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<form role="search" method="get" class="et-search-form" action="https://ctl.columbia.edu/"> <input type="search" class="et-search-field" placeholder="Search …" value="" name="s" title="Search for:" /> </form> <span class="et_close_search_field"></span> </div> </div> </header>  <div id="et-main-area"> <div id="main-content"> <article id="post-19766" class="post-19766 page type-page status-publish hentry"> <div class="entry-content"> <div class="et-l et-l--post"> <div class="et_builder_inner_content et_pb_gutters3"> <div class="et_pb_section et_pb_section_0 ctl-breadcrumb et_pb_with_background et_section_regular" > <div class="et_pb_row et_pb_row_0"> <div class="et_pb_column et_pb_column_4_4 et_pb_column_0 et_pb_css_mix_blend_mode_passthrough et-last-child"> <div class="et_pb_module et_pb_dcsbcm_divi_breadcrumbs_module et_pb_dcsbcm_divi_breadcrumbs_module_0"> <div class="et_pb_module_inner"> <ol class="dcsbcm_divi_breadcrumbs" vocab="http://schema.org/" typeof="BreadcrumbList"><span class="dcsbcm_divi_breadcrumb dcsbcm_divi_breadcrumb-active">Poll Everywhere: Audience Response System</span></ol> </div> </div> </div> </div> </div><div class="et_pb_section et_pb_section_1 et_section_specialty" > <div class="et_pb_row"> <div class="et_pb_column et_pb_column_3_4 et_pb_column_1 et_pb_specialty_column et_pb_css_mix_blend_mode_passthrough"> <div class="et_pb_row_inner et_pb_row_inner_0"> <div class="et_pb_column et_pb_column_4_4 et_pb_column_inner et_pb_column_inner_0 et-last-child"> <div class="et_pb_module et_pb_text et_pb_text_0 et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h1>Poll Everywhere: Audience Response Systems</h1></div> </div> </div> </div><div class="et_pb_row_inner et_pb_row_inner_1"> <div class="et_pb_column et_pb_column_3_8 et_pb_column_inner et_pb_column_inner_1"> <div class="et_pb_module et_pb_text et_pb_text_1 et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h2>On this page:</h2> <ul> <li><a href="#case-what">What is an Audience Response System (ARS)?</a></li> <li><a href="#case-columbia">Why use an Audience Response System?</a></li> <li><a href="#case-why">How does Poll Everywhere work?</a></li> <li><a href="#case-approaches">Ways instructors can use ARS</a></li> <li><a href="#case-getstarted">Effective ARS practices</a></li> <li><a href="#poll">Online/Hybrid considerations</a></li> <li><a href="#hello">ARS at Columbia</a></li> <li><a href="#case-resources">Resources</a></li> <li><a href="#case-references">References</a></li> </ul></div> </div> </div><div class="et_pb_column et_pb_column_3_8 et_pb_column_inner et_pb_column_inner_2 et-last-child"> <div class="et_pb_module et_pb_cta_0 et_pb_promo et_pb_text_align_left et_pb_bg_layout_light et_pb_no_bg"> <div class="et_pb_promo_description"><h2 class="et_pb_module_header">Access Poll Everywhere</h2><div><p> Log in with your UNI.</p></div></div> <div class="et_pb_button_wrapper"><a class="et_pb_button et_pb_promo_button" href="https://www.polleverywhere.com/auth/saml/columbia" target="_blank">Launch</a></div> </div><div class="et_pb_module et_pb_text et_pb_text_2 et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><p> <em>Scroll down to learn more about teaching with ARS and how you can get support from the CTL for using Poll Everywhere.</em></p></div> </div> </div> </div><div class="et_pb_row_inner et_pb_row_inner_2"> <div class="et_pb_column et_pb_column_4_4 et_pb_column_inner et_pb_column_inner_3 et-last-child"> <div class="et_pb_with_border et_pb_module et_pb_text et_pb_text_3 et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><strong>The CTL is here to help!</strong></h3> <p><span style="font-weight: 400;">Seeking additional support with using Poll Everywhere in your course? Email </span><a href="mailto:ColumbiaCTL@columbia.edu"><span style="font-weight: 400;">ColumbiaCTL@columbia.edu</span></a><span style="font-weight: 400;"> or join our </span><a href="https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/contingency-planning/get-help/"><span style="font-weight: 400;">virtual office hours</span></a><span style="font-weight: 400;">.</span></p> <p><span style="font-weight: 400;">Interested in inviting the CTL to facilitate a session on this topic for your school, department, or program? Visit our </span><a href="https://ctl.columbia.edu/faculty/offerings/workshops-to-go/"><span style="font-weight: 400;">Workshops To Go</span></a><span style="font-weight: 400;"> page for more information.</span></p></div> </div><div class="et_pb_module et_pb_text et_pb_text_4 et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><p><a name="case-what"></a></p> <h2><b>What is an Audience Response System (ARS)?</b></h2> <p><span style="font-weight: 400;">An Audience Response System <sup class='footnote'><a href='#fn-1' id='1-ref'>1</a></sup> </span><span style="font-weight: 400;"> is a web-based technology <sup class='footnote'><a href='#fn-2' id='2-ref'>2</a></sup> </span><span style="font-weight: 400;"> that provides instructors an efficient way to pose a question or a series of questions and collect digital responses from every student in the classroom. Students will need a device (such as a smartphone or laptop) to provide a response. Regardless of your course modality—in-person, hybrid/HyFlex, or fully online—an ARS can help you engage students in course material and assess their understanding of course concepts. This resource reviews getting started with Poll Everywhere, the Columbia-supported ARS, and recommendations for integrating ARS into your courses.</span></p></div> </div><div class="et_pb_module et_pb_divider et_pb_divider_0 et_pb_divider_position_ et_pb_space"><div class="et_pb_divider_internal"></div></div><div class="et_pb_module et_pb_text et_pb_text_5 et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><p><a name="case-columbia"></a></p> <h2><b>Why Use an Audience Response System?</b></h2> <p><span style="font-weight: 400;">With ARS, you can invite students to respond to prompts in a lecture, in-class activity, or discussion. These prompts can be used to engage students and as a form of assessment.</span></p> <h3> </h3> <h3><b>Student Engagement and Learning</b></h3> <p><span style="font-weight: 400;">Instructors can use an ARS to increase the number of students who participate in class (Bruff, 2009; Stowell and Nelson, 2007) regardless of class size. Studies have shown that students perceive activities supported by these technologies as impactful on their engagement and learning (Han and Finkelstein, 2013), and ARS can lead to greater engagement and learning (Petto, 2019). </span></p> <p><span style="font-weight: 400;">With an ARS, Instructors can also promote inclusive teaching practices, helping to ensure that not just the students with more prior experience on the subject and more extroverted students participate but that all students have a voice and the opportunity to think individually and respond to instructor-posed questions. </span><span style="font-weight: 400;">Unlike traditional hand-polling or cold calling, which may induce anxiety, </span><span style="font-weight: 400;">ARS responses may motivate contributions from students less likely to respond out loud those with minority perspectives and those that fear giving incorrect answers in front of their peers (Bruff, 2009). </span></p> <p> </p> <h3><b>Assessment of Student Learning</b></h3> <p><span style="font-weight: 400;">ARS can also be useful for formative (or low-stakes) assessment of student learning (Kay and LeSage, 2009). ARS provides data on what students know and do not know. Instructors can use this information to modify instruction in real time (or what is referred to as “agile teaching” – Bruff, 2009) to meet student learning needs, and provide timely feedback which is important to student learning (Anderson et al., 2010: 150 – 151). In responding to ARS questions, students and instructors can get prompt feedback which can:</span></p> <ul> <li style="font-weight: 400;" aria-level="1"><span style="font-weight: 400;">Provide a better sense of students’ current knowledge.</span></li> <li style="font-weight: 400;" aria-level="1"><span style="font-weight: 400;">Provide opportunities for students to ask questions to clarify the material being taught. </span></li> <li style="font-weight: 400;" aria-level="1"><span style="font-weight: 400;">Provide a space for discussing responses in the classroom.</span></li> </ul> <p> </p> <h3><b>Poll Everywhere</b></h3> <p><span style="font-weight: 400;">Poll Everywhere is the Audience Response System licensed by </span><a href="https://cuit.columbia.edu/live-polling"><span style="font-weight: 400;">Columbia University Information Technology (CUIT)</span></a><span style="font-weight: 400;"> and offered for free to all Columbia instructors for classroom use. </span><span style="font-weight: 400;"><br /></span><span style="font-weight: 400;"><br /></span><span style="font-weight: 400;">To get started using Poll Everywhere in your classroom, please </span><a href="https://www.polleverywhere.com/auth/saml/columbia"><span style="font-weight: 400;">log in</span></a><span style="font-weight: 400;"> here using your UNI authentication to obtain your presenter account. Note: these accounts are to be used for teaching and learning purposes. For support with teaching and learning with Poll Everywhere, please contact the CTL at </span><span style="font-weight: 400;">ColumbiaCTL@columbia.edu. </span><span style="font-weight: 400;"> </span></p></div> </div><div class="et_pb_module et_pb_divider et_pb_divider_1 et_pb_divider_position_ et_pb_space"><div class="et_pb_divider_internal"></div></div><div class="et_pb_module et_pb_text et_pb_text_6 et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><p><a name="case-why"></a></p> <h2><b>How Does Poll Everywhere work?</b></h2> <p><span style="font-weight: 400;">Instructors can post open-ended questions (short answer, fill-in-the blank, etc.) or close-ended questions (multiple choice, true/false, etc) to an online application. They then project one question at a time on a screen, and invite students to respond to the question via a browser, an app, or text messaging on their own web-enabled mobile devices. </span></p> <p><span style="font-weight: 400;">Responses are automatically collected and can be shared back visually on screen for all students to see. While responses are anonymous to students, instructors have the option to see how many students have responded to a question or to see individual student responses by saving and downloading responses or sending them to CourseWorks (Canvas), Columbia University’s Learning Management System. </span></p></div> </div> </div> </div><div class="et_pb_row_inner et_pb_row_inner_3"> <div class="et_pb_column et_pb_column_3_8 et_pb_column_inner et_pb_column_inner_4"> <div class="et_pb_module et_pb_video et_pb_video_0"> <div class="et_pb_video_box"><iframe loading="lazy" title="Poll Everywhere Quickstart Guide" width="1080" height="608" src="https://www.youtube.com/embed/D29s1AsB6nA?feature=oembed" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" referrerpolicy="strict-origin-when-cross-origin" allowfullscreen></iframe></div> </div><div class="et_pb_module et_pb_text et_pb_text_7 et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><p><em><span style="font-weight: 400;">Watch this short video to get a quick overview of creating a poll and presenting it to your class.</span></em></p></div> </div> </div><div class="et_pb_column et_pb_column_3_8 et_pb_column_inner et_pb_column_inner_5 et-last-child"> <div class="et_pb_module et_pb_image et_pb_image_0"> <a href="https://support.ctl.columbia.edu/1834393"><span class="et_pb_image_wrap "><img fetchpriority="high" decoding="async" width="1120" height="630" src="https://ctl.columbia.edu/files/2023/09/Screenshot-2023-08-24-at-2.01.42-PM.png" alt="How do I create student groups for my courses in Poll Everywhere?" title="Screenshot 2023-08-24 at 2.01.42 PM" srcset="https://ctl.columbia.edu/files/2023/09/Screenshot-2023-08-24-at-2.01.42-PM.png 1120w, https://ctl.columbia.edu/files/2023/09/Screenshot-2023-08-24-at-2.01.42-PM-980x551.png 980w, https://ctl.columbia.edu/files/2023/09/Screenshot-2023-08-24-at-2.01.42-PM-480x270.png 480w" sizes="(min-width: 0px) and (max-width: 480px) 480px, (min-width: 481px) and (max-width: 980px) 980px, (min-width: 981px) 1120px, 100vw" class="wp-image-44573" /></span></a> </div><div class="et_pb_module et_pb_text et_pb_text_8 et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><p data-renderer-start-pos="298"><em>Click the image above to read an article outlining the steps to create Poll Everywhere course groups from CourseWorks.</em></p></div> </div> </div> </div><div class="et_pb_row_inner et_pb_row_inner_4"> <div class="et_pb_column et_pb_column_4_4 et_pb_column_inner et_pb_column_inner_6 et-last-child"> <div class="et_pb_module et_pb_divider et_pb_divider_2 et_pb_divider_position_ et_pb_space"><div class="et_pb_divider_internal"></div></div><div class="et_pb_module et_pb_text et_pb_text_9 et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><p><a name="case-approaches"></a></p> <h2><b>Ways Instructors Can Use ARS</b></h2> <p><span style="font-weight: 400;">An ARS can be used on its own or coupled with in-class activities, such as peer instruction (see Mazur, 1997) and case study teaching (see Herreid, 2006). </span></p> <p><span style="font-weight: 400;">Instructors can ask content or process questions using an ARS. Below are a few ways that an ARS can be used to promote learning and inform instruction.</span></p> <ul> <li style="font-weight: 400;" aria-level="1"><span style="font-weight: 400;">Check for understanding / students’ prior knowledge, which can affect student learning, (Anderson et al., 2010: 31), by asking conceptual questions and providing feedback / correcting misconceptions before moving on. </span></li> <li style="font-weight: 400;" aria-level="1"><span style="font-weight: 400;">Encourage students to apply what they learned from assigned readings, online modules (in the case of a hybrid or blended course), or other homework assignments they completed before coming to class. This also holds students accountable for their learning. </span></li> <li aria-level="1"><span style="font-weight: 400;">Engage students in peer learning by asking students to pair up and explain their ARS response to a peer (see Mazur, 1997; Schell and Butler, 2008). This can be particularly effective when students initially disagree on the answer to a question and have to work to come to a consensus.</span></li> </ul></div> </div> </div> </div><div class="et_pb_row_inner et_pb_row_inner_5"> <div class="et_pb_column et_pb_column_3_8 et_pb_column_inner et_pb_column_inner_7"> <div class="et_pb_module et_pb_text et_pb_text_10 et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><ul> <li><span style="font-weight: 400;">Capture multiple perspectives from all students present in the classroom to enrich the discussion. </span></li> <li style="font-weight: 400;" aria-level="1"><span style="font-weight: 400;">Promote student reflection on the learning process (e.g. asking students to share learning strategies that helped them in an exam). </span></li> <li style="font-weight: 400;" aria-level="1"><span style="font-weight: 400;">Collect real-time feedback from students to determine the next instructional decision (e.g., deciding which of four hypotheses to delve into further).</span></li> </ul></div> </div> </div><div class="et_pb_column et_pb_column_3_8 et_pb_column_inner et_pb_column_inner_8 et-last-child"> <div class="et_pb_module et_pb_video et_pb_video_1"> <div class="et_pb_video_box"><iframe loading="lazy" title="Using Poll Everywhere for Engagement and Assessment" width="1080" height="608" src="https://www.youtube.com/embed/t4kfZBI34bY?feature=oembed" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" referrerpolicy="strict-origin-when-cross-origin" allowfullscreen></iframe></div> </div> </div> </div><div class="et_pb_row_inner et_pb_row_inner_6"> <div class="et_pb_column et_pb_column_4_4 et_pb_column_inner et_pb_column_inner_9 et-last-child"> <div class="et_pb_module et_pb_divider et_pb_divider_3 et_pb_divider_position_ et_pb_space"><div class="et_pb_divider_internal"></div></div><div class="et_pb_module et_pb_text et_pb_text_11 et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><p><a name="case-getstarted"></a></p> <h2><strong>Effective ARS Practices</strong></h2> <h3><b>Effective ARS Design:</b></h3> <ul> <li style="font-weight: 400;" aria-level="1"><span style="font-weight: 400;">Articulate the goals of using ARS to your students and consider adding a section to your syllabus detailing how it will be used in class. Align ARS use with the learning objectives of a given class session. </span></li> <li style="font-weight: 400;" aria-level="1"><a href="https://ctl.columbia.edu/resources-and-technology/resources/poll-questions-stem/"><span style="font-weight: 400;">Draft questions that elicit the desired learning. </span></a></li> <li style="font-weight: 400;" aria-level="1"><span style="font-weight: 400;">Familiarize yourself with the technology and test it out.</span></li> <li style="font-weight: 400;" aria-level="1"><span style="font-weight: 400;">Determine when and how often in class you will use ARS—at the beginning of class, when presenting a case or problem, or to close class (see Lang, 2016). </span></li> <li style="font-weight: 400;" aria-level="1"><span style="font-weight: 400;">Consider the types of assessment best-suited for Poll Everywhere questions. Poll Everywhere is optimized for informal queries into student’s attention, understanding of course content, and individual reflection. Thus, Poll Everywhere is best for non-graded and low stakes assessments. Please consider using other tools for higher-stakes assessments.</span></li> </ul> <h3><strong>Effective ARS Implementation:</strong></h3> <ul> <li style="font-weight: 400;"><span style="font-weight: 400;">Talk to your students about ARS. Communicate the purpose of using ARS in your classroom and how you will use it (e.g., informally or will it graded). </span></li> <li style="font-weight: 400;"><span style="font-weight: 400;">Pose a question, invite students to think individually and respond, and share back results all at once or as they come in. </span></li> <li style="font-weight: 400;"><span style="font-weight: 400;">Unpack the responses as a whole class or have students discuss in pairs or groups their responses, and share out. </span></li> <li style="font-weight: 400;"><span style="font-weight: 400;">Make time to debrief and provide feedback—instructors should ensure that students do not leave with misconceptions and that the desired takeaways are achieved.</span></li> </ul></div> </div><div class="et_pb_module et_pb_divider et_pb_divider_4 et_pb_divider_position_ et_pb_space"><div class="et_pb_divider_internal"></div></div><div class="et_pb_module et_pb_text et_pb_text_12 et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><p><a name="poll"></a></p> <h2> </h2> <h2><b>Online and Hybrid Considerations for Poll Everywhere</b></h2> <p><span style="font-weight: 400;">ARS can be used similarly in face-to-face, online, or hybrid contexts. The following are some options for using Poll Everywhere in an online context.</span></p> <p><b>Canvas Poll Everywhere Embed – Asynchronous Option</b><br /><span style="font-weight: 400;">You can share polls via CourseWorks. This can be useful if you want students to interact with your polls asynchronously, outside of the classroom session. For example, you may want responses from students who could not attend class. The poll does not need to be active in order for students to respond asynchronously.</span></p> <p><span style="font-weight: 400;">For more information on embedding a poll , please visit Poll Everywhere’s </span><a href="https://support.polleverywhere.com/hc/en-us/articles/1260801821849-Embed-an-activity"><span style="font-weight: 400;">Embed an activity</span></a><span style="font-weight: 400;"> support documentation.</span></p> <p><b>Using Poll Everywhere with Zoom</b><br /><span style="font-weight: 400;">You may also want to use PollEverywhere while running a Zoom class session. You can either run the Poll Everywhere activity in your browser or embed the Poll Everywhere activity in a presentation or file. Then you will need to use the “share screen” feature in Zoom. Using Poll Everywhere with Zoom will take additional preparation time to ensure it goes smoothly in your class. For more info on embedding a poll in you in a Powerpoint or Google slides presentation please visit Poll Everywhere’s </span><a href="https://www.polleverywhere.com/app"><span style="font-weight: 400;">App page </span></a></p> <p><b>Using the Zoom ARS</b><br /><span style="font-weight: 400;">Zoom also has a built-in ARS polling feature, and while it doesn’t have the robust features of Poll Everywhere, it offers an easy way to get started polling in your online course. To learn more, please visit Zoom’s support page on </span><a href="https://support.zoom.us/hc/en-us/articles/213756303-Polling-for-Meetings"><span style="font-weight: 400;">Polling with meetings</span></a><span style="font-weight: 400;">.</span></p> <p><b>Additional Advice</b><br /><b>Using Poll Everywhere in a synchronous online session, coupled with Zoom and a presentation platform, requires the management of many moving parts. </b><span style="font-weight: 400;">Test and practice using Poll Everywhere and sharing polls through Zoom prior to your class. </span></p> <p><span style="font-weight: 400;">During class, you can offload many instructional support tasks to TAs (e.g. TAs can deploy polls or take account of questions in the chat.) Poll Everywhere has developed the guide “Presenting Poll Everywhere Activities in Zoom” which provides technical tips and strategies to benefit teaching and learning in synchronous online settings.</span></p></div> </div><div class="et_pb_module et_pb_divider et_pb_divider_5 et_pb_divider_position_ et_pb_space"><div class="et_pb_divider_internal"></div></div> </div> </div><div class="et_pb_row_inner et_pb_row_inner_7"> <div class="et_pb_column et_pb_column_3_8 et_pb_column_inner et_pb_column_inner_10"> <div class="et_pb_module et_pb_text et_pb_text_13 et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><p><a name="hello"></a></p> <h2><strong>ARS at Columbia</strong></h2> <p><span style="font-weight: 400;">Audience Response Systems are actively used in classrooms across Columbia University. Below are a few examples of how Columbia faculty are using ARS to enhance teaching and learning:</span></p> <ul> <li style="font-weight: 400;"><a href="https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/tech-resources/ars/assessing-student-understanding/" target="_blank" rel="noopener noreferrer"><span style="font-weight: 400;">Professor Graham in the College of Dental Medicine uses ARS in lecture to asses student understanding</span></a><span style="font-weight: 400;">. </span></li> <li style="font-weight: 400;"><a href="https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/tech-resources/ars/immediate-course-feedback/" target="_blank" rel="noopener noreferrer"><span style="font-weight: 400;">Professor Cleary in the School of Professional Studies uses ARS to check understanding of assigned readings and to get immediate course feedback</span></a><span style="font-weight: 400;">. </span></li> <li style="font-weight: 400;"><a href="https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/tech-resources/ars/just-in-time-teaching/" target="_blank" rel="noopener noreferrer"><span style="font-weight: 400;">Professor Gordon and Professor Canfield use just-in-time teaching (JiTT), and combine ARS with the case method and peer learning in a Medical School course</span></a><span style="font-weight: 400;">. </span></li> <li style="font-weight: 400;"><a href="https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/tech-resources/ars/anonymous-responses/" target="_blank" rel="noopener noreferrer">Professor Qi in the Department of East Asian Language and Cultures uses ARS to support student learning of Mandarin</a>.</li> </ul></div> </div> </div><div class="et_pb_column et_pb_column_3_8 et_pb_column_inner et_pb_column_inner_11 et-last-child"> <div class="et_pb_module et_pb_video et_pb_video_2"> <div class="et_pb_video_box"><iframe loading="lazy" title="Engaging Your Students with Poll Everywhere" width="1080" height="608" src="https://www.youtube.com/embed/nK_daftz8Eo?feature=oembed" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" referrerpolicy="strict-origin-when-cross-origin" allowfullscreen></iframe></div> </div><div class="et_pb_module et_pb_text et_pb_text_14 et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><p class="p1"><span class="s1"><i>Watch a short video of Caroline Marvin using Poll Everywhere in her introductory neuroscience course to encourage discussion and engage students.</i></span></p></div> </div> </div> </div><div class="et_pb_row_inner et_pb_row_inner_8"> <div class="et_pb_column et_pb_column_4_4 et_pb_column_inner et_pb_column_inner_12 et-last-child"> <div class="et_pb_module et_pb_divider et_pb_divider_6 et_pb_divider_position_ et_pb_space"><div class="et_pb_divider_internal"></div></div><div class="et_pb_module et_pb_text et_pb_text_15 et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><p><a name="case-resources"></a></p> <h2><b>Resources</b></h2> <h3> </h3> <h3><b>Office of the Provost</b></h3> <p><span style="font-weight: 400;">The </span><a href="https://vptl.columbia.edu/request-for-proposals/"><span style="font-weight: 400;">Innovative Course Design grant program</span></a><span style="font-weight: 400;"> from the Office of the Provost provides support for faculty who are developing innovative and technology-enhanced pedagogy and learning strategies in the classroom, including ARS. In addition to funding, faculty awardees receive support from CTL staff as they redesign, deliver, and evaluate their hybrid courses.</span></p> <p><span style="font-weight: 400;">The </span><a href="https://vptl.columbia.edu/request-for-proposals/"><span style="font-weight: 400;">Innovative Course Module Design</span></a><span style="font-weight: 400;"> provides support to faculty who are interested in experimenting with one new pedagogical strategy or tool such as ARS. Faculty awardees receive funds and CTL support for a one-semester period. </span></p> <p> </p> <h3><b>Online Resources</b></h3> <ul> <li style="font-weight: 400;" aria-level="1"><span style="font-weight: 400;">Access the </span><a href="https://support.ctl.columbia.edu/poll-everywhere"><span style="font-weight: 400;">CTL’s Knowledge Base about Poll Everywhere</span></a><span style="font-weight: 400;"> where you can find how-to documents about Poll Everywhere at Columbia University.</span></li> <li style="font-weight: 400;" aria-level="1"><span style="font-weight: 400;">Read the Poll Everywhere Guides: </span> <ul> <li style="font-weight: 400;" aria-level="2"><a href="https://www.polleverywhere.com/guides/presenter/getting-started"><span style="font-weight: 400;">The essential Presenter guide</span></a></li> <li style="font-weight: 400;" aria-level="2"><a href="https://www.polleverywhere.com/guides/instructor/getting-started"><span style="font-weight: 400;">The unabridged Instructor guide</span></a></li> </ul> </li> <li style="font-weight: 400;" aria-level="1"><span style="font-weight: 400;">Share the Poll Everywhere </span><a href="https://www.polleverywhere.com/guides/student/getting-started"><span style="font-weight: 400;">A brief Student Guide</span></a><span style="font-weight: 400;"> with your learners. </span></li> <li style="font-weight: 400;" aria-level="1"><span style="font-weight: 400;">View how to Poll Everywhere </span><a href="https://www.polleverywhere.com/videos"><span style="font-weight: 400;">videos</span></a><span style="font-weight: 400;">. </span></li> <li style="font-weight: 400;" aria-level="1">Explore the <a href="https://blog.polleverywhere.com/category/education/">Poll Everywhere Education blog</a> for best practices, stories, and tips to improve student engagement in the classroom, and <a href="https://www.polleverywhere.com/case-studies">Poll Everywhere case studies</a> to learn how instructors at other universities are using Poll Everywhere.</li> </ul></div> </div><div class="et_pb_module et_pb_divider et_pb_divider_7 et_pb_divider_position_ et_pb_space"><div class="et_pb_divider_internal"></div></div><div class="et_pb_module et_pb_text et_pb_text_16 et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><p><a name="case-references"></a></p> <h2><b>References</b></h2> <p><span style="font-weight: 400;">Ambrose, S. A., Bridges, M. W., & DiPietro, M. (2010). </span><i><span style="font-weight: 400;">How learning works : Seven research-based principles for smart teaching</span></i><span style="font-weight: 400;">. Retrieved from https://ebookcentral-proquest-com.tc.idm.oclc.org</span></p> <p><span style="font-weight: 400;">Bruff, D. (2009). </span><a href="https://ebookcentral-proquest-com.tc.idm.oclc.org/lib/teacherscollege-ebooks/detail.action?docID=469260"><i><span style="font-weight: 400;">Teaching with Classroom Response Systems: Creating Active Learning Environments</span></i></a><span style="font-weight: 400;">. John Wiley & Sons. </span></p> <p><span style="font-weight: 400;">Burnstein, R. A. and Lederman, L. M. (2006). The Use and Evolution of an Audience Response System. In Banks, D. A. (2006). </span><i><span style="font-weight: 400;">Audience Response Systems in Higher Education: Applications and Cases</span></i><span style="font-weight: 400;">. Information Science Publishing. </span></p> <p><span style="font-weight: 400;">Caldwell, J. E. (2007). Clickers in the Large Classroom: Current Research and Best-Practice Tips. </span><i><span style="font-weight: 400;">CBE-Life Sciences Education. </span></i><span style="font-weight: 400;">6, Spring 2007, 9-20. </span></p> <p><span style="font-weight: 400;">Han, J. H. and Finkelstein, A. (2013). Understanding the effects of professor’s pedagogical development with Clicker Assessment and Feedback technologies and the impact on students’ engagement and learning in higher education. </span><i><span style="font-weight: 400;">Computers & Education. </span></i><span style="font-weight: 400;">65, 64 – 76. </span></p> <p><span style="font-weight: 400;">Herreid, C. F. (2006). “Clicker” Cases: Introducing Case Study Teaching Into Large Classrooms. </span><i><span style="font-weight: 400;">Journal of College Teaching. </span></i><span style="font-weight: 400;">36(2), October 2006. </span></p> <p><span style="font-weight: 400;">Lang, J. M. (2016). </span><i><span style="font-weight: 400;">Small teaching : Everyday lessons from the science of learning</span></i><span style="font-weight: 400;">. Retrieved from https://ebookcentral-proquest-com.tc.idm.oclc.org</span></p> <p><span style="font-weight: 400;">Kay, R.H. and LeSage, A. (2009). Examining the benefits and challenges of using audience response systems: A review of the literature. </span><i><span style="font-weight: 400;">Computers & Education. </span></i><span style="font-weight: 400;">53 (2009), 819-827. </span></p> <p><span style="font-weight: 400;">Mazur, Eric. (1997). </span><i><span style="font-weight: 400;">Peer instruction : a user’s manual</span></i><span style="font-weight: 400;">. Upper Saddle River, N.J.: Prentice Hall. </span></p> <p><span style="font-weight: 400;">Petto, A. J. (2019). Technology Meets Pedagogy: Comparing Classroom Response Systems. </span><i><span style="font-weight: 400;">Journal of College Science Teaching. </span></i><span style="font-weight: 400;">48(4), (Mar/April 2019): 55-63.</span></p> <p><span style="font-weight: 400;">Schell, J. A., and Butler, A. C. (2018). Insights From the Science of Learning Can Inform Evidence-Based Implementation of Peer Instruction. </span><i><span style="font-weight: 400;">Frontiers in Education. </span></i><a href="https://doi.org/10.3389/feduc.2018.00033"><span style="font-weight: 400;">https://doi.org/10.3389/feduc.2018.00033</span></a></p> <p><span style="font-weight: 400;">Stowell, J. R. and Nelson, J. M. (2007). Benefits of Electronic Audience Response Systems on Student Participation, Learning, and Emotion. </span><i><span style="font-weight: 400;">Teaching of Psychology.</span></i><span style="font-weight: 400;"> 34(4): 253 – 258.</span></p> <p><span style="font-weight: 400;">Sullivan, R. (2009). Principles for Constructing Good Clicker Questions: Going Beyond Rote Learning and Stimulating Active Engagement with Course Content. </span><i><span style="font-weight: 400;">Journal of Educational Technology Systems. </span></i><span style="font-weight: 400;">37(3), 335-347. </span></p></div> </div> </div> </div> </div><div class="et_pb_column et_pb_column_1_4 et_pb_column_2 et_pb_css_mix_blend_mode_passthrough"> <div class="et_pb_module et_pb_sidebar_0 et_pb_widget_area clearfix et_pb_widget_area_left et_pb_bg_layout_light et_pb_sidebar_no_border"> <div id="nav_menu-69" class="wmd-sidebars-widget widget widget_nav_menu"><h3 class="widgettitle">Explore our helpful technology resources.</h3><div class="menu-f18-resources-and-technology-teaching-with-technology-instructional-technology-resources-container"><ul id="menu-f18-resources-and-technology-teaching-with-technology-instructional-technology-resources" class="menu"><li class="menu-item menu-item-type-post_type menu-item-object-page menu-item-18689"><a href="https://ctl.columbia.edu/?page_id=17613">Audience Response Systems</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-page menu-item-18690"><a href="https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/case-consortium/">Case Consortium</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-page menu-item-18691"><a href="https://ctl.columbia.edu/edblogs/">EdBlogs</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-page menu-item-18692"><a href="https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/linkedin-learning/">LinkedIn Learning (formerly Lynda.com)</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-page menu-item-18693"><a href="https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/mediathread/">Mediathread</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-page menu-item-18694"><a href="https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/wikispaces/">Wikispaces</a></li> </ul></div></div> </div><div class="et_pb_module et_pb_sidebar_1 et_pb_widget_area clearfix et_pb_widget_area_left et_pb_bg_layout_light et_pb_sidebar_no_border"> <div id="nav_menu-61" class="wmd-sidebars-widget widget widget_nav_menu"><h3 class="widgettitle">Explore teaching with technology.</h3><div class="menu-f18-resources-and-technology-teaching-with-technology-container"><ul id="menu-f18-resources-and-technology-teaching-with-technology" class="menu"><li class="menu-item menu-item-type-post_type menu-item-object-page menu-item-19900"><a href="https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/">Instructional Technologies</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-page menu-item-17506"><a href="https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/projects/">Instructional Technology Projects</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-page menu-item-17507"><a href="https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/moocs/">Massive Open Online Courses</a></li> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-37720"><a href="https://portfolio.ctl.columbia.edu/">CTL Portfolio</a></li> </ul></div></div> </div><div class="et_pb_with_border et_pb_module et_pb_cta_1 et_pb_promo et_pb_text_align_left et_pb_bg_layout_light et_pb_no_bg"> <div class="et_pb_promo_description"><h2 class="et_pb_module_header">The CTL researches and experiments.</h2><div><p> The Columbia Center for Teaching and Learning provides an array of resources and tools for instructional activities.</p></div></div> <div class="et_pb_button_wrapper"><a class="et_pb_button et_pb_promo_button" href="https://ctl.columbia.edu/resources-and-technology/">Overview</a></div> </div> </div> </div> </div><div class='footnotes'> <div class='footnotedivider'></div> <ol> <li id='fn-1'>Note: “Audience Response Systems,” as a term, may be referred to as Classroom Response Systems (CRS) (Bruff, 2009) in the teaching and learning literature, as well as “clickers” and “Student Response Systems” among others (see Kay and LeSage, 2009, who noted 26 labels used to refer to this technology). <span class='footnotereverse'><a href='#1-ref'>↩</a></span></li> <li id='fn-2'>Note: ARS technologies have evolved since the1960s from hardwired devices to handheld “clickers” to the present day web-based “bring your own device” systems. Initially used in science classrooms, its use has expanded to various disciples. (see Burnstein and Lederman in Banks, 2009 for a history). <span class='footnotereverse'><a href='#2-ref'>↩</a></span></li> </ol> </div> </div> </div> </div> </article> </div> <span class="et_pb_scroll_top et-pb-icon"></span> <footer id="main-footer"> <div class="container"> <div id="footer-widgets" class="clearfix"> <div class="footer-widget"><div id="text-4" class="fwidget et_pb_widget widget_text"> <div class="textwidget"><a title="Columbia University" href="http://columbia.edu"><img src="https://edblogs.columbia.edu/ctl3/files/2016/09/logo-cu-rmvujm-24otlud.png" alt="Columbia University" /></a></div> </div><div id="text-3" class="fwidget et_pb_widget widget_text"> <div class="textwidget"><a title="Office of the Provost" href="https://provost.columbia.edu/"><img src="https://edblogs.columbia.edu/ctl3/files/2016/09/officeofprovost-23qrcxn-14yjc8r.png" alt="Office of the Provost" /></a> </div> </div></div><div class="footer-widget"><div id="nav_menu-40" class="fwidget et_pb_widget widget_nav_menu"><h4 class="title">Learn More</h4><div class="menu-courtesy-links-container"><ul id="menu-courtesy-links" class="menu"><li class="menu-item menu-item-type-post_type menu-item-object-page menu-item-16853"><a href="https://ctl.columbia.edu/about/career-opportunities/" title="Contact Us">Career Opportunities</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-page menu-item-22620"><a href="https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/get-help/">Visit Us</a></li> <li class="menu-item menu-item-type-post_type menu-item-object-page menu-item-20250"><a href="https://ctl.columbia.edu/site-map/">Site Map</a></li> </ul></div></div></div><div class="footer-widget"><div id="nav_menu-2" class="fwidget et_pb_widget widget_nav_menu"><h4 class="title">Follow Us</h4><div class="menu-social-media-container"><ul id="menu-social-media" class="menu"><li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-16856"><a href="https://twitter.com/ColumbiaCTL">X</a></li> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-16855"><a href="https://podcasts.apple.com/us/podcast/dead-ideas-in-teaching-and-learning/id1535499508">Podcast</a></li> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-18377"><a href="https://www.youtube.com/columbiactl">YouTube</a></li> </ul></div></div></div><div class="footer-widget"><div id="nav_menu-41" class="fwidget et_pb_widget widget_nav_menu"><h4 class="title">Get in Touch</h4><div class="menu-get-in-touch-container"><ul id="menu-get-in-touch" class="menu"><li class="menu-item menu-item-type-post_type menu-item-object-page menu-item-17203"><a href="https://ctl.columbia.edu/about/contact-us/">Contact Us</a></li> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-17204"><a href="mailto:ColumbiaCTL@columbia.edu">ColumbiaCTL@columbia.edu</a></li> <li class="menu-item menu-item-type-custom menu-item-object-custom menu-item-17205"><a href="tel:1-212-854-1692">212-854-1692</a></li> </ul></div></div></div> </div> </div> <div id="footer-bottom"> <div class="container clearfix"> <ul class="et-social-icons"> <li class="et-social-icon et-social-facebook"> <a href="#" class="icon"> <span>Facebook</span> </a> </li> <li class="et-social-icon et-social-twitter"> <a href="#" class="icon"> <span>X</span> </a> </li> <li class="et-social-icon et-social-rss"> <a href="https://ctl.columbia.edu/feed/" class="icon"> <span>RSS</span> </a> </li> </ul><p id="footer-info">Designed by <a href="https://www.elegantthemes.com" title="Premium WordPress Themes">Elegant Themes</a> | Powered by <a href="https://www.wordpress.org">WordPress</a></p> </div> </div> </footer> </div> </div> <script type="text/html" id="tmpl-cmswt-Result-itemTemplate--default"> <# if(data.taxonomy === undefined){ #> <div class="hit-header"> <# var imageHTML = ''; 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