Showing papers on "Audience response published in 2013"

Gender, topic, and audience response: an analysis of user-generated content on facebook

Abstract: Although both men and women communicate frequently on Facebook, we know little about what they talk about, whether their topics differ and how their network responds. Using Latent Dirichlet Allocation (LDA), we identify topics from more than half a million Facebook status updates and determine which topics are more likely to receive feedback, such as likes and comments. Women tend to share more personal topics (e.g., family matters), while men discuss more public ones (e.g., politics and sports). Generally, women receive more feedback than men, but "male" topics (those more often posted by men) receive more feedback, especially when posted by women.

Millennial generation student nurses' perceptions of the impact of multiple technologies on learning.

Abstract: AIM To determine how millennial nursing students perceive the effects of instructional technology on their attentiveness, knowledge, critical thinking, and satisfaction. BACKGROUND Millennial learners develop critical thinking through experimentation, active participation, and multitasking with rapid shifts between technological devices. They desire immediate feedback. METHOD A descriptive, longitudinal, anonymous survey design was used with a convenience sample of 108 sophomore, junior, and senior baccalaureate nursing students (participation rates 95 percent, winter, 85 percent, spring). Audience response, virtual learning, simulation, and computerized testing technologies were used. An investigator-designed instrument measured attentiveness, knowledge, critical thinking, and satisfaction (Cronbach's alphas 0.73, winter; 0.84, spring). RESULTS Participants positively rated the audience response, virtual learning, and simulation instructional technologies on their class participation, learning, ...

The fever that hit Arab satellite television: audience perceptions of Turkish TV series

Abstract: Turkish television drama series were locally produced products until the early 2000s. Since then, about 70 different titles have been broadcast to audiences in 40 countries, especially in the Middle East, where they comprise approximately 60% of the share in foreign programme broadcasts. This article explores the factors that led to such an attraction by considering the debates around the impact of transnational media products on Arab cultural identity. The authors conducted focus groups and interviews with audiences in Palestine and Egypt and with the producers/distributors of these TV series in Turkey. The data presented here comprise the results of one of the first field-based studies on the reception of Turkish media products in the region. Foremost, the Arab audience response to these Turkish TV series highlights the differences in conceptualisations of ‘modernity’ in the Arab World. Moreover, the data suggest that audiences do not necessarily consider transnational media products as culprits that co...

Could Audio-Described Films Benefit from Audio Introductions? an Audience Response Study

Abstract: IntroductionTime constraints limit the quantity and type of information conveyed in audio description (AD) for films, in particular the cinematic aspects. Inspired by introductory notes for theatre...

Interactive question based learning methodology and clickers: Fundamentals of computer science course case study

Abstract: Audience response systems (ARS) or “clickers” are becoming more and more popular tools for managing audience response or voting feedback for certain questions. Currently, they are more commonly used in education, mostly to engage students during lectures in large classrooms and give the lecturer prompt anonymous response from the audience. The article presents a concept of using a clickers software, which can run on a mobile, tablet, PDA or PC. Such a solution offers flexible student-lecturer interaction. The article compares results of students' learning outcomes for the students taught with and without question based learning methodology.

Team-based learning using an audience response system: a possible new strategy for interactive medical education.

Abstract: Following the "Guidelines for reporting TBL" by Haidet et al, we report on a team-based learning (TBL) course we adopted for our 4th-year students in 2011. Our TBL course is a modified version of the one suggested in the guidelines, but its structure generally follows the core elements described therein. Using an audience response system (ARS), we were able to obtain individual and group readiness assurance test scores immediately and give instant feedback to the students. Instructors were thus able to monitor students' understanding in real time and so appreciated the system, which supports interactive classes even in large classrooms. However, TBL is teacher-oriented, and students were less appreciative of ARS, because they recognized that it could be easily used for grading. Nevertheless, we believe that a combination of TBL, and problem-based learning in a mature design can improve both motivation and understanding among learners.

Audience Response to Travel Photos and Arab Destination Image

Abstract: This research note explores how members of Flickr, the world's most popular photo community, share and respond to travel photographs of Arab countries. As photo-sharing becomes commonplace, researchers could use audience responses to photos to examine destination image. This note also extends the offline Visitor Employed Photography technique online, by including shared photographs and audience response. We observe that the images conveyed in the online photos that generated most audience response differ from those in official travel and tourism documentation. This result benefits both destination image research and practice in the analysis of audience response to online travel photos.

Development of a Browser-Based Mobile Audience Response System for Large Classrooms

Abstract: Didactical advantages of audience response systems (ARS) have been discussed extensively ever since they have been used in classes However, conventional ARS bear some drawbacks, such as requiring specific hardware, generating costs (text messaging based and web service fees) and creating a dependency on external hosts In this paper we present a browser-based ARS, which provides a platform-independent channel for the interaction between students and teachers The authors provide a solution of an ARS for potentially large and spatially distributed classes, where the audience can provide feedback via PCs and mobile devices such as smart phones and tablets The proposed system has been integrated into the e-learning system of the Vienna University of Economics and Business (WU), one of the largest business universities worldwide The server side implementation of an ARS brings some challenges, such as the integration into an e-learning environment, the technical feasibility due to a broad variety of possible end user devices, and user acceptance issues This paper documents the experiences and findings of the stepwise development and deployment in large classrooms This resulted in an enhancement of the information policy with students and an optimization of the WLAN network settings Finally, a new, unanticipated usage scenario emerged for mobile, browser-based response systems

Influence of Audience Response System Technology on Student Performance in Organic Chemistry Lecture Class.

Abstract: Introduction The use of audience response system (commonly known as clickers) supports communication and interactivity in class by allowing the instructor to ask thought-provoking questions and encouraging students to articulate and reflect their thinking, reveal misconceptions, probe the knowledge and follow their progress throughout the course. At the beginning of the twenty first century the National Resource Council identified clickers as a promising new trend in education (2000). In 2004, in the United States, only one million clickers were used in classrooms (Interactive clickers, 2006). Clickers allow the instructor to present a question to the class; students then enter their answers using the clickers, followed by the instructor receiving an instantly constructed histogram of class-wide answers and summary of students' answers. Clickers can serve a wide variety of purposes in the classroom: taking attendance, administering quizzes, formative assessment, and developing collaboration among students (Eison & Bonwell, 1993). Courses with significant number of students are often considered by students as impersonal places (Tobias, 1990). Interest in classroom use of clicker technologies arose from a desire both to enhance student collaboration in lecture halls and to provide feedback to instructors on student learning (Judson & Sawada, 2002; Caldwell, 2007). Use of clickers promotes interactions between students and instructor during the class and engages students. Kaleta and Joosten (2005) conducted the study at University of Wisconsin in which faculty members and students in courses using clickers were given a survey that assessed their attitudes about clicker use in Fall 2005 and its effect on teaching and learning. Of the 27 faculty members who responded to the survey, 94% agreed with the claim "Clickers increased student engagement in the classroom". Similarly, 69 percent of the 2,684 student respondents agreed with the claim "Clickers led me to become engaged in class." When students answer questions using clickers, individual student's answers are anonymous for other students, but not to the instructor. This eliminates the burden of peer pressure for the student. Beatty and Gerace (2009) noted that students particularly like class-wide histograms. These histograms provide students with the reassurance that they are not alone even when they are wrong. Also, students get the perception that they belong to the "community of learners" all struggling with the same ideas. In addition, the instructor obtains the information on students' performance as a class average and for each student individually. That can help the instructor to design learning experiences that are appropriate for students' current state of knowledge and dynamically adjust teaching style based on students' real and immediate needs. A significant increase in student understanding of concepts has been shown to occur when interactive methods are used in science courses (Cooper, 1995; Hake, 1998). Use of clickers allows estimating how students recall material explained previously. For example, an instructor can ask questions related to the previous lecture. Also, the instructor receives instant feedback on how students understand a new concept and learn how to apply it. For example, after explaining hydrogen bonding as a concept, the instructor can ask students to identify the molecules from the list which can or cannot form hydrogen bonds. Feedback on the level of student understanding after or during instruction, known as formative assessment, is particularly important in chemistry where concepts build on one another. One may argue that multiple choice format associated with clickers restricts their use only to introductory chemistry courses. However, recent studies show that clever choice of good conceptual questions helps to overcome this limitation. For example, Ruder (2008) has used clickers to probe student understanding of mechanisms by assigning numbers to locations in molecules and having students enter these numbers to indicate the movement of electrons. …

How keeping up diversifies: Watching public affairs TV in the Netherlands 1988-2010

Abstract: Although concerns have been raised that political infotainment programmes might increasingly substitute more serious information, empirical evidence about changes of individual viewing behaviour is scarce. The authors discuss audience specialization and diversification as two opposing patterns of audience response to a growing variety of public affairs programmes. While specialization results from selective programme choice, diversification may be furthered by the impact of situational factors. Using electronically recorded people-meter data, this study explores information viewing in the Netherlands over the last two decades. As opposed to concerns about audience fragmentation, the authors find that public affairs viewing has become more diverse on the individual level with entertaining information programmes used as an additional source of information. Dutch viewers were exposed to different public affairs information. The personal relevance of TV as a medium is one of the main drivers behind high levels of exposure.

The Use of an Audience Response System in an Elementary School–Based Health Education Program

Abstract: Background. The audience response system (ARS) allows students to respond and interact anonymously with teachers via small handheld wireless keypads. Despite increasing popularity in classroom settings, the application of these devices to health education programming has not been studied. We assessed feasibility, engagement, and learning among children using an ARS compared with traditional pencil–paper formats, (ARS) for a stroke health education program. Method. We compared outcome data generated via an ARS-based intervention to pencil–paper controls, including test scores and missing data rates among 265 schoolchildren 9 to 11 years old participating in stroke education. Among 119 children, we evaluated the feasibility of ARS use and explored student motivation with a 10-item questionnaire. We assessed facilitator experience with both methods. Results. ARS use is feasible. Students reported having more fun (p < .001), increased attention (p < .001), participation (p < .001), and perceived learning outc...

Art Maps--Mapping the Multiple Meanings of Place.

Abstract: Digital technology enables us to prospect, generate, assemble and share eclectic materials, creating virtual journeys, stories or exhibitions through the internet, viewed on computer but also on location via mobile devices. How does the ability to create and curate in this way enhance or transform our access to and understanding of art, as well as our experience of place? What kind of meanings are we making for ourselves and others? And how are the creative responses of audiences viewed and valued in relation to the museum's curated collection? This article explores these questions through the development of Art Maps, a web and mobile application that enables people to locatively and creatively explore the relationship between art and place. Through participant research we are examining possibilities for a more open approach to interpreting Tate's digitised collection of art, testing the notional democratic shift from the museum as keeper of knowledge to co-creator with the audience.

Investigation into the Impact of Audience Response Devices on Short- and Long-term Content Retention

Abstract: Audience Response Systems (ARSs) may enhance short-term knowledge retention. Long-term knowledge retention is more difficult to demonstrate. According to previous studies, ARS questions requiring application of knowledge or peer interaction are more effective in maintaining student attention. The purpose of this study was to determine if peer discussion or individual-knowledge questions enhance short- and/or long-term knowledge retention. Third-year veterinary students responded to ARS questions posed in individual knowledge (n=3 questions) and peer discussion (n=3 questions) format from six different instructors. To test short-term memory, the same questions were delivered during the course examination (within 21 days). To test long-term retention, these questions were posed during a retention exercise (four months later). On the course examination, students had a higher (p<.01) probability (±SE) of correctly answering ARS individual-knowledge questions (93.8±1.8%) compared to novel (previously ...

Replacement of a clicker system by a mobile device audience response system

Abstract: In higher education lectures are still a frequent used approach to transfer knowledge. Although lectures have their advantages, it is difficult to gain interactivity [1]. Numerous studies describe the benefits of active learning [2]. An audience response system (ARS) is a technology that can be used to stimulate active learning in a lecture. An ARS allows a teacher to collect, summarize and visualize the answers of all the students at once with the help of ICT. An ARS also provides direct feedback to the lecturer and the students [4]. Different kinds of ARS are available such as clickers and web based applications [4]. Research on the benefits of clickers indicates an increase of engagement, attention, participation and promotion of group learning processes [3,5,6].

Management Communication: History, Distinctiveness, and Core Content

Abstract: Management communication is the study of managers’ stewardship of writing and speaking to get work done with and through people. This paper overviews the field of management communication, its history, distinctiveness from other professional communication fields, and its content. The diversity of management communication training across the Financial Times’ top twenty MBA schools and of the theories influencing award-winning researchers’ work prompted a search for fundamental constructs. These training and researcher data, coupled with a review of the field’s most read journals and literature on the nature of managerial work, suggested a place to begin. Five core management communication activities are proposed: predicting audience response, selecting workplace language, seeing and shaping organizational genres, diagnosing communication effectiveness, and using discourse interaction.

Correlates to intelligibility in deviant child speech comparing clinical evaluations to audience response system-based evaluations by untrained listeners

Abstract: The severity of speech impairments can be measured in different ways; whereas some metrics focus on quantifying the specific speech deviations, other focus on the functional effects of the speech i ...

Audience response system: a new learning tool for urologic conferences.

Abstract: INTRODUCTION Audience response systems (ARS) have not been used to gauge knowledge transfer and retention in the setting of large medical conferences. In this study, we explore the utility of an ARS as an educational tool in the setting of a large urology conference. MATERIALS AND METHODS At the 2011 joint meeting of the Mid-Atlantic and New England sections of the American Urological Association, conference attendees were able to use a web-based and cell-phone accessed ARS. At the meeting, six ARS questions were asked during five point-counterpoint debate topics covering areas of prostate cancer, incontinence, pediatrics, stone disease, and renal cancer. Questions were presented by expert representatives from each of the sections; questions were structured as management options for predefined cases. At the beginning and end of each 15-minute session, attendees were asked to use the ARS to select the best management option. RESULTS In five out of the six questions (83%) more than 10% of responses were changed following the presentation of the point-counterpoint session and a > 25% change in response was noted in two out of the six questions (33%). A statistically significant change was noted for one question relating to management of urolithiasis in pregnancy (p = 0.037). CONCLUSIONS This is the first study which demonstrates the potential utility of an ARS in a large urology conference. With further research it may be possible to use this technology to identify high-yield topics for medical education and improve outcomes during lecture-based educational activities.

Building students’ knowledge one click at a time

Abstract: Clickers are a popular type of audience response system that gives instructors access to students’ thinking and reasoning in real time. Used correctly, they can turn even large classes into incubators for effective learning. But how should one teach using clickers? How many times per lecture should clickers be used? What kind of questions can be asked? Can students use cell phones or other mobile devices to vote instead? These are some of the key questions this review will answer, with a particular focus on practical tips and helpful resources for implementation.

Predicting audience response for scripting

Abstract: Various technologies described herein pertain to automatic prediction of an anticipated audience response for scripting. A sub-document unit can be received, where the sub-document unit can be part of a script. The sub-document unit, for example, can be a sentence, a paragraph, a scene, or substantially any other portion of the script. Content of the sub-document unit and a context of the sub-document unit can be analyzed to extract features of the sub-document unit. A predictive model can be employed to predict an anticipated audience response to the sub-document unit based upon the features of the sub-document unit. Moreover, the anticipated audience response to the sub-document unit predicted by the predictive model can be output.

American Society of Nephrology Quiz and Questionnaire 2012: Glomerulonephritis

Abstract: Presentation of the Nephrology Quiz and Questionnaire (NQQ) has become an annual tradition at the meetings of the American Society of Nephrology. It is a very popular session, judged by consistently large attendance. Members of the audience test their knowledge and judgment on a series of case-oriented questions prepared and discussed by experts. They can also compare their answers in real time, using audience response devices, to those of program directors of nephrology training programs in the United States, acquired through an Internet-based questionnaire. The topic presented here is GN. Cases representing this category, along with single best answer questions, were prepared by a panel of experts (Drs. Fervenza, Glassock, and Bleyer). The correct and incorrect answers were then briefly discussed after the audience responses and the results of the questionnaire were displayed. This article recapitulates the session and reproduces its educational value for a larger audience—that of the readers of the Clinical Journal of the American Society of Nephrology. Have fun.

Audience Response System (ARS) Technology and Dentist Attendance in Smoking Cessation Workshop

Abstract: This study assess the effective use of audience response system (ARS), an interactive presenter-audience electronic system, in measuring Malaysian dentists’ interest in attending a less explored non-clinical continuing professional education topic. A total of 157 dentists voluntarily attended a specially designed one-day-four-module workshop conducted in four urban locations. The effective use of ARS in commanding attendance was measured in terms of dentists’ full seminar attendance to completion and opinion regarding the use of the instrument. The retention rate of workshop attendance to completion in the four locations ranged between 76.5 and 100%. Out of these participants, 93.7% said they enjoyed the ARS approach, 92.4% agreed it motivated them to stay on until the end, 97% said it increased their curiosity and appreciates answering in anonymity. The use of ARS technology is effective in enhancing participants’ interest and retention in the workshop, provides interactive learning opportunities and quick feedback and has a potential as an objective instrument in research data collection.

Use of elaborate feedback and an audience-response-system in dental education.

Abstract: Introduction: The aim of the study was to examine the effect of an elaborate feedback and an audience response system (ARS) on learning success. Methods: Students of the 1st clinical semester were randomly assigned to a study and a control group. The randomization was carried out considering the factors of age, gender and power spectrum during preliminary dental examination. Within 10 lectures 5 multiple-choice questions were asked about the learning objectives and answered by the students using an ARS. Only the study group received an immediate comprehensive feedback on the results. A final exam at the end was carried out in order to evaluate whether the elaborate feedback leads to a successful learning. Furthermore the effect of the ARS on the lecture atmosphere was investigated. Result: The results of the final exams showed no significant difference between the study and the control group regarding the learning success. Conclusion: Although no significant effect on learning success was found, the ARS creates a more interactive, positive learning environment.

Chances and risks of using clicker software in XL engineering classes - From theory to practice

Abstract: Teaching and learning in XL-classes is a huge challenge to both lecturers as well as students. While lecturers face the difficulty of speaking to a mostly loud and very heterogenic audience, students often lack the opportunity of being an active participant in class. To counteract these difficulties and give the opportunity of immediate feedback, an audience response system has been introduced in the class of information technology in mechanical engineering at RWTH Aachen University.

"I was able to have a voice without being self-conscious": students' perceptions of audience response systems in the health sciences curriculum.

Abstract: Audience Response Systems (ARS or "clickers") are becoming a popular addition to the college classroom. Instructors are using this educational technology to elicit feedback from students, to determine students' knowledge of content before or during lectures, and to increase participation in the classroom. The purpose of this study was to examine first-year allied health students' perceptions of the impact of clickers on participation during an introductory health professions course. METHOD: At the mid-point of the course, students completed a survey that assessed their perception of classroom participation. During the second half of the course, clickers were introduced to classroom activities. The survey was re-administered at the end of the course; students also had the opportunity to write a narrative comment. RESULTS: Students felt that clickers increased their level of interaction with the instructor and participation of the class as a whole. CONCLUSION: Clickers may be a practical way to increase student participation in first-year allied health courses. J Allied Health 2013; 42(3):e75-e80.AUDIENCE RESPONSE SYSTEMS (ARS or "clickers") are being used in higher education with increasing frequency.1,2 Clickers allow faculty to obtain instantaneous feedback from students during the course of a lecture. Clickers can be used to assess students' knowledge, attitudes, and values.3,4 Clickers provide a means of compiling ongoing formative evaluation data from a course5 and may also be used for summative assessment.2 They can meet the needs of students with different learning styles and can be used to provide feedback to an instructor about a variety of issues such as effective teaching style, unanswered questions, and student preconceptions. Clickers can also be used to facilitate peer assessment and to assist in initiating discussion in the classroom. Preliminary evidence suggests that clickers are an effective means of increasing classroom participation.6 Additionally, in a 2006 study of the effects of clickers on student interaction in a management course, Siau, Sheng, and Nah7 demonstrated a statistically significant increase in classroom interactivity with clicker use.Previous studies have shown that clickers are generally well accepted by college students.1 Students appreciate the opportunity to compare their answers to other students' answers.8,9 In a study comparing student responses to controversial questions, students who used clickers demonstrated more variability in responses than students who cast their opinion by raising their hand, suggesting that students answer more honestly with clickers than with a show of hands.10 The anonymous nature of the clickers may also allow students to freely express their thoughts and opinions.11,12The purpose of the present study was to investigate the impact of an audience response system (ARS) or "clickers" on students' perception of active participation during an introductory health professions course.Audience Response SystemsA clicker system is comprised of several standard components: the individual clickers, a receiver unit, and proprietary software. Clickers are small handheld devices, similar in size and shape to an electronic remote control. Each contains an alphanumeric keypad for response selection. A status light indicates when a vote has been transmitted. Advanced systems may include an LCD display that allows the user to see the response and receive confirmation that the system has received the vote. Recent advances in ARS technology incorporate the use of students' personal smartphones or tablet-style computers to submit responses. The receiver unit connects to the main computer through a standard Universal Serial Bus (USB) port. Modern clicker systems utilize radiofrequency (RF) signals for communication between the clickers and the receiver unit.When students select a response, their clicker broadcasts a unique RF signal to be collected by the receiver unit. …

Using Audience Response Devices for Extension Programming.

Abstract: Audience response devices (ARDs), or \"clickers,\" have traditionally been used in the classroom to take attendance, provide testing of current knowledge and knowledge gain, and assist with review of course topics. The ARDs were used at a recent Extension conference, which provided an opportunity to test how well this tool worked. Though not used in this situation, the demographic information collected prior to the presentation could be used to alter the focus in real-time while the assessment data could potentially be useful in providing greater response for evaluation purposes. Participants overwhelmingly liked using the ARDs in an Extension meeting setting. Introduction Audience response devices (ARDs) are used to provide information to the instructor and classroom. A question is asked by the instructor, and the audience provides an answer using a device that is received, compiled with other responses, and presented in real-time in a histogram format. In nearly all cases, these devices are used in a formal classroom setting at an educational institution for the purposes of attendance, testing, and review. Much research has been directed toward the effects that ARDs have in these classrooms. Some of the benefits identified in a review article of ARDs include enhanced attention, participation, and engagement; quality of learning; and feedback (Kay & LeSage, 2009). These benefits would also enhance Extension meetings where adults were the target audience. There is very little published, however, in relation to the implementation of these devices in this type of setting. Salmon and Stahl (2005) may be the only group to do so, and even though they did not see significant improvements in short-term retention when ARDs were used in an Extension meeting, they did note that there was a trend of greater test scores with ARDs. They also noted that there was an overwhelming belief that they were useful in a seminar setting (98% of participants). This perception was mirrored by those who used ARDs in an educational institution, where 36 out of 38 articles examining attitudes toward ARDs observed positive opinions (Kay & LeSage, 2009). One of the key benefits noted by Kay and LeSage (2009) was the use of ARDs to provide real-time feedback so that teachers could change their focus on the fly toward areas where additional explanation was needed. This could be applied to Extension meetings, where demographic information could be retrieved from the audience to identify certain topics to provide more or less specific information (e.g., large vs. small farmers, Jason P. de Koff Assistant Professor and Extension Specialist Tennessee State University Nashville, Tennessee jdekoff@tnstate.edu large vs. small households, etc.) and has been suggested by Bird and McClellan (2010). Another area where ARDs may be advantageous in Extension meetings is for the evaluation component. By incorporating the assessment into the seminar, greater feedback may occur. In waiting until the training is over to fill out a paper-based survey, many participants may elect to leave instead. There could also be more perceived anonymity provided by the use of ARDs than by direct collection of a completed survey by the instructor. As there is little information on the use of ARDs in Extension, the ARDs were implemented in an Extension meeting to identify the feasibility and potential advantages and disadvantages of using these devices. Program Design Information on using switchgrass for forage and biofuel production was presented to an audience as part of an Extension conference for stakeholders in 2012. The ARDs used were the ResponseCard© RF LCD from Turning Technologies (Youngstown, OH). They were passed out to audience members and were used to answer questions at the beginning and end of the presentation. At the beginning of the presentation, specific demographic and subject matter interest questions were asked, and at the conclusion of the presentation specific evaluative questions were posed (Figure 1). Figure 1. Questions Posed Before and After Presentation Using ARDs June 2013 Using Audience Response Devices for Extension Programming JOE 51(3) ©2013 Extension Journal Inc. 2 June 2013 Using Audience Response Devices for Extension Programming JOE 51(3) ©2013 Extension Journal Inc. 3 Results There were 11-13 responses for each question posed. Based on the responses, the majority of the audience was over 50 years of age and had operations on <50 acres. Most of the participants were interested in switchgrass for bioenergy and forage. There may have been slightly greater interest with respect to forage because the response for \"very interested\" was 55% as opposed to the same response to bioenergy, with 38%. The majority of the participants believed that their knowledge of and interest in using switchgrass for biofuel production increased. Last, 100% of participants (n = 12) liked using clickers in Extension meetings. Though not used in this circumstance, the demographic information retrieved from the audience in real time would allow an Extension professional to change focus slightly to information that would be most appropriate to older farmers with small farms. If there had been little interest in one of the two subjects (bioenergy or forage), one could have expanded more on the one that was of greatest interest to the audience. Hu et al. (2006) and Abrahamson (2006) noted that this kind of contingent teaching may be difficult. Therefore, the Extension professional would need to anticipate in advance how a seminar may need to be amended based on potential feedback and adjust accordingly in preparation for the seminar. Overall impressions of using the ARDs were positive. The technology worked well with Microsoft Powerpoint©, and reports could be saved and uploaded to Microsoft Excel© with ease. Though not used in this meeting, responses to multiple questions can be tied to individual devices for greater analysis of results. Salmon and Stahl (2005) identified one of the disadvantages as cost because purchasing their system would cost $16,530. For the system used here (50 devices, USB receiver, software, carrying case, shipping), the cost was $1,826, which seemed reasonable. Based on use in this and other settings, it is advised to use ARDs with audiences that will contain at least 10 or more participants because the time involved in preparation may outweigh the benefits of using them with such a small group. Parmer, Parmer, and Struempler (2012) observed positive results when using ARDs with large numbers of children (>2,000) in an Extension setting for testing purposes. Summary The ARDs traditionally used in the classrooms of educational institutions for formal instruction were used in an Extension meeting to identify its feasibility in these settings. Questions posed initially could be used to identify the makeup of the audience and focus on the most pertinent information in real time. Questions posed after the meeting could be used to assess the meeting and may provide more feedback. Overall, use of the ARDs was well-received by the participating audience, and ARDs seem to be a low-cost tool that has the potential to be very effective for Extension practices. References Abrahamson, L. (2006). A brief history of networked classrooms: Effects, cases, pedagogy, and implications. In D.A. Banks (ed.), Audience response systems in higher education (pp. 1-25). Hershey, PA: Information Science Publishing. Bird, C., & McClelland, J. (2010). Have you used clickers in programming? Journal of Extension [On-line], 48(5) Article 5TOT9. Available at: http://www.joe.org/joe/2010october/tt9.php Hu, J., Bertol, P., Hamilton, M., White, G., Duff, A., & Cutts, Q. (2006). Wireless interactive teaching by using keypad-based ARS. In D.A. Banks (ed.), Audience response systems in higher education (pp. 209June 2013 Using Audience Response Devices for Extension Programming JOE 51(3) ©2013 Extension Journal Inc. 4 221). Hershey, PA: Information Science Publishing. Kay, R. H., & LeSage, A. (2009). Examining the benefits and challenges of using audience response systems: A review of the literature. Computers & Education 53:819-827. Parmer, S. M., Parmer, G., & Struempler, B. (2012). Testing a new generation: Implementing clickers as an Extension data collection tool. Journal of Extension [On-line], 50(5) Article 5TOT5. Available at: http://www.joe.org/joe/2012october/tt5.php Salmon, T. P., & Stahl, J. N. (2005). Wireless audience response system: Does it make a difference? Journal of Extension [On-line], 43(3) Article 3RIB10. Available at: http://www.joe.org/joe/2005june/rb10.php Copyright © by Extension Journal, Inc. ISSN 1077-5315. Articles appearing in the Journal become the property of the Journal. Single copies of articles may be reproduced in electronic or print form for use in educational or training activities. Inclusion of articles in other publications, electronic sources, or systematic large-scale distribution may be done only with prior electronic or written permission of the Journal Editorial Office, joe-ed@joe.org. If you have difficulties viewing or printing this page, please contact JOE Technical Support June 2013 Using Audience Response Devices for Extension Programming JOE 51(3) ©2013 Extension Journal Inc. 5

Audience-response devices (‘clickers’): A discussion paper on their potential contribution to alcohol education in schools

Abstract: Many schools endeavour to provide effective, relevant and appealing alcohol education to students, using up-to-date technologies and resources. However, choosing an appropriate, evidence-based program or approach is rarely straightforward given the plethora of options and limited evidence base. The alcohol education literature and findings from a recent Australian study indicate four key features of effective alcohol education approaches � interactivity, peer education, exploration of students� opinions/knowledge, and addressing alcohol-related misperceptions. These four features are acknowledged strengths of audience response devices (�clickers�). Clickers are increasingly popular, supported by growing evidence of suitability for a variety of educational application and have untapped potential in the delivery of alcohol education. Clickers can engage and empower students and their ability to elucidate misperceptions regarding prevalence and acceptance of risky alcohol use among peers corresponds with normative education approaches. Clickers are effective, fun, create valuable �teachable moments� and provide potential to enhance delivery of evidence-based alcohol education.

Audience Response in Film Education

Abstract: In this chapter we discuss a contemporary private initiative, so as to illustrate industry-oriented and audience-oriented film education. The South African School of Motion Picture Medium and Live Performance, trading as AFDA, was established in 1994, the first year of democracy in South Africa. We focus on how AFDA places entertainment value at the center of its curriculum, and how this value is theorized, applied, and achieved, within the context of South Africa’s film industry and history.