student response system (srs) -...

Student Response System (SRS)

for modern mobile devices

Knut

1

Sør-Trøndelag University College (Norway)

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

The scenario for today

Trondheim Visonta

SRS server iPods

Computer running

Air application

Internet

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

Using the

SRS

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 wake the the

iPods from standby The teacher launches the

Air application by clicking

the desktop icon +

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 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. 6

The students type in the

designated session code The session code

appears

TDI

TDI

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 page ”please wait”

appears

TDI

TDI

The SRS is ready to begin

a 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. 8

The quiz question is

shown to the students

The students discuss in

small groups

TDI

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 teacher prepares

the voting session by

selecting “run 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. 10

The teacher starts a new

vote by selecting the

question type, and can

also choose whether the

voting should be with

timer, sound, and if the

results 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. 11

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. 12

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. 13

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. 14

The teacher highlights the

correct answer, and

explains 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. 15

Summary

• The teacher presents a question or

problem

• The students discuss in small groups

• They give a response during a vote

• A histogram displays the distribution

answers

• Summary by the teacher - 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. 16

Let’s do a 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. 17

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. 18

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. 19

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. 20

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

Evaluate the following statement;

“The students think that the SRS

enhances their learning”

• True

• False

• 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. 22

To what extent does the SRS aid your learning

of the course curriculum?

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. 23

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. 24

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. 25

The use of SRS compromises the ordinary

training time

0

2

4

6

8

10

12

14

16

18

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. 26

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

• Thoroughly 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. 27

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. 28