scholarly journals Google Glass in Face-to-face Lectures - Prototype and First Experiences

2016 ◽  
Vol 10 (1) ◽  
pp. 27 ◽  
Author(s):  
Markus Ebner ◽  
Herbert Mühlburger ◽  
Martin Ebner
Keyword(s):  
New Technologies ◽  
Special Focus ◽  
Audience Response ◽  
Google Glass ◽  
Audience Response Systems ◽  
Web Based ◽  
Face To Face ◽  
University Of Technology ◽  
Response Systems ◽  
Practical Experiences

Graz University of Technology has a long tradition in doing technology-enhanced courses. Following the latest trends, as mentioned in the NMC Horizon Report [32], we reviewed the possibility to use a wearable technology, in our case the Google GlassTM, in courses to improve the interaction between the lecturer and the audience with a special focus on huge classes. The lack of interaction in traditional face-to-face lectures is a well-known problem with a long research history [4], [12]. New technologies in Audience Response Systems (ARS) offer new ways to improve the interaction between teacher and student by enabling to ask questions to the audience [5] to get instant feedback during a lecture. Currently many types of web-based ARSs are available on the market [15]. Our research focused on finding an ARS suitable for the visualization in the Google Glass display. Further we developed a prototype and described first practical experiences.

Live Assessment by Questioning in an Interactive Classroom

2006 ◽  
pp. 276-288 ◽  
Author(s):  
Michael McCabe
Keyword(s):  
New Technology ◽  
Teaching Experience ◽  
Pedagogical Issues ◽  
Audience Response ◽  
Audience Response Systems ◽  
Technical Aspects ◽  
Face To Face ◽  
Interactive Classroom ◽  
Response Systems

This chapter presents an overview of audience response systems as tools for promoting learning in an interactive classroom. The comparison with a popular TV programme is used to introduce the role of questioning in face-to-face teaching, before examining the intrinsic pedagogical benefits of questions. Technical aspects of different systems are summarised, and pedagogical issues discussed, based on the author’s personal teaching experience. Appropriate ways of using audience response systems in the classroom, and guidelines for question delivery are presented. New technology will continue to open up opportunities, but the challenge for the future remains to use the technology effectively and in pedagogically sound ways.

Audience Response Systems and Face-to-Face Learning

2005 ◽  
pp. 178-183
Author(s):  
David A. Banks
Keyword(s):  
Audience Response ◽  
Educational Settings ◽  
Audience Response Systems ◽  
Loss Of Face ◽  
Face To Face ◽  
The Public ◽  
Response Systems ◽  
Face To Face Learning

Audience Response Systems (ARS) are gradually being introduced into educational settings, having previously proved their value in business. Hand-held keypads allow students to enter data in response to questions or statements displayed on a public screen. The captured data is displayed on the public screen and enables both academic and students to immediately see how the whole group has responded. The anonymity afforded by an ARS encourages individuals to fully participate without fear of ridicule or loss of face.

scholarly journals Audience Response Systems and Missingness Trends: Using Interactive Polling Systems to Gather Sensitive Health Information From Youth (Preprint)

2019 ◽  
Author(s):  
Tammy Toscos ◽  
Michelle Drouin ◽  
Mindy Flanagan ◽  
Maria Carpenter ◽  
Connie Kerrigan ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Information ◽  
Survey Methods ◽  
Health Data ◽  
Polling Systems ◽  
Audience Response ◽  
Audience Response Systems ◽  
Web Based ◽  
Health Technologies ◽  
Response Systems

BACKGROUND The widespread availability and cost-effectiveness of new-wave software-based audience response systems (ARSs) have expanded the possibilities of collecting health data from hard-to-reach populations, including youth. However, with all survey methods, biases in the data may exist because of participant nonresponse. OBJECTIVE The aims of this study were to (1) examine the extent to which an ARS could be used to gather health information from youths within a large-group school setting and (2) examine individual- and survey-level response biases stemming from this Web-based data collection method. METHODS We used an ARS to deliver a mental health survey to 3418 youths in 4 high schools in the Midwestern United States. The survey contained demographic questions, depression, anxiety, and suicidality screeners, and questions about their use of offline resources (eg, parents, peers, and counselors) and Web-based resources (ie, telemental health technologies) when they faced stressful life situations. We then examined the response rates for each survey item, focusing on the individual- and survey-level characteristics that related to nonresponse. RESULTS Overall, 25.39% (868/3418) of youths answered all 38 survey questions; however, missingness analyses showed that there were some survey structure factors that led to higher rates of nonresponse (eg, questions at the end of survey, sensitive questions, and questions for which precise answers were difficult to provide). There were also some personal characteristics that were associated with nonresponse (eg, not identifying as either male or female, nonwhite ethnicity, and higher levels of depression). Specifically, a multivariate model showed that male students and students who reported their gender as other had significantly higher numbers of missed items compared with female students (B=.30 and B=.47, respectively, P<.001). Similarly, nonwhite race (B=.39, P<.001) and higher depression scores (B=.39, P<.001) were positively related to the number of missing survey responses. CONCLUSIONS Although our methodology-focused study showed that it is possible to gather sensitive mental health data from youths in large groups using ARSs, we also suggest that these nonresponse patterns need to be considered and controlled for when using ARSs for gathering population health data.

Effects of Audience Response Systems on Student Achievement and Long-Term Retention

2011 ◽  
Vol 39 (10) ◽  
pp. 1431-1439 ◽  
Author(s):  
Selcuk Karaman
Keyword(s):  
Academic Success ◽  
Treatment Group ◽  
Undergraduate Students ◽  
Course Design ◽  
Control Group ◽  
Audience Response ◽  
Multiple Choice Questions ◽  
Audience Response Systems ◽  
Significant Difference ◽  
Response Systems

The effects of audience response systems (ARS) on students' academic success and their perceptions of ARS were examined in this study. Participants, comprising 44 undergraduate students, were randomly assigned to a control or treatment group. The course design was the same for both groups and the instructor prepared the multiple-choice questions in advance; students in the control group responded to these questions verbally whereas the treatment group used ARS. Two paper-based examinations were used to measure the learning of concepts and skills that were taught. Students' perceptions of ARS were collected via a questionnaire. Results showed that ARS usage has a significant learning achievement effect in the first 4 weeks but not at the end of the second 4 weeks. There was no significant difference in retention between either group. Students perceived the ARS tool positively, finding it very enjoyable and useful.

How to Use audience response systems

2014 ◽  
Vol 25 (5) ◽  
pp. 294-296 ◽  
Author(s):  
Harish Thampy ◽  
Zirva Ahmad
Keyword(s):  
Audience Response ◽  
Audience Response Systems ◽  
Response Systems

scholarly journals 15. Clicker Lessons: Assessing and Addressing Student Responses to Audience Response Systems

2011 ◽  
Vol 1 ◽  
pp. 85
Author(s):  
Tim Pelton ◽  
Leslee Francis Pelton ◽  
Mary Sanseverino
Keyword(s):  
Audience Response ◽  
Evaluation Tool ◽  
Audience Response Systems ◽  
Self Evaluation ◽  
Perceived Need ◽  
Large Size ◽  
Response Systems ◽  
Support Teacher ◽  
The University ◽  
The Impact

This project began in response to a perceived need to assess students’ perceptions with respect to the emerging use of audience response systems (clickers) in several mid- to large-size undergraduate courses at the University of Victoria. We developed and validated a “Clicker Use Survey” to gather students’ opinions with respect to clicker utility and the impact of clicker use on their learning. With the collected data we generated a set of baseline distributions to support assessment of various clicker use protocols and created a self-evaluation tool to share with instructors to support teacher reflection on the efficacy of their clicker practices. We also provided a sample self-evaluation to model the use of the tool. Links to the survey instrument, baseline data and self-evaluation tool, and sample self-evaluation are provided.

Technology Support for Collaborative Learning

2011 ◽  
pp. 888-893
Author(s):  
David A. Banks
Keyword(s):  
Collaborative Learning ◽  
Learning Experience ◽  
Audience Response ◽  
Technology Support ◽  
Electronic Meeting Systems ◽  
Face To Face ◽  
Use Of Technology ◽  
The Face ◽  
Response Systems ◽  
Computer Based

Collaborative learning is an activity that takes place between a teacher and a learner, between learner and learner, and sometimes, one would hope, between learner and teacher. The free flow of ideas between the various parties can be inhibited by a variety of factors, including perceived or actual power barriers, language skills, previous learning experience, and personal factors such as shyness or dominance. Technology can be used as a way of overcoming, or reducing, some of these inhibitory factors, and this chapter outlines some of the computer-based technologies that can be used. The use of technology to support distant learners is well documented, and this chapter concentrates instead on the less well-reported use of technology in the face-to-face classroom. The chapter opens with a brief consideration of collaborative learning and then focuses on the technologies that can be used to support collaborative learning process in a variety of time and place settings. These technologies include audience response systems, electronic meeting systems, and more recently, and rapidly developing, blended versions of these technologies.

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