PRS Definition Personal response systems also known as

PRS ?

Definition • • • Personal response systems, also known as audience response systems, are being adopted by many universities for use in the classroom. Several academic departments, primarily in the sciences, at the University of Nebraska. Lincoln are using this technology. The first week in March I observed a Chemistry 110 lecture in which 200 students are using hand-held wireless transmitters, or clickers, to answer questions from the instructor. The clicker signals are collected by positioned receivers that then send the signals to software on a computer. An overhead screen in front of the classroom is complemented by monitors along the side walls. In spring 2004 Bill Mc. Laughlin, senior lecturer and coordinator of general chemistry at University of Nebraska. Lincoln, piloted e. Instruction in one of the two sections in his beginning chemistry course. Student test scores in the clicker section jumped above previous scores, at a statistically significant amount. Then during fall semester 2005 he did a one-month pilot study of the Inter. Write PRS. Mc. Laughlin asked his students if the university should implement the technology. Nearly 80% of the students agreed or strongly agreed that the technology should be used; less favorable responses came from the students who were earning As and didn’t want the class pace to be slowed down. Mc. Laughlin is interested in the impact of multimedia on student learning. He considers clicker culture as a dialogue to engage students. He often asks clicker questions just for his information, not for points, and also poses a clicker question to serve as a one-minute survey for the most difficult part of the lecture. The instructor uses the clicker to increase student time for learning. His students report that the clicker helps them study. The initial clicker question at start of class points out to students one of the key focus areas for their study. The university is currently installing the Inter. Write PRS, converting 20 large lecture auditoriums at a cost of about $2, 000 each. The university is providing technology support. Faculty are on a waiting list for these classrooms. Clicker technology gives the student instant feedback on a question, and offers anonymity compared to the student raising a hand. Clicker data isn’t everything -- the instructor still needs to scan the students to read puzzled expressions as well as the “aha” moment. Writing effective clicker questions is as essential as creating pedagogically sound multiple choice test questions. The occasional software and hardware glitches can affect the instructor’s planned lecture. Overuse of clickers can be as frustrating to students as overuse of Power. Point or overhead transparencies of lecture notes.

Description • • College professors teaching lecture hall classes may occasionally look out at the sea of faces and wonder … “Is this stuff sinking in? ” A new technology gaining popularity at UW-Madison and nationally helps answer that question before final exams settle the matter for good. Known as personal response systems, or "clicker" technology, the devices allow instructors to get a quick pulse on what students understand what topics might need further review. They are also ways to inject some active engagement into the normally passive lecture-hall environment. Jeffrey Henriques, an instructional staff member in psychology, is a believer in the technology. He uses it in his 200 -student introductory psychology course, and yields meaningful information on how well students are absorbing classroom material. He likens it to an "instant assessment tool, " where he can pose hypothetical questions on a future topic or review last week's concepts. "There's an anonymity that students like about this technology, " he says. "When you ask for a show of hands in a lecture hall, many students won't raise them. This allows everybody to get involved without making yourself conspicuous by committing to the wrong answer. " Henriques admits he was skeptical at first, since the technology is an added cost to students (the system he uses charges $25 per student). But he says he is determined to have students get their money's worth by using it at least once in each class - in a way that will help them review or prepare. "I like the fact that I can go over material from the previous week, " he says. "If a lot of students are getting the answers wrong, I can go back and reinforce those concepts. " Henriques says he receives generally good feedback from students, who get a sense of validation from the results. "Students tell me they like to see what they understand in relation to the rest of the class. If they are struggling, they usually find they are not alone. "

Conclusins • • Large classes are hard to read. "What are they thinking? " I often find myself wondering while teaching Political Science classes with more than a hundred students. The classes I teach are loosely modeled on the Socratic Method, so I always know what the handful of students speaking during any given class are thinking. But generalizing from that sample is risky. That is partly just a function of numbers: eight or nine students can never fully represent a class of 150. It is also a function of self-censorship; some viewpoints are unlikely to be expressed when students are asked to respond in front of their peers. I have often wished that I could take the pulse of the entire class. It is difficult to know which myths to dispel or what biases to challenge if you don't have a good sense of what everyone thinks. Playing Devil's Advocate also requires some sense of which positions are most popular and which are most likely to be overlooked or undervalued This year, I tested a new classroom technology aimed at addressing these problems in real time. The Personal Response System (PRS), informally known as “the clicker, ” is a portable remotecontrol device that allows students to register their answers to multiple choice questions projected on a screen in class. Answers are recorded through receivers connected to a laptop computer. The aggregate results are instantly calculated and can be projected on the screen as a bar chart. The most obvious benefit of the clicker is that it increases the level of engagement in the classroom. In a class where only a handful can meaningfully participate in any given session, the entire class feels more involved through the clicker. Registering their own opinion gives students a larger stake in the discussion. The minority often wants to convince others. Leaving class, I often heard students discussing how they "voted. " The clicker also adds dramatic tension to class. During the actual minute or two of voting, while each click is registered on the screen, there is often an air of excitement about the impending result. Sometimes, the results were breathtaking. While lopsided results tend to be disappointing, close votes were invigorating. The times that the class split right down the middle on an issue there was almost always an audible and excited response to the final tally. Its major teaching benefit is in providing a much better sense of the class. Instead of operating off guesses or conclusions drawn from the most vocal students, the clicker provides a far more accurate and sometimes quite surprising picture.

PRS ? 1. Protocol for Resource Synchronization 2. Product Reallocation Sorting 3. Public Response System 4. Primary Reduced Source נא לשלוח את התשובה בן ספרה SMS כמיסרון 2344 אחת למספר ' אג 40 המחיר

התפלגות התוצאות "Engage Everyone - Embarrass No One"

Public Response System “Clickers”

University http of: //www Wisconsin – Madison. news. wisc. edu/11142. html Classroom ‘clickers’ catching on as instant assessment tool May 2, 2005 College professors teaching lecture hall classes may occasionally look out at the sea of faces and wonder … “Is this stuff sinking in? ” A new technology gaining popularity at UW-Madison and nationally helps answer that question before final exams settle the matter for good.

http: //www. ala. org/ala/acrlbucket/is/iscommittees/webpages/emergingtech/techtips/april 2005. htm Info Technology Tips and Trends April 2005 • The Emerging Technologies in Instruction Committee would like to introduce you to a new technology that you might find useful, or a familiar technology you may not have used in library instruction yet. • In this edition of Emerging Technologies "Tips and Trends, " learn about the new "clicker" technology that is sweeping the nation's universities. • Personal response systems, also known as audience response systems, are being adopted by many universities for use in the classroom. • Students are using hand-held wireless transmitters, or clickers, to answer questions from the instructor. The clicker signals are collected by positioned receivers that then send the signals to software on a computer.

Classroom Clickers Make the Grade http: //www. wired. com/news/technology/0, 1282, 68086, 00. html • By Associated Press 12: 40 PM Jul, 04, 2005 • Hundreds of colleges, high schools and even middle schools are using "clickers" -- as even manufacturers call them. A moderator can pose a question and within seconds the respondents' answers are anonymously logged on a laptop at the front of the room. • "This is the MTV era, " said Neal H. Hooker, an Ohio State professor who uses the technology in his agricultural economics course. "It's the instantgratification generation. They don't like doing a quiz and hearing the responses in three days. They want to see if they've got it right or wrong right then. "

Continued • Teachers can readily determine which students need immediate help -- and in what areas -- as the class progresses. The system actually encourages more class discussion, prodding even shy students to get involved as responses are debated. • Many feel that the ideal use of clickers is in larger classes at universities … • Clickers are also becoming popular in various business uses, such as seminars and conventions.

By Phillip Wankat and Frank Oreovicz Active learning makes lectures a more powerful classroom technique • If lecture classes are interactive so that students are not passive for long periods of time, they can be good learning experience. • Use technology to involve your students, such as student response systems like “clickers” to obtain immediate responses to multiple choice questions.

http: //www. celt. iastate. edu/cps/ Classroom "Clickers" Student Response Systems can be used to: Engage all students in classroom, motivate students, increase student involvement; Provide instant feedback both for students and instructors; Collect students’ performance data; Take attendance; Manage students’ grades electronically.

WHY USE A RESPONDER SYSTEM? Instructors struggle with the questions about how to … 1) actively engage the students during the entire class period, 2) gauge their level of understanding of the material being presented, and 3) provide prompt feedback when dealing with 50 to 500 students at a time. There are four good reasons for using a responder system. First, many students are hesitant to respond to an answer. Second, it is difficult to ask multi-answer questions with a simple show of hands. Third, it is difficult to display the results of your question for further discussion. Fourth, provide instant feedback to students regarding an issue, question, or calculation.

? ומה עוד . • עריכת משאלים וסקרי דעות . • ניסויים בתחום הפסיכולוגיה של הזיכרון Stephen Cheung of the University of Sydney used SMS messaging to conduct classroom experiments in economics, including the bargaining game and the contributions game. . . • Hor izon Report 2006

? ? ? וכמה זה עולה • A typical IR system costs approximately $1, 000 for the receiver and software. The individual responders are under $50 each. Therefore, a simple system to support 300 responders can cost up to $15, 000. • RF systems, on the other hand, can be $1, 500 for the receiver alone, with the software costs varying from a few hundred to several thousand dollars, depending on the number of responders purchased. The individual responders can cost $125 to $175 each. Therefore, a simple system to support 300 responders can cost as much as $40, 000.

. . . ובזה עוד לא גמרנו • Another price to consider in the purchase of a system is the batteries. …equates to replacing 3, 600 to 5, 400 batteries a year. • Where will the systems be kept? Do you have the facilities to secure the systems? • If used in multiple rooms, who will be responsible for transporting the system to and from the room? • How will the individual responders be checked out and in? • Who will look after the daily care of the system? • If a responder is broken, who will deal with the vendor for a replacement?

! אנחנו לא לבד EDUCAUSE Review, vol. 42, no. 1 (January/February 2007): 12– 31 Entering the Interaction Age: Implementing a Future Vision for Campus Learning Spaces. . . Today The Dawning of the "Interaction Age" As a fundamental principle, campuses should plan to deploy learning technologies that encourage and support interaction. The area in which the most work may remain is that of realigning technologies to the needs of human interaction in group settings. Phasing Out Function-Specific Hardware System Components. Students generally carry at least one portable computing device at all times: the mobile phone.

THE PHONES IN THEIR POCKETS Time-to-Adoption Horizon: Two to Three Years • Some professors have begun to use SMS (short messaging service, also called text messaging or texting) as a means for polling students during class, or for providing short pop quizzes

M O BI L E P H O N ES Time-to-adoption Horizon: Two to Three Years Mobile phones are increasing rapidly, and the time is approaching when these little devices will be as much a part of education as a bookbag.

The convergence of ubiquitous broadband, portable devices, and tiny computers has changed our concept of what a phone is meant to be. A pocket-sized connection to the digital world, the mobile phone keeps us in touch with our families, friends, and colleagues by more than just voice. Our phones are address books, file storage devices, cameras, video recorders, wayfinders, and hand-held portals to the Internet—and they don’t stop there. The ubiquity of mobile phones, combined with their many capabilities, makes them an ideal platform for educational content and activities. We are only just beginning to take advantage of the possibilities they will offer. ADOPTION HORIZON mobile phones MID HORIZON (TWO TO THREE YEARS)