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Personal Response Systems for teaching postgraduate statistics to small groups

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNConference contribution/Paper

Published

Standard

Personal Response Systems for teaching postgraduate statistics to small groups. / Titman, Andrew; Lancaster, Gillian.

ICOTS 8 proceedings: International Conference on Teaching Statistics 2010 Ljubljana, Slovenia. ed. / Chris Reading. Auckland : International Association for Statistical Education, 2010.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNConference contribution/Paper

Harvard

Titman, A & Lancaster, G 2010, Personal Response Systems for teaching postgraduate statistics to small groups. in C Reading (ed.), ICOTS 8 proceedings: International Conference on Teaching Statistics 2010 Ljubljana, Slovenia. International Association for Statistical Education, Auckland.

APA

Titman, A., & Lancaster, G. (2010). Personal Response Systems for teaching postgraduate statistics to small groups. In C. Reading (Ed.), ICOTS 8 proceedings: International Conference on Teaching Statistics 2010 Ljubljana, Slovenia International Association for Statistical Education.

Vancouver

Titman A, Lancaster G. Personal Response Systems for teaching postgraduate statistics to small groups. In Reading C, editor, ICOTS 8 proceedings: International Conference on Teaching Statistics 2010 Ljubljana, Slovenia. Auckland: International Association for Statistical Education. 2010

Author

Titman, Andrew ; Lancaster, Gillian. / Personal Response Systems for teaching postgraduate statistics to small groups. ICOTS 8 proceedings: International Conference on Teaching Statistics 2010 Ljubljana, Slovenia. editor / Chris Reading. Auckland : International Association for Statistical Education, 2010.

Bibtex

@inproceedings{8fbbcd68cd7345858d620f8da96f8e9e,
title = "Personal Response Systems for teaching postgraduate statistics to small groups",
abstract = "Technology is increasingly used to aid the teaching of statistics. Personal Response Systems (PRS) involve equipping students with a handset allowing them to send responses to questions put to them by a lecturer. PRS allows lectures to be more interactive and can help reinforce material. It can also allow the lecturer to monitor students{\textquoteright} understanding of course content. PRS is most commonly used in large lectures where interaction from the students is particularly difficult.However, we consider its use in a small group (around 15 students) of MSc in Statistics students. Recommendations based on this experience are discussed, in particular the importance of good question design. We consider possible diagnostics for the appropriateness of questions based on response data.",
author = "Andrew Titman and Gillian Lancaster",
year = "2010",
month = jul
language = "English",
editor = "Chris Reading",
booktitle = "ICOTS 8 proceedings",
publisher = "International Association for Statistical Education",

}

RIS

TY - GEN

T1 - Personal Response Systems for teaching postgraduate statistics to small groups

AU - Titman, Andrew

AU - Lancaster, Gillian

PY - 2010/7

Y1 - 2010/7

N2 - Technology is increasingly used to aid the teaching of statistics. Personal Response Systems (PRS) involve equipping students with a handset allowing them to send responses to questions put to them by a lecturer. PRS allows lectures to be more interactive and can help reinforce material. It can also allow the lecturer to monitor students’ understanding of course content. PRS is most commonly used in large lectures where interaction from the students is particularly difficult.However, we consider its use in a small group (around 15 students) of MSc in Statistics students. Recommendations based on this experience are discussed, in particular the importance of good question design. We consider possible diagnostics for the appropriateness of questions based on response data.

AB - Technology is increasingly used to aid the teaching of statistics. Personal Response Systems (PRS) involve equipping students with a handset allowing them to send responses to questions put to them by a lecturer. PRS allows lectures to be more interactive and can help reinforce material. It can also allow the lecturer to monitor students’ understanding of course content. PRS is most commonly used in large lectures where interaction from the students is particularly difficult.However, we consider its use in a small group (around 15 students) of MSc in Statistics students. Recommendations based on this experience are discussed, in particular the importance of good question design. We consider possible diagnostics for the appropriateness of questions based on response data.

M3 - Conference contribution/Paper

BT - ICOTS 8 proceedings

A2 - Reading, Chris

PB - International Association for Statistical Education

CY - Auckland

ER -