Improving Practice & Addressing Practicalities:        Embedding Audience Response Systems at                the Universit...
TurningPoint@Kent                              S In 2008, the University began                     Staff:      piloting Tu...
At your own institutions, what barriers (if any) are there to wider engagement                            with classroom t...
Not                           Lack of              enough                           technical               time to       ...
Not                             Lack of              enough                             technical               time to   ...
PromotionS Make it hands-on. Give people the opportunity to actively experiment   and learn in situ.S Demonstrate how Audi...
Case Study                               S    Training sessions are often standardised    Name:                           ...
How is TurningPoint currently supported at your own institution?4   1.   One-to-one support5   2.   Paper-based user guide...
SupportS Consider making concise paper-based user guides that are issued   alongside the Turning Point voting handsets.S S...
Does your own institution have an E-Learning-related strategy?6   1.   Yes1   2.   No1   3.   Don’t know1   4.   In develo...
StrategyS If your institution doesnt already have one, consider developing an   E-Learning or Technology Enhanced Learning...
Case StudyName:                           S   The team run termly E-Learning ForumsE-Learning                          in ...
EvaluateS Stay in touch with your users. If possible, sit-in on sessions in which   ARS is used.S Consider running focus g...
Case StudyName:                  S   The Curriculum Development websiteCurriculum                 is updated regularly.Dev...
Case StudyName:                        S   Initially used to test studentSchool of                        understanding of...
Case StudyName:School of                    S   Used to emulate UN-style andPolitics and                     political vot...
Case StudyName:School of                  S   Used as part of the GE301 GermanEuropean                       Cultural Stud...
Case StudyName:Centre for                 S   Testing student responses to givenMusic                          audio stimu...
Take Home Messages1.   Not a one-size-fits-all solution and shouldn’t be promoted as such.     Curriculum developers and l...
Thanks for listening! Any            questions?S www.kent.ac.uk/elearningS D.R.Clark@kent.ac.ukS @danielrclarkS www.daniel...
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Improving Practice & Addressing Practicalities: Embedding Audience Response Systems at the University of Kent

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Presented at the Turning Technologies User Conference in Aarhus, Denmark - June 19th, 2012.

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  • Successful promotion of an Audience Response System (ARS) is key to getting staff engaged with the technology. Staff should be given the opportunity to actively experiment with ARS and experience the technology from the learner's perspective.
  • Staff need to know that support is available should they require it. The problems that people encounter with ARS are often at the point and time of use where hands-on support may not be an option, i.e. during a lecture.
  • Strategically framing technologies such as ARS is a good way to increase engagement. In the University of Kent's E-Learning Strategy one of the key objectives for the team is the 'piloting and further implementation of peripheral technologies'. Part of this process is recruiting and engaging staff in the use of classroom technologies such as ARS. The team has found that, when underpinned by a central strategy, uptake of such technologies often improves. It would seem that some staff are more inclined to experiment and apply such technologies if their use is part of the 'bigger strategic picture'.
  • A key task is to evaluate how ARS is being used at your institution and to highlight any interesting practice or emergent pedagogies. Ongoing evaluation not only helps you to better understand the needs and requirements of the users, it also enables greater and wider promotion of the technology to other staff.
  • A key task is to evaluate how ARS is being used at your institution and to highlight any interesting practice or emergent pedagogies. Ongoing evaluation not only helps you to better understand the needs and requirements of the users, it also enables greater and wider promotion of the technology to other staff.
  • Transcript of "Improving Practice & Addressing Practicalities: Embedding Audience Response Systems at the University of Kent"

    1. 1. Improving Practice & Addressing Practicalities: Embedding Audience Response Systems at the University of Kent Daniel Clark Learning Technologist S
    2. 2. TurningPoint@Kent S In 2008, the University began Staff: piloting TurningPoint Students: 2,800 ResponseCard RF. 19,600 S Initially, the University purchased 100 ResponseCards. University Profile S Now increased to over 3,000 Location(s): ResponseCards across the Canterbury, Medway, Tonbridge, University. Location(s): Brussels & Paris Canterbury, S Used in a variety of scenarios, Medway, Established: including teaching and learning, Tonbridge, 1965 outreach schemes and promotional activities. Brussels & Paris Students: S 19,600 Schools have made it a SeveralOpened: requirement that every student is Staff: a handset for the duration loaned1965 2,800 studies. of their
    3. 3. At your own institutions, what barriers (if any) are there to wider engagement with classroom technologies?6 1. Fear of technology4 2. Not enough time to learn new tools0 3. Lack of technical support1 4. Lack of pedagogic support3 5. No evidence of the benefits to staff and students0 6. No strategy underpinning their use0 7. Insufficient resources available0 8. Techo-determinism (technology for its own sake)1 9. Lack of funding and investment
    4. 4. Not Lack of enough technical time to support Lack of learn new pedagogic tools support Fear of Lack oftechnology resources Factors Influencing and funding Engagement Evidence No strategy of benefits underpinning to staff and use students Techo- determinism
    5. 5. Not Lack of enough technical time to support Lack of learn new pedagogic tools support Fear of Lack oftechnology Support Promotion resources and funding Evaluation Strategy Evidence No strategy of benefits underpinning to staff and use students Techo- determinism
    6. 6. PromotionS Make it hands-on. Give people the opportunity to actively experiment and learn in situ.S Demonstrate how Audience Response Systems (ARS) can be easy to use and win over the technophobes in doing so.S Share success stories from those who already use ARS. Talk about interesting uses of ARS at your institution and highlight any emergent practice.
    7. 7. Case Study S Training sessions are often standardised Name: and follow a strict session plan. Duration: E-Learning Two days Summer S Training is often abstracted from the School teaching and learning process making them feel out of context. University Profile S An immersive environment for staff in Location(s): which they experience all of the tools and technologies available to them. Canterbury, Medway, Tonbridge, Participants: S Brussels wider discussions about Engage in & Paris 20-30 members of Technology Enhanced Learning in Higher staff Established: Education. S 1965 TurningPoint voting handsets are usedTiming: Students:the summer school, enabling throughout attendees to learn in context andTwice per 19,600 a more applied pedagogy. experienceacademic S Staff: the participants to experience ARS Enablesyear 2,800 of the the end-user perspective.this as part process from learning process and see
    8. 8. How is TurningPoint currently supported at your own institution?4 1. One-to-one support5 2. Paper-based user guides0 3. Electronic user guides1 4. Videos2 5. Support forums0 6. Other
    9. 9. SupportS Consider making concise paper-based user guides that are issued alongside the Turning Point voting handsets.S Short troubleshooting videos are a great way for staff to quickly address any issues.S A mailing list or support forum is a good way of pooling ideas and troubleshooting tips from users of ARS.
    10. 10. Does your own institution have an E-Learning-related strategy?6 1. Yes1 2. No1 3. Don’t know1 4. In development
    11. 11. StrategyS If your institution doesnt already have one, consider developing an E-Learning or Technology Enhanced Learning Strategy.S The objectives in your strategy will need to be realistic and achievable. Remember to update the strategy annually and publicise any progress made from previous years.S An initiative or project driven by strategy often has more chance of being supported financially.S Consider aligning your strategy alongside other University strategies (such as the Information Services and Library Strategies).
    12. 12. Case StudyName: S The team run termly E-Learning ForumsE-Learning in which academic staff are invited to talk about their use of technology inForum learning and teaching. Duration: Two hours S The forums provide an excellent opportunity for staff to share their practice and inspire other staff. S In a recent forum, an academic member of staff shared their use of classroom technologies, including Participants: TurningPoint voting handsets in revision Open to all staff sessions. and students S The team have found that staff are often more inclined to experiment with technologies if they see their peers doing so. Timing: S The forums feed directly into the E- Termly Learning Strategy Group (ELSG). S Offered as a podcast.
    13. 13. EvaluateS Stay in touch with your users. If possible, sit-in on sessions in which ARS is used.S Consider running focus groups or developing communities of practice to engage with the users of ARS.S Dont forget the students! Student opinions and feedback should be included as part of any evaluation of ARS.
    14. 14. Case StudyName: S The Curriculum Development websiteCurriculum is updated regularly.Developmentwebsite S Focus on providing case studies of interesting uses of technology in learning and teaching. Features: S Case studies aim to evaluate the Case studies, overall success of a particular project and demonstrate tangible evidence of training and help the benefits to staff and students. documents, instructional S Actively work alongside academic videos and project staff to produce case studies. updates S Funded teaching prizes to incentivise and raise the profile of technology enhanced learning.
    15. 15. Case StudyName: S Initially used to test studentSchool of understanding of pre-lecture reading.Pharmacy Students: S Tests the decision-making process 900 based on a therapeutic case under study. S Enabled the lecturer to address common areas of misunderstanding. Application: S Every student in the School is loaned Applied a handset for the duration of their therapeutic studies. scenarios S Regarded as a core technology within the School. S Used to register and monitor attendance.
    16. 16. Case StudyName:School of S Used to emulate UN-style andPolitics and political voting scenarios.InternationalRelations Students: S Enabled students to appreciate the 400 complexity of given issues. S Stimulated wider discussion of ethics. S Anonymous voting enabled wider engagement on sensitive issues. Application: Ethical and legislative scenario modelling
    17. 17. Case StudyName:School of S Used as part of the GE301 GermanEuropean Cultural Studies module.Culture andLanguages Students: S Used to test student understanding of 1200 key concepts and ideas. S Lecture is delivered entirely in German. S The lecturer felt that it enabled her to Application: monitor the students’ approach to Testing learning. understanding (second language) S Enabled deep learning – construct concepts and establish relations rather than memorise facts.
    18. 18. Case StudyName:Centre for S Testing student responses to givenMusic audio stimuli.Technology Students: S Part of a wider research project 120 investigating human perceptions of sound. S Facilitated a faster and more comprehensive response from the students. Application: Acoustic and S Enabled in-class analysis of findings. psychoacoustic aural analysis S Enabled large amounts of data to be exported from a single ‘controlled’ situation.
    19. 19. Take Home Messages1. Not a one-size-fits-all solution and shouldn’t be promoted as such. Curriculum developers and learning technologists need to work closely with academic staff in order to better understand the pedagogy and the needs of the learners.2. Start small, think big. A well-run pilot of ARS technology will help you to get a firm grip on the practicalities of using such technology and enable a more scalable and sustainable solution post-pilot.3. Listen to the students. Student feedback is key to delivering an effective ARS solution.
    20. 20. Thanks for listening! Any questions?S www.kent.ac.uk/elearningS D.R.Clark@kent.ac.ukS @danielrclarkS www.daniel-clark.co.uk/downloads/ttuc.pdf

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