. (www.gtcocalcomp.com)
• Classoom Reponsse System from Hyper-Interactive
  Teaching Technology (www.h-itt.com)

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Uses Outside of the Classroom

• Faculty training for grading reliability of
  common course papers
• Faculty meetings vote on faculty governance
  issues
• Polling faculty on campus issues

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• Technology is not the lesson, but the mode of
  delivery for the lesson. (Baker Baker, 2004,
  p. 151)

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Suggested Readings

• Astleitner, H. Leutner, D. (2000). Designing
  instructional technology from an emotional
  perspective. Journal of research on computing in
  education, 32(4), 497-510.
• Baker, P. Baker, P. (2004). Teacher adjustment
  to technology Overcoming cultural mindsets.
  Journal of Educational Technology Systems, 33(2),
  147-156.
• Brewer, C.A. (2004). Near real-time assessment of
  student learning and understanding in Biology
  courses. BioScience, 54(11), 1034-1039.
• Draper, S. W., Brown, M. I. (2004). Increasing
  interactivity in lectures using an electronic
  voting system. Journal of computer assisted
  learning, 20, 81-94.
• Fitch, J.L. (2004). Student feedback in the
  college classroom A technology solution.
  Educational technology research design, 52(1),
  71-81.
• Hines, L. (2005). Interactive learning
  environment keeps Modesto students engaged. T H E
  Journal, 33(2), 40-41. Retrieved January 20,
  2006, from Academic Search Premier.
• Zemsky, R. (2000). The mission and the medium.
  Policy Perspecitves, 9(3), 1-12.

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Special Thanks to -

• John DiGennaro, Manager Educational Technology,
  Information Technology. Thank you for training me
  in the use of the Audience Response System and
  for answering all of my questions.
• Dr. Susan Oldrieve, Director of the Center for
  Transformational Learning. Thank you for all of
  your ideas, suggestions and support.
• Thanks also goes to the Scholarly Teaching
  Program for providing funding to attend and
  present at the ASHA convention.

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• For a copy of the handout for this poster
  session, please visit the ASHA convention website
  or email me at cviscont_at_bw.edu