successfully deploying student response systems stephen addison, m phil sandra dowie, ma, mba,pmp...
TRANSCRIPT
Successfully deploying student response systems
Stephen Addison, M Phil
Sandra Dowie, MA, MBA,PMP
Office of the Provost
Purpose of Session
• To provide an overview of the results of our research studies with instructors using SRS
• To provide an overview of the process and selection criteria for selecting a preferred SRS vendor
What is your role?
A. Instructor
B. Administrator
C. Course Designer
D. Technical Support
E. Other
What experience do you have with using Student Response System (SRS)?
A. I use them regularly
B. I have no experience but I am planning to use them
C. I have no experience of using them but I am curious and would like to find out more information
Teaching with Technology Initiative (TTI)
• To assist instructors exploring instructional approaches through technology
• To provide instructors with evaluative feedback to improve their teaching practice
TTI Evaluation
• Project planning
• Ethics approval
• Evaluation Methods:
– Student survey
– Student focus
– Instructor interview
– Graduate Assistant interview
• Instructor feedback session
TTI Instructor Goals for Using SRS
• Physics: Engage students more and increase active learning
• Advanced Genetics: Make the class more interactive for students
• Child Development: Generate more student discussion on controversial issues
• Human Disease: Increase student interaction with the instructor
• Biochemistry: Introduce active learning in a workable way with large numbers of students and find out if there is an improvement in exam performances
• Statistics for Nurses: Preparing students for the exams
In your estimation, what size of class makes using an SRS worthwhile?
A. 5 or more students
B. 10 or more students
C. 20 or more students
D. 30 or more students
E. Over 50 students
SRS Logistics
• Student access to keypads (loan, rent or buy)
• Learning how to use the system
• Designing the questions
• Supporting the technology
• Replacement of faulty or lost key pads
TTI Research Findings
Students:
• Focus and pay attention
• Reinforcing material
• More interactive and engaging
• Identify misunderstandings
• Know I am learning material
Instructors:
• Raises awareness
• Fun to use
• Check student comprehension
Overall positive experience for students and instructors
Example: Advanced Genetics 99 student responses
Students in agreement that SRS questions:
• Allowed them to engage directly with the content being presented 79%
• Helped them to focus and pay more attention 74%
• Did not take too much time away from the lecture 70%
• Encouraged them to attend lectures more regularly 69%
Instructor Feedback
• Instructor intention
– Provide more student interactive experience
– Think like a Geneticist
• Instructor Observations
– Rethinking lectures for this purpose
– Creating questions is time consuming and not easy
– Bank of questions created
Student Comments(Advanced Genetics)
• “I probably would have attended only half of the lectures if it were not for SRS.”
• “The questions did help me to stay focused during class, but I didn't feel like they helped with understanding of course materials.”
• “The usefulness of the SRS questions depends on the ability of the instructor to write questions.”
Our research results indicate that:
A. Student learning is augmented by using an SRS
B. Student perceive their experience with using an SRS positively
C. Student exam performance is improved by using an SRS
D. (a), (b) and (c)
E. None of the above
Lessons learned
• SRS introduces an instructor to interactive teaching
• Engaging students and developing understanding of concepts means more than holding their attention
• Specific pedagogical purpose for each question
• Consider what is the best use of time in a lecture for interactive learning
TTI Current research
• Comparing exam performances between classes with and without SRS
• Comparison of classes using SRS, using verbal questions, and standard lecture format
• Continue to evaluate student experience of SRS
Using an SRS involves a significant amount of time and logistics. From your perspective, the effort associated with using an SRS…
A. Would be worth the potential outcomes
B. Would not be worth the effort
C. The worth of SRS would be highly variable
Why use SRS?
• More participative learning environment
• Test student knowledge quickly
• Make lectures more fun
• Enhance retention for exams
• To build understanding of core concepts
Importance of Questions• Clear, challenging and relevant questions
• Some types of questions:
– Factual
– Conceptual
– One best answer
– Opinion
– Asking for predictions
– Peer discussion
SRS-Based Pedagogy
• Rethink entire instructional model – plan curriculum around questions and comprehension
• Use class time to promote student interaction, and to refine & extend students’ understanding
• New skills required: quick thinking, moderating discussion, careful question design
• Giving up control of the class is the bottom line
The biggest barrier with effectively implementing SRS in your institutions is:
A. Convincing instructors about the educational benefits of this technology
B. Paying for the system
C. Training people the technical skills
D. Ensuring that the questions are well designed
E. All of the above
Selecting Preferred Supplier
• U of A conducting a RFP Process to select a single, standardized student response system
– Reduce multiple systems on campus
– Conduct a rigorous process campus-wide
– Guide instructor practice on campus
With respect to identifying a preferred SRS vendor, your institution...
A. Has issued a Request for Proposals (RFP)
B. Will soon initiate an RFP
C. Is considering issuing an RFP
D. An RFP is not being considered
SRS Requirement Overview
• Easy to use at first - with advanced features
• Minimal total cost to students as possible
• Compatible with existing software
• Students' responses are accurately recorded with the keypad number
Technology criteria: SRS receiver
• Handles up to 600 units
• Connects to host system via USB
• Co-exists with institution’s wireless network
• Minimum range of 60 m (200 ft)
Technology criteria: SRS software
• Integrates with variety of applications (e.g. Microsoft Offices apps, UofA CMS)
• Works with multiple operating systems
• Intuitive, easily learned & flexible
• Enables creating questions on-the-fly
• Local hosting of student registration data
Technology criteria: SRS keypads
• Response confirmation
• Low replacement costs for lost & broken keypads
• High durability – low failure rate
• Extended keyboard
• User-replaceable or rechargeable batteries
What do you consider to be the most important criteria for selecting a SRS for use institution-wide?
A. Technology (specifications & functionality)
B. Price (price per capability)
C. Warranty & maintenance
D. Proponent’s experience & reputation
E. Value-added benefits (ability to meet or exceed requirements )
SRS Evaluation Criteria for Request for Proposals (RFP)
• Price
• Technology
• Warranty & maintenance
• Proponent’s experience & reputation
• Value-added benefits
• Completeness of proposal response
35 points
25 points
15 points
15 points
5 points
5 points
RFP Process
1. Request for Information (RFI)
2. Surveyed instructors for criteria
3. Weightings
4. Evaluation Committee
5. Individual assessment (without price)
6. Short-listing
7. 3 vendors invited to demonstrate
8. Update scores
9. Select preferred supplier (s)
After attending this presentation, how likely are you now to use a SRS?
A. Very likely
B. Somewhat likely
C. Neutral
D. Unlikely
E. Not at all
Conclusion
• Most students and instructors like using SRS
• Students and instructors will benefit from a standardized system across campus
• SRS has definite value and it is worth investigating further
Online information
• You will find these PowerPoint slides and the handouts and articles we mentioned at this URL:
http://www.ualberta.ca/~tti/conference-notes.htm
References
• 'Beatty I.D. et al (2005) Designing effective questions for classroom response system teaching
• Duncan, D. (2005) Clickers in the Classroom: How to enhance Science teaching using classroom response systems
