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BY

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In English for librarians with Jonathan Mc.Farland

(http://medicalenglishblog.com/)

Nancy R. Glassman (2015) Texting During Class: Audience

Response Systems, Journal of Electronic Resources in

Medical Libraries, 12:1, 59-71

AN OVERVIEW OF

THE LIBRARIANS TEACH…

in many different environments.

BUT…

It is often difficult for librarians to gauge whether students are benefiting from training.

WE HAVE SOLUTIONS FOR ALL

LET’

S GO T

O CHANGE T

HE

RULES!

“CLASS,

PLEASE DON’T

TAKE OUT

YOUR

SMARTPHONES

OR TABLETS!”

LET'S GO AND USE AUDIENCE RESPONSE SYSTEMS (ARS)

• Students often feel self-conscious or uncomfortable

asking and answering questions in class.

• This is now changing thanks to audience (classroom)

response systems (ARS), which allow participants to

reply to instructors questions with their mobile devises.

• ARS make it easy for presenters to get immediate

feedback from students who have the ability to respond

anonymously.

LET'S GO AND USE AUDIENCE RESPONSE SYSTEMS (ARS)

• The current interest in ARS arose from the need for

instructors to find new ways to engage students. Lecturing is

not always the most effective way to share information or

impart new skills.

• Librarians can use ARS to make the best use of limited class

time by getting immediate feedback from participants during

the sessions and adjusting the pace and content of training

accordingly.

• ARS is not a new technology. It has been around since the

1990’s.

CLICKERSClickers are small hand held devices that resemble remote controls used by the audience to give feedback to a presenter.

Advantages1. Internet access is

not required.

2. Clickers serve only for one function, so they create less of a distraction to students than other types of devices.

Disadvantages1. Old versions had just

a few buttons and could only accommodate multiple choice or true/false.

2. If the class has to relocate to another location, the receiver must to be moved.

3. They aren’t cheap.

CLICKERS

WEB-BASED AUDIENCE RESPONSE SYSTEMS• No special equipment is required, only mobile devises

or computers and Internet access.

• In the last Horitzon 2014 report explains that this systems have become so popular, because Web-based ARS allow participants to respond to questions using features of their device with which they are already familiar.

• There are a number of systems on the market, four that offer free versions.

POLL EVERYWHERE

SOCRATIVE

QUESTIONS DISPLAY FOR STUDENTS IN SOCRATIVE

POLL RESULTS DISPLAY IN SOCRATIVE

PINGO

PINGO

MENTIMETER

DISTANCE LEARNING

• Feedback from participants is particularly useful for distance learning.

• Some web conferencing programs provide mobile apps and include polling features, such as: • Adobe Connect • Webex• GoToMeeting

• Web-based ARS can also be used during webinars if the presenter is sharing his or her PowerPoint presentation or web browser.

TIPS AND TRICKS

• The best way to deal with uncertainties of using new

technologies in the classroom is to practice, practice,

practice – in both the role of presenter and student.

• Spend a few minutes at the beginning of the session

demonstrating how to respond to questions, perhaps with a

“pretest” or practice question.

• Have a few tablets or laptops on hand for students who do

not have mobile devices.

• It is important to have an objective for the use of ARS.

FINAL THOUGHTS

Using ARS during training sessions might yield

unexpected benefits. Other faculty or staff might take

notice, and recognize the librarian as a leader in

educational technology.

IN CONCLUSION...

A TOUCH OF CURIOSITY

A LITTLE PLANNING

A LOT OF PRACTICE

WILL

GO A

LONG W

AY

TO

WA

RD

S M

AK

I NG

TR

AI N

I NG

SE

SS

I ON

S…

.

INTERACTIVE

AND EVEN FUN!!

THANK

YOU

S S A S T RE@

BI B

L I OS A LU

T. CO

M