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Student response system SRS

Knut Bjørkli (knut.b.rolstad@ntnu.no) Norwegian University of Science and Technology (NTNU). Student response system SRS. Course contents. Introduction to student response systems Practical demo of SRS Discussion of methodology. What are your expectations to this course ?.

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Student response system SRS

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  1. Knut Bjørkli (knut.b.rolstad@ntnu.no) Norwegian University of Science and Technology (NTNU) Student response system SRS

  2. Course contents • Introduction to student response systems • Practical demo of SRS • Discussion of methodology

  3. Whatareyourexpectations to thiscourse?

  4. Introduction • What is a student response system? • Advantagesoffered to students and teachers • Using response systems in theclassroom

  5. What is SRS? • Technology whichallows students to participateactively in classes • All students canparticipate • Students get a response from theteacher («Did I understand this»)? • The teachergets a response from the students («Didthey understand what I just explained»?) • Participantsareanonymous

  6. Advantagesofresponse systems • Students stayfocused for longer • Interaction and engagement in theclassroom • Anonymityensuresthat students are not afraid to answer • Students get immediate feedback ontheirlearning • Teachergets immediate feedback on his/her teaching (self-evaluation)

  7. In theclassroom 1 2 3 Put a question Click on the answer Result on big screen Response in 1-2-3

  8. Using a response system • Startingpoint: normal classes/lectures • The teacherpresentsthequestion/quiz to the students • Students workonthe problem (individually or in groups) • Theyvoteusing a mobile device • Resultsappearimmediately • Learning activitiesensue (e.g. teacherelaboration)

  9. Using SRS as a student

  10. What do students need to vote? • Anydevicewithwifior 3G/4G connection and a web browser • For example: • smartphones (iPhone, Androidphones etc.) • tablet PCs (iPad, Samsung Galaxy Tab etc.) • laptop computer

  11. Logging on to the student page • Enter the following URL in a web browser: app.one2act.no Click Join and enter the session code provided by the instructor

  12. Logging in (cont.) 3. Click checkmarks to answer. You can change your mind as often as you like 1. Enter the session code 2. This message will be visible until the question session starts

  13. Whichfactoid(s) about Paris are true? Youcanselect multiple alternatives. • The municipal government of Paris passed a resolution to forbid Tom Cruise from becoming an honorary citizen of the city. • There is a condition afflicting particularly Japanese tourists called “Paris Syndrome”, which is a form of shock brought on by language barriers, cultural differences, exhaustion and a realization that Paris wasn’t all they thought it would be. • The French Resistance cut the elevator cables to the Eiffel Tower to keep Hitler from visiting it during his visit after Paris fell.

  14. How manylegsdoestheelephant have? 3 4 5 6 Too many to count

  15. Should students be given the alternatives right away? In thisquestion, youwill first be presentedwiththequestionwithout alternatives. Discuss! Quiz Your boss is raisingmoney for a charity, in goodfaith. Yoususpectthecharity is a scam. What do you do? I tell my colleagues not to donatemoney I tell my boss of my suspicions I investigatethe matter further I report my concerns to my boss’ superiors I do nothing None oftheabove

  16. Which media can be used to ask questions/quizzes? • In short: anything! • The system is independentofhowyou present thequestion • Any digital format can be used (PDF, Word, PowerPoint etc.) • Youcanwritethequestionon a whiteboard • Youcan ask thequestionorally

  17. The teacherinterface

  18. What is theteacherinterface? • The program theteacheruses to run and controlvotes • It’s a program which is installedontheteacher’s computer • The teacher logs on to thisinterface at the start ofclasses

  19. Familiarizing yourself withtheteacherinterface • Following the instructions in this leaflet, please complete the the following tasks: • Create a user account • Log in and create a sessioncode • Run a question with one selectable alternative • Run a question with several selectable alternatives • Run a question session in whichtheresults do notappearautomatically • Switch betweenshowingabsolutenumbers and percentages in resultgraphs • Comparetworesultgraphs side-by-side • Exportresults to a spreadsheet (e.g. Excel or OpenOffice Calc)

  20.  You create your SRS user account • You will use this account both as «student» (anwering non-anonymous tests) and as «teacher» (creating tests) • Fill in the form on this URL to create your account: https://goo.gl/P9Y2FG

  21. Startingtheteacherapplication 1. Start the program from the Start buttonshortcut 2. Log in withyourusername and password 3. Create a newsessioncode

  22. The teacherapplication is readyfor use Sessioncode Ready to run vote

  23. Showing and hidingtheinterface The program putsitself as a semi-transparent layerontopofotherapplicationsrunningonthe computer Youcannotaccessthe desktop or otherapplicationswhiletheteacherinterface is visible! Clickhere to show theinterface Clickhere to hidetheinterface

  24. Runningvotes – showingthequestion to students 2. Bring up thequestion and show it to the students 1. You first need to hidetheinterfaceifthequestion is in a file onthe computer

  25. Starting a votingsession 4. Clickhere to start thecountdown 1. Clickhere to accessthevotingcontroller 3. Set whether students canselectone, or several, alternatives 2. Indicatethenumberof alternatives in yourquestion

  26. Vote in progress - countdown No. ofvotes 243 : 320 No. of students in session

  27. Resultgraphsappearing Click a graph to highlight it (e.g. to indicatewhatthecorrectanswerwas) Show percentages or absolutenumbers Export data to theclipboard Select diagram type

  28. Running a newvote Clickhere to ask a newquestion

  29. Voteoptions Toggleone/severalselectable alternatives 243 : 320 Turn ticking sound on/off Turn timer on/off Set countdown «Live» voting; resultgraphsare visible whilethevote is in progress Show graphsautomatically?

  30. Accessingresultgraphs 2. Each item represents a resultgraph. Click it to show thegraph 1. Clickhere to see a list of all voteswithincurrentsessioncode 3. Exampleof a resultgraph

  31. Comparingresultgraphs 1. Clickthe pin to «stick» a resultgraph to the screen 2. The first graphwill be pinned to the screen 3. Clickthegraphyouwant to compare it to 4. Bothgraphswill be shown for side-by-side comparison

  32. The «advanced settings» menu Change settings like appearance, colors etc. Show URL for votepage to students 1. Clickhere to accessthe «advanced» menu Access statistics for current/othersessioncodes Show QR code for votepage Changesessioncode Close application

  33. Discussionofmethodology

  34. How do I make good SRS questions? • What type ofquestion do youwant to ask – factual or conceptual? • Rephrasethequestionifyouuse questions from othersources (e.g. textbooks) • Avoidvague or ambigious questions (ifit’s a factualone) • Prepare a thoroughexplanationfor thereview • Onlyexperiencewill show which questions work, and whichdon’t!

  35. Shouldthere be an alternative «I don’tknow»? • A lot of students wantoneofthe alternatives to be «I don’tknow» • This gives students a mechanism to tell theteacherthattheyareunsureofwhattheanswer is • Signals theteacher to do a particularlythoroughreview • Some students refuse to participateifthe «I don’tknow» alternative is not present

  36. Design a set of questions for use with SRS • Create 3 – three – questions that you would like to ask your students using SRS • We will run some of these questions in front of the others

  37. Different SRS methodologies «Traditional» Show question Discussion Vote Teacherreview «Peer instruction» Show question Individualthinking First vote Discussion Second vote Teacherreview The difference is here

  38. The «peer instruction» method • Thorouglytestedmethodwhich lets students learn from theirfellow students («peers») • Developed by physics professor Eric Mazur at Harvard University

  39. 3. Students discuss the question and answer a second time 4. Teacher addresses responses Peer instruction 1. Cycle starts here with an SRS question 2. Students work individually with the question and answer using a mobile device

  40. Whichmethod is better? • No definiteanswer – thereare so manyways to use SRS • PhD done at HiST in 2012 madethefollowingconclusionsabout «peer instruction»: • The first vote lets students form theirown opinion • This makes thembetterprepared and more eager to contribute in thefollowingdiscussion

  41. The teacher’srolewhenusingresponse systems From this…

  42. SRS and theteacher’srole • Beforeclasses • Preparegood questions • During classes • Improvisation • Facilitate peer learning • Provide feedback • Afterclasses • Self-evaluation • Use student feedback to shapeteachingpractises

  43. The teacher’sexplanation during thereview • Important to do a proper review • Which alternative(s) werecorrect? • Which alternative(s) wereincorrect? • Why? • This is thephasewherelearninghappens, according to students

  44. Impactof SRS onlearningoutcomes • Students report enhancedmotivation and engagement • Theyuse immediate feedback to shapethewaytheylearn • Anecdote: «Lowest-performingclasstransformedinto best-performingclassusing SRS»

  45. Thankyou for yourattention! • Questions or comments?

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