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