Student Response System (SRS)
for modern mobile devices
Knut
1
Sør-Trøndelag University College (Norway)
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 2
The scenario for today
Trondheim Visonta
SRS server iPods
Computer running
Air application
Internet
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 3
Using the
SRS
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 4
The students wake the the
iPods from standby The teacher launches the
Air application by clicking
the desktop icon +
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 5
The students press the icon
”SRS” to enter the student
page The teacher starts the
system by typing in
username and password
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 6
The students type in the
designated session code The session code
appears
TDI
TDI
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 7
The page ”please wait”
appears
TDI
TDI
The SRS is ready to begin
a vote
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 8
The quiz question is
shown to the students
The students discuss in
small groups
TDI
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 9
The teacher prepares
the voting session by
selecting “run votes”
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 10
The teacher starts a new
vote by selecting the
question type, and can
also choose whether the
voting should be with
timer, sound, and if the
results should appear
automatically
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 11
Once a question
selection is made the
play controller
appears. Press play,
and the vote is in
progress
The students cast their
votes
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 12
The vote is in progress
The students receive a
confirmation that their vote is
registered
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 13
Once the vote is closed
an histogram of the votes
appear
The handheld units are
ready for another vote
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 14
The teacher highlights the
correct answer, and
explains why the
alternatives are correct or
incorrect
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 15
Summary
• The teacher presents a question or
problem
• The students discuss in small groups
• They give a response during a vote
• A histogram displays the distribution
answers
• Summary by the teacher - closure
• The lecture proceeds as normal
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 16
Let’s do a vote
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 17
Do you think the students perceive SRS
as a positive addition to ordinary
classes?
• Yes
• No
• Don’t know
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 18
It's fun to be at lectures where SRS is used
0
5
10
15
20
25
30
Boys Girls
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 19
SRS should be used in all classes/lectures
0
5
10
15
20
25
30
Boys Girls
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 20
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 21
Evaluate the following statement;
“The students think that the SRS
enhances their learning”
• True
• False
• Don’t know
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 22
To what extent does the SRS aid your learning
of the course curriculum?
0
5
10
15
20
25
30
Very large Large Neutral Small Poor
Boys Girls
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 23
Which aspect of the SRS do you think
the students see as the most important
for their learning?
A. The group discussions between the students before the voting session start
B. SRS gives the students a chance to participate actively, which increases their involvement
C. The feedback they get after the vote (i.e. whether or not they answered correctly)
D. The teacher’s explanation after the vote, of which alternative was correct and why
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 24
To what extent does the teacher's explanation
at the end of the vote aid your learning?
0
5
10
15
20
25
30
Very large Large Neutral Small Poor
Boys Girls
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 25
The use of SRS compromises the ordinary
training time
0
2
4
6
8
10
12
14
16
18
Boys Girls
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 26
Student
perspective
Teacher
perspective
• Group discussion
• Increased involvement
• Instant and anonymous
feedback
• Teacher's explanation
• Active learning
• Preparation
- develop good
conceptual questions
• Instant feedback on
students learning
• Thoroughly explanation
after the voting session:
what is the correct
alternative, and why
what are the incorrect
alternatives, and why
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 27
EduMECCA
2008-2010 LLP Transversal Programme
Pilot Project
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and
the Commission cannot be held responsible for any use, which may be made of the information contained therein. 28