The Role Of Audience Response Systems In Supporting

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This presentation is part of an Engineering Subject Centre Online Seminar about the role of audience response systems in education.

I was one of the invited speakers - see http://www.engsc.ac.uk/nef/events/onlineseries/evsseminar.asp

If you want to the presentation with audio as an avi then see - http://www.bath.ac.uk/lmf/download/24053

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The Role Of Audience Response Systems In Supporting

  1. 1. A role for audience response systems in supporting student learning Online Seminar: Engineering Subject Centre, 12 th Nov 08 Andy Ramsden Head of e-Learning University of Bath [email_address] eatbath-present andyramsden The presentation as a powerpoint
  2. 2. I’ll propose that … <ul><li>The use of audience response systems have an important role to play in supporting student learning </li></ul><ul><li>However, this will only be effective when appropriately designed audience response system activities are integrated within a broader feedback strategy </li></ul><ul><li>There are alternatives to ARS for the formative feedback loop including the use of SMS texting. </li></ul>http://www.flickr.com/photos/bidryboo/300945382/
  3. 3. the role of feedback in student learning <ul><li>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. </li></ul><ul><li>Brown, Race & Smith (1996), 500 tips on assessment. </li></ul>
  4. 4. What do audience response systems offer? <ul><li>Ask objective (closed) MCQ style questions – although ranking questions are an option </li></ul><ul><li>Immediate response and feedback </li></ul><ul><li>Compare with how peers voted </li></ul><ul><li>Can save and analysed class responses </li></ul><ul><li>Re-use of questions </li></ul>
  5. 5. A model of formative assessment and feedback <ul><li>Nicol & Macfarlane-Dick (2006), Rethinking formative assessment in HE </li></ul>Domain Knowledge Strategy Knowledge Motivational beliefs Teacher set task (goals / criteria) Student goals Tactics & Strategies Learning Outcomes Performance External Feedback Student (monitoring gaps) (self assessment) dialogue paths of internal feedback
  6. 6. 7 principles of good feedback practice - Nicol & Macfarlane-Dick (2006) <ul><li>Facilitates the development of self-assessment (reflection) in learning </li></ul><ul><li>Encourages teacher and peer dialogue around learning </li></ul><ul><li>Helps clarify what good performance is (goals, criteria, expected standards) </li></ul><ul><li>Provides opportunities to close the gap between current and desired performance </li></ul><ul><li>Delivers high quality information to students about their learning </li></ul><ul><li>Encourages positive motivational beliefs and self-esteem </li></ul><ul><li>Provides information to teachers that can be used to help shape the teaching </li></ul>
  7. 7. 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
  8. 8. 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.
  9. 9. Thank you Andy Ramsden Head of e-Learning University of Bath [email_address] eatbath-present andyramsden

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