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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010114367 | LB2395.7 A92 2006 | Open Access Book | Book | Searching... |
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Summary
Summary
As technology progresses, new systems emerge to assist educators in preparing and managing courses. Audience response systems (ARS) are now used to facilitate greater interaction with participants engaged in a variety of group activities by allowing participants to express views in complete anonymity. These views are then grouped together to help support summative and formative activities with groups ranging in size from five members to as many as several hundred. The data can be used to help the facilitator adjust the pace of teaching to match the requirements of the learners, gauge understanding, or trigger discussion and debate. ""Audience Response Systems in Higher Education: Applications and Cases"" reveals some of the history behind these systems, explores current theory and practice, and indicates where technology may move in the future. Cases are used to present the work of educators in a wide range of subject areas, and with differing levels of experience with these systems.
Author Notes
David A Banks is a lecturer in information systems at the University of South Australia. He has taught in the UK, New Zealand, Australia, Hong Kong and Singapore. His first career was with British Telecom in the UK, where he dealt with the first-line maintenance of business data networks, broadcast television networks and video conferencing systems. He holds a Master's Degree of Philosophy from the University of Leeds, UK, and has presented a number of radio programs, produced over 30 journal papers and book chapters, has co-authored a text-book, and has presented papers at international peer-reviewed conferences. He serves on the editorial review boards of three journals.
Reviews 1
Choice Review
Banks (Univ. of South Australia) provides both novice and experienced user of educational technology information on everything from hardware to various pedagogical methods in this useful edited volume. Each chapter is written by authors who have firsthand experience with the technology. Their expertise provides a practitioner-application orientation not often found in books on classroom technology. The book contains many helpful examples of how technology can be used to improve student learning in a variety of contexts. The first third focuses on the history of the implementation of these systems in higher education classrooms. The middle portion provides case studies that detail how the technology has been used in classrooms in a variety of disciplines. The final third discusses new directions for technology use. The book would be a good choice for individuals new to the technology and experienced users curious about how other teachers are implementing it in their classrooms. ^BSumming Up: Recommended. Faculty and practitioners. R. K. Eubank St. Mary's University of Minnesota
Table of Contents
| Preface | p. vii |
| Section I | |
| Chapter I A Brief History of Networked Classrooms: Effects, Cases, Pedagogy, and Implications | p. 1 |
| Chapter II Audience Response Systems: Insipid Contrivances or Inspiring Tools? | p. 26 |
| Chapter III The Use and Evolution of an Audience Response System | p. 40 |
| Chapter IV ARS Evolution: Reflections and Recommendations | p. 53 |
| Section II | |
| Chapter V Practical Lessons from Four Years of Using an ARS in Every Lecture of a Large Class | p. 65 |
| Chapter VI Using an Audience Response System to Enhance Student Engagement in Large Group Orientation: A Law Faculty Case Study | p. 80 |
| Chapter VII Question Driven Instruction: Teaching Science (Well) with an Audience Response System | p. 96 |
| Chapter VIII Anonymous Polling in an Engineering Tutorial Environment: A Case Study | p. 116 |
| Chapter IX Using Audience Response Systems to Develop Critical Thinking Skills | p. 127 |
| Chapter X Using the Personal Response System to Enhance Student Learning: Some Evidence from Teaching Economics | p. 140 |
| Chapter XI Evaluating Electronic Voting Systems in Lectures: Two Innovative Methods | p. 155 |
| Chapter XII Selected and Constructed Response Systems in Mathematics Classrooms | p. 175 |
| Chapter XIII Theorizing the Transformed Classroom: Sociocultural Interpretation of the Effects of Audience Response Systems in Higher Education | p. 187 |
| Chapter XIV Wireless Interactive Teaching by Using Keypad-Based ARS | p. 209 |
| Chapter XV The Audience Response System: A New Resource in Medical Education | p. 222 |
| Chapter XVI Learning and Anxiety: Exploring Individual Judgement Processes in a Learning Environment with a Group Support System | p. 248 |
| Chapter XVII The Trial of an Audience Response System to Facilitate Problem-Based Learning in Legal Education | p. 265 |
| Chapter XVIII Live Assessment by Questioning in an Interactive Classroom | p. 276 |
| Chapter XIX Eight Years of Asking Questions | p. 289 |
| Chapter XX Interactive Response Systems in Higher Education | p. 305 |
| Section III | |
| Chapter XXI CommuniCubes: Intermediate Technology for Interaction with Student Groups | p. 321 |
| Chapter XXII Creating a Constructed Response System to Support Active Learning | p. 334 |
| Chapter XXIII Instructor Mobile Audience Response System | p. 347 |
| Chapter XXIV Using Mobile Phones and PDAs in Ad Hoc Audience Response Systems | p. 359 |
| Chapter XXV Reflections on the Use of ARS with Small Groups | p. 373 |
| About the Authors | p. 387 |
| Index | p. 398 |
