A role for audience response systems in supporting student

learningOnline Seminar: Engineering Subject Centre, 12th Nov 08

Andy Ramsden

Head of e-Learning

University of Bath

a.ramsden@bath.ac.uk

eatbath-present

andyramsden

The presentation as a powerpoint

I’ll propose that …The use of audience response systems

have an important role to play in supporting student learning

However, this will only be effective when appropriately designed audience response system activities are integrated within a broader feedback strategy

There are alternatives to ARS for the formative feedback loop including the use of SMS texting.

http://www.flickr.com/photos/bidryboo/300945382/

the role of feedback in student learning

If … assessment is the engine that drives learning, then the way in which we give feedback is an important way of gearing the engine so that maximum effect is achieved from the effort put in by all concerned.

Brown, Race & Smith (1996), 500 tips on assessment.

What do audience response systems offer?

1. Ask objective (closed) MCQ style questions – although ranking questions are an option

2. Immediate response and feedback3. Compare with how peers voted4. Can save and analysed class responses5. Re-use of questions

A model of formative assessment and feedback

Nicol & Macfarlane-Dick (2006), Rethinking formative assessment in HE

Domain Knowledge

Strategy Knowledge

Motivational beliefs

Teacher set task (goals / criteria)

Student goals

Tactics & Strategies

Learning Outcomes

PerformanceExternal Feedback

Student (monitoring gaps)(self assessment)

dialogue

paths of internal feedback

7 principles of good feedback practice - Nicol & Macfarlane-Dick (2006)

1. Facilitates the development of self-assessment (reflection) in learning

2. Encourages teacher and peer dialogue around learning3. Helps clarify what good performance is (goals, criteria,

expected standards)4. Provides opportunities to close the gap between current

and desired performance5. Delivers high quality information to students about their

learning6. Encourages positive motivational beliefs and self-

esteem7. Provides information to teachers that can be used to

help shape the teaching

Principle 7: provides information to teachers that can be sued to help shape the teaching

“Assessors learn about the extent to which they [students] have developed expertise and can tailor their teaching accordingly”

Yorke (2003), Formative assessment in Higher Education

“… the benefits of coupling questions around themes. In doing so the students’ real understanding can be explored. A review of the results from the coupled questions suggest many students will struggle with some fundamental concepts”

Mark Russell (2008), Using an electronic voting system to enhance learning and teaching

Using SMS for formative feedback in large group teaching

Limitation of ARS – tend to be objective questions.

Scenario: Ask a question, request that students txt you the response. Open up the SMS text Web Service and read the responses, analyse via a word cloud or transfer the responses to the discussion board.

Thank you

Andy Ramsden

Head of e-Learning

University of Bath

a.ramsden@bath.ac.uk

eatbath-present

andyramsden