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Intice Interactive Technology To Improve The Classroom Experience

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Conference

2004 Annual Conference

Location

Salt Lake City, Utah

Publication Date

June 20, 2004

Start Date

June 20, 2004

End Date

June 23, 2004

ISSN

2153-5965

Conference Session

Technology, Communications & Ethics

Page Count

11

Page Numbers

9.802.1 - 9.802.11

Permanent URL

https://peer.asee.org/13974

Download Count

53

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Paper Authors

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Kathy Scmidt

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Jeffrey Siegel

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 2531

INTICE - Interactive Technology to Improve the Classroom Experience

Jeffrey A. Siegel, Department of Civil Engineering, Kathy J. Schmidt, College of Engineering Faculty Innovation Center, Justin Cone, College of Engineering, Faculty Innovation Center The University of Texas at Austin

Abstract

Interaction in the classroom is essential to improving student learning and using Classroom Performance System (CPS) technology is one way to promote interactions. CPS consists of student-operated remote controls and a receiver that records responses to multiple-choice questions posed by the instructor. In order to promote the use of these questions and answers as a study tool, we designed an online application web site that provides a feedback loop for the instructor and students to examine their responses. Our site also provides data to the instructor about individual student performance, aggregate class response to topic areas and specific questions, and student participation and class attendance.

In the fall of 2003, we implemented CPS in ARE 346N: Building Environmental Systems, a core class required of all Architectural Engineering majors at the University of Texas at Austin. The instructor used CPS an average of five times per lecture, including opinion or subjective response questions and collected figures on class attendance. Our evaluation of the data suggests that the majority of students reported that CPS enhanced their learning. This observational study also suggests ways in which CPS can be used to minimize instructor time on class administrative chores and, most importantly, promote student learning of engineering material.

Introduction

Actively involving college students in lecture-based classes can be challenging, but with the use of emerging technologies there are ways to engage students and enhance communications among the students and between the students and instructor. One technology making headway in providing more student-centered, interactive classrooms is called the Classroom Performance System (CPS). This idea is not new; a hardware system called Classtalk has been in use for the last several years. While there were successes with Classtalk, CPS provides a more developed means of actively gathering students’ in-class responses without wired transmitters. CPS consists of unique remotes for each student (purchased from the campus bookstore or borrowed from the library) and a receiver for the instructor. When the instructor initiates a multiple choice question, the students key in their answers, the results are saved in data file, and the instructor can display a histogram of class results. Individual and aggregate data is saved for each session.

Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004 American Society for Engineering Education

Scmidt, K., & Siegel, J. (2004, June), Intice Interactive Technology To Improve The Classroom Experience Paper presented at 2004 Annual Conference, Salt Lake City, Utah. https://peer.asee.org/13974

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