Audience Response Systems in Higher Education: Applications and Cases

Audience Response Systems in Higher Education: Applications and Cases

David Banks (University of South Australia, Australia)
Indexed In: SCOPUS View 2 More Indices
Release Date: February, 2006|Copyright: © 2006 |Pages: 423|DOI: 10.4018/978-1-59140-947-2
ISBN13: 9781591409472|ISBN10: 1591409470|EISBN13: 9781591409496|ISBN13 Softcover: 9781591409489
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Description

Taking advantage of user-friendly technology, Audience Response Systems (ARS) facilitates greater interaction with participants engaged in a variety of group activities. Each participant has an input device that permits them to express a view in complete anonymity, and the composite view of the total group appears on a public screen. ARS can then be used to support summative and formative activities with groups ranging in size from as small as five through to large groups of 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.

Reviews and Testimonials

This collection is the first book about audience response systems which, typically, allow each student in a group to vote in real time, choosing one of several options using the buttons on a handset. ....My own experience of using voting systems, both electronic and manual, is that they can transform the teaching-learning situation. In the last 10 years learning technology, ot e-learning, had concentrated on online support and interactions, but many teachers and students want face-to-face contact. An ARS makes possible new types of communication in the classsroom, just as online services do outside the classroom. ARS seem likly to become a significant tool in enhancing the face-to-face learning experience. We may one day wonder how we taught without one.

– Stephen Bostock, Educational Development, published May 2006, Issue 7.2

Banks 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 first hand experience with the technology. This book contains many helpful examples of how technology can be used to imporve student learning in a variety of contexts.

– R.K. Eubank, St Mary’s University of Minnesota in Choice Vol 44, No. 5 (2007)

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

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.

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