Post on 17-Sep-2018
transcript
Student Response System (SRS)
Gabrielle Hansen-Nygård
for modern mobile devices
Söderhamn, Sweden, May 2010
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 1
First thing first; what is Student
Response System?
Technology products designed to support;
• Response
• Communication
• Interaction
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 2
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 3
The students press the icon ”SRS” to enter
the student page The teacher starts the system by
typing in username and password
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 4
The students type in the designated
session code The starting page, with the
session code, appears
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 5
The page ”please wait” appears
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 6
The quiz question is shown
to the students
The students discuss it in small groups
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 7
The teacher starts the vote by selecting
the question type. He/she can also
choose whether the voting should be
with timer, sound, and if the result
should appear automatically
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 8
Once a question selection is made
the play controller appears. Press
play, and the vote is in progress
The students cast their votes
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 9
The vote is in progress… The students receive a confirmation
that their vote is registered
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 10
Once the vote is closed
an histogram of the votes appear
The handheld units are ready for
another vote
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 11
The teacher highlights the correct
answer, and explain why the
alternatives are correct or incorrect
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 12
To sum up:
• The teacher presents a question or
problem
• Students discuss it in small groups
• They give their response; vote!
• Histogram display shows the distribution of
class answers
• Closure!
• The lecture proceeds as normal….
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 13
How long do you think it takes before
students start to loose their concentration
during ordinary teaching?
A. 14 minutes
B. 21 minutes
C. 28 minutes
D. 35 minutes
E. 42 minutes
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 14
Do you think the students perceive SRS
as a positive addition to ordinary
classes?
• Yes
• No
• Don't know
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 15
It's fun to be at lectures where SRS is used
0
5
10
15
20
25
30
Boys Girls
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 16
SRS should be used in all classes/lectures
0
5
10
15
20
25
30
Boys Girls
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 17
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 18
Which aspect of the SRS do you think
the students see as the most important
for their learning?
A. The group discussions between the students before the voting session start
B. SRS gives the students a chance to participate actively, which increases their involvement
C. The feedback they get after the vote (i.e. whether or not they answered correctly)
D. The teacher’s explanation after the vote, of which alternative was correct and why
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 19
To what extent does the teacher's explanation
at the end of the vote aid your learning?
0
5
10
15
20
25
30
Very large Large Neutral Small Poor
Boys Girls
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 20
Methodology:
“Classic”:
1. Ordinary teaching
2. Quiz question
3. Group discussion (2 min.)
4. Individual voting
5. Closure: thorough
explanation after
the voting session
Peer Instruction:
1. Ordinary teaching
2. Quiz question
3. Individual working (1 min.)
4. Individual voting
5. Group discussion (2 min)
6. Individual voting
7. Closure: thorough
explanation after
the voting session This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 21
What do we recommend,
Peer Instruction or Classic?
• Based on our evaluation:
– Peer Instruction (the students’ favorite)!
– why?
• gives the students an opportunity to;
– think for themselves
– form their own opinion, and
–contribute more in the following discussion
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 22
Student
perspective
Teacher
perspective
• Group discussion
• Increased involvement
• Instant and anonymous
feedback
• Teacher's explanation
• Active learning
• Preparation
- develop good
conceptual questions
• Instant feedback on
students learning
• Thorough explanation
after the voting session:
what is the correct
alternative, and why
what are the incorrect
alternatives, and why
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 23
EduMECCA
2008-2010 LLP Transversal Programme
Pilot Project
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 24