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Audience Response Systems: A Mode for Enhancing Student Learning


Audience Response Systems: A Mode for Enhancing Student Learning Colleen F. Visconti, Ph.D., CCC-SLP Baldwin-Wallace College ASHA Poster Session #0475 – PowerPoint PPT presentation

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Title: Audience Response Systems: A Mode for Enhancing Student Learning

Audience Response Systems A Mode for Enhancing
Student Learning
  • Colleen F. Visconti, Ph.D., CCC-SLP
  • Baldwin-Wallace College
  • ASHA Poster Session 0475
  • November 16, 2006
  • Miami, Florida

  • The educational environment is forever changing
    and technology is a large part of the changes
    that have occurred. The Audience Response System
    is one of the new technologies available for
    enhancing student learning in the classroom. The
    purpose of this presentation is to discuss the
    TurningPoint Audience Response System, the
    various uses of this technology in the fields of
    communication sciences and disorders, and its
    benefits for both the students and the faculty in
    the classroom setting.

System Requirements to Support TurningPoint
  • Windows 98, 2000 or XP
  • Microsoft Office 2000, XP or 2003, should include
    PowerPoint, Excel, Word and Outlook
  • Pentium 3 Processor with 650MHz, 128 MB RAM
  • 100 MB free disk space

The Clicker
Types of Interaction
  • Reality Check
  • Knowledge Check
  • View Check
  • Choice Check
  • Fact Check
  • Self Check
  • Group Check
  • Pulse Check
  • Fun Check

Reality Check
  • Practical application the intent is to move
    from ideas to action.
  • What would you do if ?
  • How would you treat X patient?
  • How would you ?

Knowledge Check
  • Testing understanding measure effectiveness
  • What did you learn?
  • Practice exam questions
  • Quizzes
  • Terminology understanding
  • Causes for disorders
  • Treatment options
  • Assessment options

View Check
  • Opinion surveys gather data from the audience
  • Ethical issues
  • Case management issues
  • Environmental causes
  • Caregiver roles
  • Cultural issues

Choice Check
  • Spark controversy think hard about an issue
  • What would you choose?
  • Theoretical controversies
  • Opposing treatment philosophies

Fact Check
  • Share information activates interest in a topic
  • What do you know about X disorder?
  • The preferred treatment approach for X disorder
    is .
  • Which factors impact treatment goals?
  • Statistics about various disorders.

Self Check
  • Self-assessment audience self-analysis
  • What do you think you know?
  • Reviews before exams
  • Introductions to a topic
  • Application of concepts

Group Check
  • Audience Profiling get audience demographics
  • Who are you?
  • Year in school
  • Major
  • Minor
  • Courses completed
  • Areas of interest

Pulse Check
  • Speedometer Stay in touch with the audience
  • How do you feel?
  • How is this class going?
  • Pacing of information
  • Types of activities

Fun Check
  • Lightening up the pace humorous interlude
  • Can you smile?
  • Are you awake?
  • I want to go home.

The Basics
  • Create a PowerPoint presentation with
  • Present presentation to class
  • Students then respond to specific slides
  • Data is automatically generated and projected
    after each slide
  • Data can be saved for later
  • Can check specific student performance, if
    student is assigned a specific clicker number

Use at Baldwin-Wallace College
  • 2005-2006 - faculty members began using Audience
    Response Systems
  • Currently 18 faculty members are trained in its
  • 12 faculty members responded to a survey
    regarding use and the following data is based on
    those results.
  • It is being used in at least 24 different
    courses, some with multiple sections

Frequency of Use
Types of Interaction
Faculty Benefits
  • Greater participation engagement
  • Opens up class discussion
  • Eliminates group induced bias
  • Makes all students think about the question(s)
  • Quick assessment of student understanding
  • Identifies areas of confusion
  • Anonymity
  • Teaches students to read simple statistics
  • Students own the data which leads to ownership of
    the class
  • Less grading time of quizzes

Student Benefits
  • Keeps them engaged
  • Confirms their understanding of the material
    compared to their peers
  • Participation without speaking
  • Immediacy of feedback
  • Anonymity
  • More interesting for the students

Faculty limitations and downsides
  • Preparation Time
  • Preparing the PowerPoint
  • Handing out remotes
  • Doesnt fit all courses
  • Students dont take notes when using it
  • Passive tool for students although it does
    generate discussion
  • Technical glitches

Student Response to the Clickers
Impact on Learning
  • Currently, it is not clear how the use of
    clickers impacts learning. It is believed that
    since the students are more engaged in the course
    content, there should be an increase in the
    retention of the material.
  • One faculty member, Dr. Margie Martyn, is
    currently investigating the impact of using
    clickers in the classroom on learning outcomes.

Some Classroom Response Systems
  • Response Card from TurningTechnologies, LLC
  • Classroom Performance Systems from eInstruction
  • InterWrite Personal Response System from GTCO
    CalComp Corp. (
  • Classoom Reponsse System from Hyper-Interactive
    Teaching Technology (

Uses Outside of the Classroom
  • Faculty training for grading reliability of
    common course papers
  • Faculty meetings vote on faculty governance
  • Polling faculty on campus issues

  • Technology is not the lesson, but the mode of
    delivery for the lesson. (Baker Baker, 2004,
    p. 151)

Suggested Readings
  • Astleitner, H. Leutner, D. (2000). Designing
    instructional technology from an emotional
    perspective. Journal of research on computing in
    education, 32(4), 497-510.
  • Baker, P. Baker, P. (2004). Teacher adjustment
    to technology Overcoming cultural mindsets.
    Journal of Educational Technology Systems, 33(2),
  • Brewer, C.A. (2004). Near real-time assessment of
    student learning and understanding in Biology
    courses. BioScience, 54(11), 1034-1039.
  • Draper, S. W., Brown, M. I. (2004). Increasing
    interactivity in lectures using an electronic
    voting system. Journal of computer assisted
    learning, 20, 81-94.
  • Fitch, J.L. (2004). Student feedback in the
    college classroom A technology solution.
    Educational technology research design, 52(1),
  • Hines, L. (2005). Interactive learning
    environment keeps Modesto students engaged. T H E
    Journal, 33(2), 40-41. Retrieved January 20,
    2006, from Academic Search Premier.
  • Zemsky, R. (2000). The mission and the medium.
    Policy Perspecitves, 9(3), 1-12.

Special Thanks to -
  • John DiGennaro, Manager Educational Technology,
    Information Technology. Thank you for training me
    in the use of the Audience Response System and
    for answering all of my questions.
  • Dr. Susan Oldrieve, Director of the Center for
    Transformational Learning. Thank you for all of
    your ideas, suggestions and support.
  • Thanks also goes to the Scholarly Teaching
    Program for providing funding to attend and
    present at the ASHA convention.

  • For a copy of the handout for this poster
    session, please visit the ASHA convention website
    or email me at
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