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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 programme 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 applications 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.

TO THE graduate student: Those of us who are teaching you and preparing you for a professional career are hardly in agreement on the aims of our mission. We want to educate you in your chosen discipline and to make you aware of research tools in your field. We want to help you develop your critical skills, but we debate—and sometimes ignore—the ways you might implement those skills. We often give especially short shrift to the area that likely will take up most of your time: teaching. Perhaps we support your publishing an article or delivering a conference paper to increase your chances of finding a job, but by encouraging you to enter the profession before you complete the dissertation, are we doing you a favor or a disservice? “Graduate students have been pushed already in directions that may not contribute to good teaching and that may arguably interfere in the long run with the best kind of writing,” contends Patricia Meyer Spacks. Focusing on conference papers, I propose that, while early professional experience can be highly rewarding, the rewards are directly proportional to the student's preparation—on several levels—for the venture. The emphasis on productivity, at the ABD stage or before, Spacks notes, means that the question What can I say? may replace What do I know? and, more significant, What do I need to know? I submit that faculty members can guide students toward an appropriate synthesis of learning and sharing of knowledge, so that professional activities complement rather than compromise the educational process. What causes problems is not productivity per se but shortcuts to scholarship and a cutting short of the training period.

Purpose: To record trend and preference patterns among ocular oncologists for commonly encountered clinical diagnoses or scenarios. Methods: Participants responded anonymously to a PowerPoint presentation of questions encompassing the spectrum of ophthalmic oncology (with illustrations) using an audience response system. Each question was displayed for about 1 min and results were immediately projected before presenting the next question. The wordings of the 33 questions that were directly related to patient care, case illustrations, and the graphic representation of the responses (in the sequence of presentation) are reproduced herein. Results: Responses were recorded for participant demographics, retinoblastoma, uveal melanoma, adult intraocular tumors, retinal tumors, and conjunctival, eyelid and orbital tumors. Conclusions: Such data collection efforts should be ongoing and comprehensive to collect information on trends, practice preferences, and guidelines in absence of hard evidence.

Program Description: Objective: Develop a working algorithm that effectively eliminates dangerous conditions while efficiently provides reasonable alternatives to address LPR symptoms. Methods: use an audience response system in combination with a structured set of questions directed to the audience. End result: a real world proposed treatment algorithm. White paper. Possible basis for outcomes assessment study. The overall goal of this session is to define current practice trends on the management of laryngopharyngeal reflux (LPR) based on actual audience participation/input, and the consideration of appropriate management for a typical patient. Using an interactive panel format, the moderator will prompt panelists to present a quick review of epidemiology, symptomatology, and co-morbid conditions impacting laryngopharyngeal reflux (LPR); diagnosis/differential diagnosis; current evidence on diagnostic and therapeutic management; and future research and management implications. After laying out backgroun...

This paper details an experience report of two interventions which explored the use of a audience response system in summative assessment in two different ways within a con- version Masters degree programme. One course explored stu- dents understanding of topics and self-assessment of ability through small multiple-choice quizzes. The other course was based around cyber security and used the audience response system to ensure engagement with the pre-class reading material. Both interventions were designed in an attempt to encourage students to engage more effectively with the material. This paper aims to identify and contrast the ways in which the audience response system was used in assess- ment in higher education computing science with a view to suggesting key considerations for implementing such an intervention.

The sharp rise in internet technology, and the influence of social media, along with the widespread use of affordable, intelligent devices, have significantly altered the way that users obtain information. The task here is to profit from massive amounts of data and the competence of the public to detect, when, and how the information is distributed, what people think or talk about it in social networks. Poor air quality is a grave concern for public health. Efficient and practical approaches are needed to detect harmful emissions. This paper evaluates the possible use of social networking sites by comparing Twitter data and justifying it with existing air monitoring stations to observe the air contamination of a metropolitan city. An Extended Temporary Memory (ETM) approach to air quality forecasting is proposed in this paper; besides, meteorological data are utilized with public perception, and Air Quality Forecast (AQF) response using social media is examined. Daily data on Air Quality (AQ), climatological conditions, and Weibo reception statistics have been collected in the city of Beijing, between January 2019 and December 2019. As a proxy for audience response, the mean emotion of the relevant posts has been used. Based on real figures, the performance of the proposed model has been assessed. Qualitative findings show that, out of 71.2% of air quality notifications, 80.7% of which were the first-hand study. Among the results, 31% reported aggressive behavior, while 20% shared a concern about safety. The findings have demonstrated that the suggested approach, which requires community feedback records, is ideally adapted for forecasting pollution levels in serious short-tenure communal incidents and offers rapid societal evaluation and ecological recommendations.

New instructional technologies provide educators with opportunities for student engagement and collaboration. As technology evolves, educators will spend more time identifying and testing new platforms. This instructional resource paper reviews several recent innovative technologies by providing brief descriptions, pricing, and current and potential uses. More specifically, this paper examines Doceri and DisplayNote in detail. My results from analyzing exam scores and course grades identified that the use of Doceri improves overall course performance in an introductory managerial accounting class. Poll Everywhere is an audience response system using mobile phones, Twitter, and the web in place of clickers. Student surveys suggest that the use of the Poll Everywhere app encourages questions and class discussions. Students perceived they participated more, and the class provided more illustrative examples with the utilization of the Poll Everywhere app. Top Hat is a cloud-based classroom and student response system used to increase student engagement during lectures using cell phones, tablets, or other devices. Finally, nClass and Asana are new tools to consider for classroom adoption and future research.

Introduction: The Department of Health and Human Services and Food and Drug Administration described guidelines for exception from informed consent (EFIC) research. These guidelines require community consultation (CC) events, which allow members of the community to understand the study, provide feedback and give advice. A real-time gauge of audience understanding would allow the speaker to modify the discussion. The objective of the study is to describe the use of audience response survey (ARS) technology in EFIC CCs. Methods: As part of the Rapid Anticonvulsant Medication Prior to Arrival Trial (RAMPART), 13 CC events were conducted. We prepared a PowerPoint™ presentation with 4 embedded ARS questions,according to specific IRB guidelines to ensure that the pertinent information would reach our targeted audience. During 6 CCs, an ARS was used to gauge audience comprehension. Participants completed paper surveys regarding their opinion of the study following each CC. Results: The ARS was used with minimal explanation and only one ARS was lost. Greater than 80% of the participants correctly answered 3 of the 4 ARS questions with 61% correctly answering the question regarding EFIC. A total of 105 participants answered the paper survey; 80-90% of the responses to the paper survey were either strongly agree or agree. The average scores on the paper survey in the ARS sites compared to the non-ARS sites were significantly more positive. Conclusion: The use of an audience response system during the community consultation aspects of EFIC is feasible and provides a real-time assessment of audience comprehension of the study and EFIC process. It may improve the community’s opinion and support of the study. [West J Emerg Med. 2014;15(4):414-418.]

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 outcomes ( p < .001) compared with pencil–paper controls. Test scores showed highly positive improvement for both ARS and paper without additional benefits of ARS on learning. There was no difference in missing data rates ( p < .001). Educators preferred the ARS. Conclusion. The use of an ARS among children is feasible and improves student and facilitator engagement without additional benefits on stroke learning.

This paper presents an empirical study of a formative neural network-based assessment approach by using mobile technology to provide pharmacy students with intelligent diagnostic feedback. An unsupervised learning algorithm was integrated with an audience response system called SIDRA in order to generate states that collect some commonality in responses to questions and add diagnostic feedback for guided learning. A total of 89 pharmacy students enrolled on a Human Anatomy course were taught using two different teaching methods. Forty-four students employed intelligent SIDRA (i-SIDRA), whereas 45 students received the same training but without using i-SIDRA. A statistically significant difference was found between the experimental group (i-SIDRA) and the control group (traditional learning methodology), with T (87)?=?6.598, p?0.001. In four MCQs tests, the difference between the number of correct answers in the first attempt and in the last attempt was also studied. A global effect size of 0.644 was achieved in the meta-analysis carried out. The students expressed satisfaction with the content provided by i-SIDRA and the methodology used during the process of learning anatomy (M?=?4.59). The new empirical contribution presented in this paper allows instructors to perform post hoc analyses of each particular student's progress to ensure appropriate training.

OBJECTIVE: : The objective of this proceeding was to integrate the concussion in sport literature and sport science research on safety in ice hockey to develop an action plan to reduce the risk, incidence, severity, and consequences of concussion in ice hockey. DESIGN: : A rationale paper outlining a collaborative action plan to address concussions in hockey was posted for review 2 mos before the "Ice Hockey Summit: Action on Concussion." Focused presentations devoted specifically to concussion in ice hockey were presented during the summit, and breakout sessions were used to develop strategies to reduce concussion in the sport. The proceedings and a detailed scientific review (a matrix of solutions) were written to disseminate the evidence-based information and resulting concussion reduction strategies. The manuscripts were reviewed by the authors, advisors, and contributors to ensure that the opinions and recommendations reflect the current level of knowledge on concussion in hockey. RESULTS: : Six components of a potential solution were articulated in the "Rationale" paper and became the topics for breakout groups that followed the professional scientific lectures. Topics that formed the core of the action plan were metrics and databases; recognizing, managing, and return to play; hockey equipment and ice arenas; prevention and education; rules and regulations; and expedient communication of the outcomes. The attendees in the breakout sessions identified the action items for each section. The most highly ranked action items were brought to a vote in the open assembly, using an Audience Response System. The strategic planning process was conducted to assess the following: "Where are we at?" "Where must we get to?" "What strategies are necessary to make progress on the prioritized action items?" CONCLUSIONS: : Three prioritized action items for each component of the solution and the percentage of the votes received are listed in the body of this proceeding. Language: en

This paper reports on the use of audience response technology to support a focus group session that was conducted as the first phase of a study exploring the use of ICTs in small to medium tourism enterprises (SMTEs) in the Australian States of South Australia and Victoria. A variety of large and small group support technology was considered before the audience response technology was adopted. The paper explores the way that such technologies can be used to successfully support research that utilises focus groups. Valuable lessons were learned from the first focus group session and the outcomes informed the subsequent semi-structured interviews.

Background In-training evaluations in graduate medical education have typically been challenging. Although the majority of standardized examination delivery methods have become computer-based, in-training examinations generally remain pencil-paper-based, if they are performed at all. Audience response systems present a novel way to stimulate and evaluate the resident-learner. The purpose of this study was to assess the outcomes of audience response systems testing as compared with traditional testing in a plastic surgery residency program. Methods A prospective 1-year pilot study of 10 plastic surgery residents was performed using audience response systems-delivered testing for the first half of the academic year and traditional pencil-paper testing for the second half. Examination content was based on monthly "Core Quest" curriculum conferences. Quantitative outcome measures included comparison of pretest and posttest and cumulative test scores of both formats. Qualitative outcomes from the individual participants were obtained by questionnaire. Results When using the audience response systems format, pretest and posttest mean scores were 67.5 and 82.5 percent, respectively; using traditional pencil-paper format, scores were 56.5 percent and 79.5 percent. A comparison of the cumulative mean audience response systems score (85.0 percent) and traditional pencil-paper score (75.0 percent) revealed statistically significantly higher scores with audience response systems (p = 0.01). Qualitative outcomes revealed increased conference enthusiasm, greater enjoyment of testing, and no user difficulties with the audience response systems technology. Conclusions The audience response systems modality of in-training evaluation captures participant interest and reinforces material more effectively than traditional pencil-paper testing does. The advantages include a more interactive learning environment, stimulation of class participation, immediate feedback to residents, and immediate tabulation of results for the educator. Disadvantages include start-up costs and lead-time preparation.

This paper explores the intersection of Western art music and disability in relation to musical performance. Building on Joseph Straus's essay titled ‘Normalizing the abnormal: disability in music and music theory’, this paper explores three main topics: the theoretical distinction in Disability Studies between impairment and disability; the practical implications of this demarcation for performers; and the public and critical reception of musicians with physical impairments. Finally, I explore recurring narratives of disability, paying special attention to the ways narratives of accommodation can assist both musicians and audiences to represent impairment as part of rather than a distraction from musical experience.

Older African Americans are at greater risk of dying from cancer compared to other groups. More research is needed to understand and eliminate these disparities. However, survey data is usually collected using an individual pen / paper approach and surveys are often read to participants individually. This study compared the amount of missing data, time needed to complete the survey, and experiences of using an Audience Response Technology System (n = 50) and those completing surveys using a pen / paper method (n = 30) among an African American population. Findings suggest that it is possible to collect data from larger numbers of people in a shorter amount of time using the ARTS, to eliminate data entry errors by direct transfer of electronic data to the data base, and to engage older African Americans to use computer technology. A major problem identified was the increased amount of missing data among participants using the ARTS compared to the traditional pen / paper group. Strategies such as smaller group sizes and more sample questions may decrease the amount of missing data. More research is needed to support the benefits of this innovative use of this technology to collect survey data among older African Americans.

This paper addresses the role of comic books in interpellating national identities, locating the process of national identity formation in the interplay between popular culture producers and their audiences as described by Althusser (1977) and McGee (1975). The empirical section of this paper focuses on Captain Canuck, a Canadian-produced comic book originating in the 1970s and sporadically published through the present day. The authors engaged in a qualitative content analysis of the Captain Canuck comic books, searching for themes and markers of Canadian-ness and looking for audience identifications with those themes and markers in the ‘letter to the editor’ columns published within the comic books themselves. The study finds that through the many incarnations of Captain Canuck various versions of Canadian identity have been projected, with varying degrees of support by the readership. The role of the USA in Canadian identity formation looms large, especially in the positioning of Canadian quality and multiculturalism against the tacitly American lack thereof. Another finding of this research is that there has been a fundamental change in the way Canadian identity is structured as a new, commercially driven Canadiana culture industry has arisen since the 1970s.

"Surviving but not thriving". That is the message about small to medium-sized companies that Ian McRae, Chair of the Theatre Board of the Australia Council, has been delivering since 2003. In the Theatre Board Assessment Meeting Report of 2007, McRae strongly urged renewed financial support for this most important sector given the significant decrease over the last 10 years and the consequent decrease in new Australian works being produced. Without such support his prediction is that "considerable damage could be done to the creative infrastructure across Australia resulting in a loss of artistic vibrancy down the track that could be very difficult to recover" (McRae, 2007: 3). This paper investigates one theatre company’s response to this unsettling scenario. How has the triennially-funded La Boite Theatre Company responded to this crisis? On the surviving to thriving continuum where does it see itself? What are key artistic and organizational strategies that have been developed to keep the company viable? Having completed a doctoral study in 2006 of the Company’s transformational journey from 1925 to 2003, I will, in this paper, re-contextualize La Boite’s distinctive survival skills within the current reality of fast disappearing federally-funded support.

The paper studies Livy's account in Book 45 of the aftermath of Aemilius Paullus' conquest of Macedon employing two interpretative methods, both common in recent studies of historians. The first is “metahistory,” in other words interpreting events within a historical narrative as commenting covertly on the genre of history and on the work as an example of that genre. The second is seeing how internal audiences provide a guide for the reader's interpretation. These, though theoretically independent, are in practice often related, with internal audiences being used as a trigger for wider reflections on the text and the genre. Four linked passages from Livy 45 are discussed in detail. One (Aemilius' tour of Greece) invites a systematic metahistorical reading without the use of an internal audience, partly to endorse Livy's own manner of “secondary” history, partly to promote a moral reading of the text. The other three employ internal audiences to similar effect: first, Aemilius' meeting with the defeated Perseus, and the lesson which he draws about the mutability of fortune; second, the spectacular games he organizes at Amphipolis; and third, his eventual triumph in Rome, along with the speech that Servilius gives in its support. The understanding of the genre of history that Livy promotes through these passages is, however, astonishingly narrow and didactic, ignoring even central aspects of his own work which do not conform to that understanding. The paper concludes by considering why Livy would wish to present himself and his genre as single-mindedly moralistic when neither he nor it actually was.

As one of the first papers in this special issue, this paper describes the expert meeting that established the goals of the Gaps and Pathways Project. Through a unique Audience response system (ARS), this expert panel established over 60 consensus statements grounded in evidence of either research literature or expert clinical practice. The paper describes the process and identifies the outcomes of the panel including gaps of need for occupational therapy service and potential ideas for future research.

Interpretive services are accepted elements of recreational experiences in natural areas. But what do we really know about the effectiveness of interpretation? By evaluating their services through well-planned visitor research, interpreters can better focus on enriching visitors’ experiences. This paper presents findings from three Australian studies into visitors’ reactions to interpretation. At Kakadu National Park, guided activities provided more immediate responses to visitors’ questions on Aboriginal art and culture than on-site signs, while a well-designed interpretive mural mitigated people's disappointment at visiting a wetland area when no birds were present. Two studies of guided activities in Victorian national parks showed that participants were neither the “converted” nor the “same old faces,” and that they valued the very elements that make guided interpretation so special. This paper also demonstrates how variety and innovation in evaluation techniques can enhance the quality of interpretation research.

Survnvote is a free Audience Response System (ARS) for surveys and voting using the web, sms and mobile devices (PDA or smart phone). This paper proposed some improved features of a web-based ARS which replace the clicker with mobile phone and use the web instead of specialist software and infrastructure. Survnvote solved the main problem of traditional ARS which is high cost and need to physically install the receivers in the room. This system offers a more user friendly approach and improved features, e.g. the introduction of crowd management, Survnvote panel that is easy to use, crowd group voting, and several ways to participate in voting. This system gives a better result representation by providing several data formats such as graph, PowerPoint, Excel. Survnvote also provides data analysis to the user. ARS users will experience valuable services by utilizing this system to support interactivity in their classrooms, seminars and conferences. A test-case of the use of this system in a lecture class is provided in this paper.

This paper documents educational material presented at a joint IPEG/SAGES session entitled Challenges of Adolescent Bariatric Surgery at the IPEG/SAGES annual meeting in April 2006. This session was primarily intended for surgeons not actively engaged in adolescent bariatric surgery. The individual topics presented vary widely and were chosen in an effort to highlight important areas of clinical controversy, surgical complexity, and research opportunities. This case-based session was conducted using an interactive audience response system to capture live feedback from the attendees. Questions posed to the audience and their responses (with the number of responses) are provided. Results of the audience poll are presented for interest only and do not represent a scientifically valid consensus of IPEG members. The text is written in a dialog-type format to better represent the essence of the session and the context in which it was presented. Finally, the views and opinions expressed in this paper reflect the balanced examination of various issues related to pediatric bariatric surgery by the presenters but do not necessarily represent the opinions of the IPEG organization.

An effective classroom is where there are various forms of interactions: student-student and teacher-student. Unfortunately, most of the interactions that go on in our lecture theatres are minimal. This paper reports an innovative method of engaging students through the use of an Audience Response System (ARS) in a university course. The ARS was used to explore the possibility of improving the interactions in the lecture theatres. The overarching research question was: How best does ARS support lecturer-student interactions in the lecture theatre? A questionnaire and interview were used to elicit students’ views on the use of ARS as an instructional tool. Students reported that they enjoyed using ARS as it facilitated class interaction and collaboration. Internet onnectivity and incompatibility issues on some devices made teaching with the ARS a bit challenging. It is therefore recommended that lecturers can make use of ARS to improve interactions in their lecture rooms.

Purpose Today, viral marketing is popular as a highly effective marketing strategy with a low cost for mass targeting. This is suitable for the Universal Health Coverage campaign which seeks to attract the whole nation’s population to voluntarily register with social health insurance. It uses the target market itself as a weapon and the marketing content as a bullet. This study aims to determine the exact viral marketing content for the Universal Health Coverage campaign in Indonesia. Design/methodology/approach Viral marketing content is formulated based on the feelings of the target market toward social health insurance. Qualitative content analysis was conducted to identify the media framing and the audience’s response. Two of the biggest online news websites were analysed to determine the media framing. The audience’s response was identified through a Facebook group discussion. Findings This study shows that negative media framing makes people question the benefit of participating in social health insurance. Considering the local wisdom of Indonesia, helping poor people through social health insurance would be the best viral marketing content. Research limitations/implications Because of the limited number of sources focused on the audience’s responses that have been analysed, the variations in the audience response could not be captured completely. Researchers should also analyse other audience channels (social media and messenger application) besides Facebook. Practical implications The paper includes implications for the future marketing agenda of insurance providers in relation to engaging the community. Originality/value This study operationally introduced how to use the media channel selected and audience framing in designing an effective viral marketing content in health-care marketing.

Virtual reality (VR) technology is making its mark across market sectors (e.g., gaming, healthcare, tourism). This paper examines the use of VR in education, specifically in business classes, to be...

Intangible cultural heritage is confronted with the communication dilemma of a narrow audience and a lack of inheritor. With the development of digital technologies, the use of digital communication methods to reduce the communication gap has become a vital approach. Therefore, the process of changing the current conventional communication of intangible cultural heritage and improving the presentation of traditional treasures to the public, combined with digital communication technologies, has become the focus of the academic field. Based on the technology acceptance model and the attention-interest-desire-memory-action audience response model, this paper defines three layers of key factors that influence the digital communication effects of intangible cultural heritage and their respective weights. In-depth interviews with 50 experienced experts from six major areas related to this research are conducted with the assistance of the Delphi method. A theoretical evaluation model of the digital communication effects of intangible cultural heritage is constructed using the analytic hierarchy process. Through its findings, this research expects to provide academic references and operative guidelines for the practical application of digital communication technologies in cultural communication and to aid in the communication and safeguarding of intangible cultural heritage.

Audience Response System (ARS), like “clicker,” has proven their effectiveness in students’ engagement and in enhancing their learning. Apart from close-ended questions, ARS can help instructors to pose open-ended questions. Such questions are not scored automatically for that Automated Text Scoring; ATS is vastly used. This paper presents the findings of the development of an intelligent Automated Text Scoring, iATS, which provides instantaneous scoring of students’ responses to STEM-related factual questions. iATS is integrated with an Audience Response System (ARS), known as iRes, which captures students’ responses in traditional classrooms environment using smartphones. iATS Research is conducted to code and test three Natural Language Processing (NLP), text similarity methods. The codes were developed in PHP and Python environments. Experiments were performed to test Cosine similarity, Jaccard Index and Corpus-based and knowledge-based measures, (CKM), scores against instructor’s manual grades. The research suggested that the cosine similarity and Jaccard index are underestimating with an error of 22% and 26%, respectively. CKM has a low error (18%), but it is overestimating the score. It is concluded that codes need to be modified with a corpus developed within the knowledge domain and a new regression model should be created to improve the accuracy of automatic scoring.

This article reconsiders Peter Mandler’s essay ‘The Problem with Cultural History,’ and the complexities of locating evidence of culture’s impact upon ordinary people, or ‘throw.’ A brief examination of the history of market-research and public opinion surveys in the 20th century offers important lessons for the historian faced with locating and interpreting evidence of audience response that is either rarely there, or more disturbingly, rarely meaningful by our current standards of interpretation. Ultimately this paper asks of my fellow cultural historians: Does culture matter as much as we cultural historians want it to?

This paper proposes that Interactive Technology can help professors enhance communication in the classroom so there is increased attention, interest, preparation, and retention of class materials by the students. Interactive Technology (also called audience response systems) involves students using individual response pads (clickers) to respond to questions asked in class by the professor. The students responses are captured by a receiver and with the software available, professors can get instant feedback from their students to determine how well they understand the material presented. To get started using this technology, professors can either buy a system outright or utilize one in conjunction with their textbook. After attending a few training classes and working with their Information Technology people to install it in their classroom, a professor can start working with the system to enhance their interaction with students in class. This paper describes Interactive Technology in more detail and how to get started using it.

This paper is part of a Literature Compass panel cluster arising from the The Texas A&M John Donne Collection: A Symposium and Exhibition. Comprising an introduction by Gary Stringer and three of the papers presented at the symposium, this cluster seeks to examine the current state of Donne Studies and aims to provide a snapshot of the field. The symposium was held April 6–7, 2006. The cluster is made up of the following articles: “Introduction: Three Papers from The Texas A&M John Donne Collection: A Symposium and Exhibition,” Gary A. Stringer, Literature Compass 4 (2007), 10.1111/j.1741-4113.2007.00420.x. “Donne and Disbelief: The Early Prose,” Ernest W. Sullivan, Literature Compass 4 (2007), 10.1111/j.1741-4113.2007.00421.x. “The Cultural Significance of Donne's Sermons,” Jeanne Shami, Literature Compass 4 (2007), 10.1111/j.1741-4113.2007.00422.x. “T. R. O’Flahertie's Copy of Donne's Letters,” Donald R. Dickson, Literature Compass 4 (2007), 10.1111/j.1741-4113.2007.00423.x. Unlike his ancester, Sir Thomas More, who attempted to control audience response to his printed Utopia by encoding paradoxical and ambiguous elements into his text, John Donne attempted to control his audience and its response to his Paradoxes and Problems as well as his Biathanatos by restricting their manuscript circulation and by using “metacommentary” in the form of letters to his readers calling attention to the paradoxical qualities of these works. When the Paradoxes and Problems as well as Biathanatos were printed after Donne's death, however, his now unrestricted audience no longer had access to his personal letters of metacommentary, resulting in substantial confusion and ambiguity regarding Donne's intended messages.

The use of information and communication technologies (ICTs) has become a fundamental tool in all areas of today&rsquo, s society, including higher education. Lessons cannot be envisaged without the use of tools such as computers, tablets or mobile devices. Many lecturers use audience response systems (ARS) to keep their classes engaged. ARS software allows teachers to interact with students via polls, text responses, or multiple-choice questions displayed via their mobile devices. A new example of the use of this type of devices in education is gamification, a technique that uses a set of activities with ludic character as a learning methodology in order to facilitate the acquisition of knowledge and competences. One of the most used gamification tools is Kahoot!, a free learning application based on a mixture of game and creativity, which encourages attention and participation of students through questions and answers formulated by the teacher and designed in a way that students respond via their mobile phones. This paper examines the use of Kahoot! in a subject belonging to the chemistry area. In order to assess the benefits of this tool, it was tested in a group of students to review the knowledge and skills acquired during the theoretical lessons prior to the exams, and the academic results were compared with those of a control group of students who did not use the tool. The results demonstrate that the use of Kahoot! led to an improvement in the teaching&ndash, learning process of the students and a noteworthy rise in their marks, and that its positive effects rise with increasing the frequency of use of this didactic tool.

In the era of big data, the importance of data analysis has been put on the agenda, and at the same time, the authenticity of massive information has become a challenge. In the face of the fact that the number of Internet users in China has exceeded 850 million yuan and the trend of obvious growth, the research on the propagation response rule of the network rumor audiences in the era of big data is urgent. Based on the background of the era of big data, this paper USES the classic wt-sir rumor propagation model to simulate the rumor propagation mechanism in the Internet environment, and finds that the rumor propagation scale and propagation speed are significantly positively correlated with the importance and credibility of the rumor.

This Research-to-Practice Work-In-Progress paper explores the subjective evaluation of an Audience Response System (ARS) as a blended mentoring technology included in the pedagogical approach in computer engineering education. The ability to use scientific research methodologies represents a crucial competence for students in the field of computer engineering. In addition, this covers a wide range of sub competencies required for their future work according to the competency model of information technology (IT) industry. Imparting these competences is ensured by a seminar representing the testbed for this exploratory study. The study objective is to analyze the subjective evaluation of the ARS technology as blended mentoring method. Therefore, the ARS is used to created opportunities for the lecturer and the students to initiate discussions focused on the learning objectives in the seminar. The research approach bases on a qualitative exploration and set it into relation of final grade and ARS usage frequency. The qualitative results show the acceptance of the ARS technology by the students and indicate a suitable approach in education. In addition, positive feedback is received for the bidirectional discussions, confirming the expectation by the theory of Zone of Proximal Development. Furthermore, the grading analysis indicate a positive influence of the ARS on the final grade depending on usage frequency.

Background Simulation continues to be an important adjunct to vascular surgery training, yet the optimal implementation of simulation to complement conventional surgical training continues to evolve. This study aims to find areas for improvement in current simulation-based training of open vascular skills by characterizing the experience of vascular trainees attending a national simulation-based course. Method This was a survey study conducted at the simulation course of the Annual UCLA/SVS Symposium: A Comprehensive Review and Update of What's New in Vascular and Endovascular Surgery, a national vascular surgery meeting. The survey consisted of 17 questions and was administered on paper or electronically via the Audience Response System, before the start of the course. The survey assessed the participants' experience in formal training, simulation training, and comfort with open surgical procedures. Results Between 2013 and 2018, the survey was completed by 150 participants of which 65% were vascular fellows. Only 48% of the participants had formal training in suturing and surgical instruments. Most participants had formal training in basic vascular techniques and advanced vascular operations. In 71%, simulation was incorporated into basic technique training and 60% in open surgical training. Simulation training was most commonly utilized in learning anastomotic techniques and open abdominal aortic aneurysm repair. Simulation skills were deemed translatable to the operating room by 59% of participants. Most participants were comfortable performing open vascular procedures. However, 68% of participants were uncomfortable performing an abdominal aortic aneurysm repair. Conclusions There continues to be a significant portion of trainees who do not undergo a simulation-based education. Current simulation training is being targeted to meet trainee needs in open vascular surgery, specifically open aneurysm repair. Nonetheless, trainees continue to have doubts regarding applicability of simulation-based skills to the operating theater. Further studies investigating access to simulation education as well as its translatability are needed.

This study compared the performance of two audience response systems (ARSs) without students requiring smartphone technology or Internet access during problem-based learning (PBL) activities. Clicker handsets linked to a radio frequency (RF) receiver and paper voting cards, known as Plickers, which display a QR code (two-dimensional barcode) that can be captured by the instructor using a standard camera on a tablet device, represent two audience response platforms that allow students to vote in classrooms where smartphones are prohibited. Following regular usage of both by 157 first-year undergraduates, the proportion of the cohort voting with each polling platform was compared across 65 polling events as a measure of student compliance and engagement, and by deduction ARS performance. Results from this study showed that both clickers and Plickers achieved satisfactory cohort compliance rates of 87.22% and 78.26%, respectively. Anonymous student survey data overwhelming favored the clicker handsets over the Plicker voting cards, which was, in part, justified by clicker usage being more self-explanatory than that of Plickers; however, from an instructor’s perspective, both voting platforms adequately captured the level of students’ understanding during interactive sessions where problem-solving opportunities were embedded while maintaining a smartphone-free environment.

The integration of technology into STEM education has been shown to increase classroom interaction and thus has the potential to improve student's learning. However, current approaches are designed to support specific scenarios and therefore have predefined functional scopes and limitations. This results in lecturers having to adjust their preferred teaching strategy to the currently used system. Hence, our goal is to allow lecturers to customize the system's functionality to their strategy in mind. As a solution, we created a prototype called stARS (scenario-tailored Audience Response System) that builds on top of a uniform metamodel and allows lecturers to create customized teaching scenarios using a graphical editor. First user studies have confirmed that users with different modeling abilities are able to understand the metamodel and use the graphical editor. In order to demonstrate the intuitive use of our prototype, this paper presents concepts to support both the starting phase and modeling of complex scenarios. However, an implementation in real-life scenarios has to be conducted to show its applicability.

This paper offers a reflective discussion of recent developments in active learning pedagogical approaches, with a focus on class-flipping and peer instruction. We present two case studies based on the experience of the authors in promoting active learning in two large-class undergraduate modules in Introductory Macroeconomics and Descriptive Inorganic Chemistry at the University of East Anglia. Both case-studies are based on a flipping model with in-class active learning delivered through peer instruction. However, the experience of each author differs in the way the teaching approach was introduced and integrated with additional pedagogies to meet specific needs of the student population, as well as the desired learning outcomes for both modules. In the Introductory Macroeconomics case-study, we discuss how combining peer instruction with a self-assessment component can support the development of students’ metacognitive skills. In the Descriptive Inorganic Chemistry case-study, we demonstrate that peer instruction questions can be co-designed in partnership with students to foster engagement and challenge misconceptions. We argue that peer instruction can be used as an effective, scalable, and easily adaptable active learning pedagogy in many different learning environments. Reflecting on our experience, as well as the student voice, our concluding discussion considers: (i) the importance of careful question design, (ii) the role of audience response technologies, as well as (iii) present and future challenges to the promotion of active learning approaches in Higher Education.

Background. Survey instruments are valuable tools for research and provide insight into real-world practice and areas of knowledge deficits in ways that traditional observational studies and randomized trials cannot. Despite some experts espousing survey response rates ≥60% as valid, there is no consensus as to what an adequate response rate is for a scientific survey. Furthermore, little is known what effect the interaction of survey administration modality and response rate has on results. Objective. To compare the results of differing survey modalities (which typically feature different response rate ranges). Methods. A validated, 21-item survey assessing perceptions of, recommendations regarding, and usage of sunscreen was distributed to three samples of dermatologists using three different modalities: pen/paper via mail, online via email, and in real-time via an audience response system at a national conference. Results. Response rates varied widely by survey modality (30% mail, 9% email 95% live). However, dermatologists’ responses to individual survey questions were largely consistent across modalities, with a statistically significant difference seen for only three questions (recommending sunscreens based on cosmetic elegance, recommending sunscreens based on photostability, and recommending vitamin D supplementation as a means to avoid sun exposure. Conclusions. In this study evaluating dermatologists’ perceptions of, recommendations for, and personal use of sunscreen, survey results were largely consistent across three different modalities (mail, email, live) despite widely variable response rates, from 9% to 95%. These results suggest that when a scientific survey sample is representative of the target population, minimum response rate and survey modality appear to have negligible impact on results.

The research reported in this paper was carried out as part of the CARISMAND project. CARISMAND – Culture And RISk management in Man-made And Natural Disasters – has received funding from the European Union's Horizon 2020 Research and Innovation Programme (2014–2020) under Grant Agreement Number 653748. This study investigated the potential for citizens developing “cultures of disaster preparedness”, which are informed by citizens' values and experiences rather than imposed from “above”. Based on previous research we conducted during Citizen Summits in Romania, Malta, Italy and Germany, we developed a set of recommendations, which were evaluated during two final Citizen Summits held in Portugal and the Netherlands, using an electronic audience response system and focus group discussions. The results point at three main strategies, which can be expected to foster a “soft” cultural change towards disaster preparedness over time: (1) encouraging measures that build upon already existing cultural values and daily routines; (2) organising preparedness-related activities that are designed as part of citizens' everyday-life events; and (3) improving perceived self-efficacy by demonstrating how citizens’ already existing, personal everyday skills can be harnessed in disaster situations. Publisher PDF

Objective Many residency programs offer limited exposure and minimal didactic time genetics, despite its frequent use in obstetrics and gynecology. The objective of this study was to develop, pilot, and assess a three-module women's health genetics curriculum for residents that was easily transferable between institutions. Methods An interactive three-module genetics curriculum covering basic principles, prenatal screening/diagnosis, and cancer genetics was developed. A pre- and posttests were used to assess improvement in knowledge. Subjective feedback was obtained to assess curricular satisfaction. The data were analyzed with descriptive statistics. Results The curriculum was administered at two institutions. Forty-eight residents attended ≥ 1 session. Twenty completed the pretest, and 23 completed the posttest. At the first institution, using audience response system, the percentage correct per question increased on 10/14 questions between pre- and posttests. All students felt the curriculum was useful and would strongly recommend to other residents. At the second institution, pre/posttests were distributed on paper. Mean scores significantly improved between pre- and posttests (p = 0.007). On the pretest, no residents scored > 70%. However, 8/13 scored > 70% on the posttest (p = 0.002). Instructors at both institutions described the curriculum as easy to use/implement. Conclusion This three-module workshop on women's health genetics was easily implemented across institutions and led to increased knowledge.

The issue of student debt is an invisible but ever-present aspect of the college experience within the United States. While this debt can sometimes be deemed necessary to cover the increasing costs of attending college, the risks are high with just over 10% of borrowers defaulting within three years of receiving a loan. Research has shown that many students are unaware of the size of the loan they have taken out to cover expenses and that some students are even unaware they have taken loans out to begin with. This implies that there is an opportunity to present new ways of engaging with student populations about the risks regarding student loan debt. I will present a paper on my work of art “A Good Education (Explorations in Data and Music)” that discusses the design process, the aesthetic issues surrounding the translation of data into musical scores, and the recording and exhibiting of this body of work. The work is comprised of three musical scores and accompanying audio recordings. Each score explores a different set of data with varying compositional methodologies and instrumentation. I will also discuss the challenges of presenting this body of work, the outcomes, and audience response over the duration of the exhibition.

Junior high school students are encouraged to explore their preferences as learners and engage in a range of activities to develop understanding of work, careers and post-school destinations. Higher education providers contribute to the school students’ exploration through proving campus experience programmes structured to aspire young learners and increase enrolments. This paper communicates the design science research method activities of demonstration and evaluation as they are applied to a serious game, Playing Property. Playing Property is an audience response game forming the basis of a workshop to engage junior high students and enhance their knowledge of property investment. The evaluation discusses trends in audience response decisions along with brief survey responses from 12 workshops, conducted over 3 years. The workshops were consistently rated positively by the participating students, with a majority indicating they learned more about property [investment] through playing. Comparativ...

Objective This study aimed to elucidate the top five key priorities and barriers to chronic care in the health system of Abu Dhabi, United Arab Emirates (UAE). Design A modified Delphi study was performed to reach consensus on priority areas and barriers to the development of the Chronic Care Model in the health system of Abu Dhabi. Individual wireless audience response devices (keypads) linked to a computer were used to reduce 28 priorities and 20 barriers to the top five during three iterative rounds over three consecutive days. Setting Chronic care services for patients with diabetes, cardiovascular diseases and cancer, in both private and publicly funded healthcare services in the emirate of Abu Dhabi. Participants A purposive sample of 20 health systems’ experts were recruited. They were front-line healthcare workers from the public and private sector working in the delivery of care for patients with diabetes, cardiovascular diseases and cancer. Results The ‘overall organizational leadership in chronic illness care’ was ranked as the most important priority to address (26.3%) and ‘patient compliance’ was ranked as the most important barrier (36.8%) to the development of the Chronic Care Model. Conclusions This study has identified the current priorities and barriers to improving chronic care within Abu Dhabi’s healthcare system. Our paper addresses the UAE’s 2021 Agenda of achieving a world-class healthcare system, and findings may help inform strategic changes required to achieve this mission.

Alaska Native and American Indian (AN/AI) people experience a disproportionate burden of health disparities in the United States. Including AN/AI people in pharmacogenetic research offers an avenue to address these health disparities, however the dissemination of pharmacogenetic research results in the community context can be a challenging task. In this paper, we describe a case-study that explores the preferences of AN/AI community members regarding pharmacogenetic research results dissemination. Results were presented as a PowerPoint presentation at the 2016 Alaska Native Health Research Forum (Forum). An audience response system and discussion groups were used to gather feedback from participants. Descriptive statistics were used to assess attendee understanding of the presentation content. Thematic analysis was used to analyze discussion group data. Forum attendees needed time to work through the concept of pharmacogenetics and looked for ways pharmacogenetics could apply to their daily life. Attendees found pharmacogenetics interesting, but wanted a simple description of pharmacogenetics. Community members were optimistic about the potential benefit pharmacogenetic medicine could have in the delivery of health care and expressed excitement this research was taking place. Researchers were urged to communicate throughout the study, not just end research results, to the community. Furthermore, attendees insisted their providers stay informed of research results that may have an impact on health care delivery. Conversational forms of dissemination are recommended when disseminating pharmacogenetic research results at the community level.

Increased attention to diagnostic accuracy in depression screening and management within primary care has demonstrated inadequate care when patients prematurely discontinue recommended treatments such as medication and counseling. Decision-support tools can enhance the medical decision-making process. In 2010, the Southcentral Foundation (SCF) Research Department developed a stakeholder-driven decision support tool to aid in depression management. This paper describes feedback from attendees at SCF’s 2016 Alaska Native Health Research Forum (Forum) regarding a dissemination product highlighting the aforementioned study. Forum attendees participated in a small group discussion and responded to a brief survey using the audience response system. Thematic analysis was conducted on data from the small group discussion. Overall, Forum attendees responded favorably to the dissemination product. Most agreed the presentation was clear, the amount of information presented was appropriate, and that results were presented in an interesting way. Small group discussion participants provided constructive feedback about why depression-related research results should be shared; how they believed results should be best shared; who results should be shared with; when and where results should be shared; and what level of research results should be shared. The stigma associated with depression treatment may be assuaged if results are shared in a way that normalizes support for depression treatment. Community member involvement in disseminating results has potential to make information more acceptable and meaningful.

In this paper, we discuss a little-studied means of communicating about or teaching the nature of science (NOS)—through fiction television. We report some results of focus group research which suggest that the American sitcom The Big Bang Theory (2007–present), whose main characters are mostly working scientists, has influenced viewers’ perceptions of NOS. Both scientists and non-scientists were among the audience members participating in the study, thus making it possible to evaluate whether the portrayal of NOS resonates with scientists’ lived experience (using scientists’ reflections on the show) and whether non-scientist audience members come to know something about NOS from the show. Responses from the focus groups suggest that three aspects of NOS were most prominent in participants’ minds: science is empirically based, science is subjective and theory-laden, and, in particular, science is socially and culturally embedded. We argue that a broad understanding of NOS can be cultivated peripherally via...

The aim of this paper was to evaluate how audience response system ( ARS) technology may increase improvements in academic performance in higher education, using the first year of the Administration and Business Management degree course at the University of Seville ( Spain) as a case study. The experiment assesses whether the use of ARSs increases the likelihood that students will pass the final examinations in the subject of Principles of Economics. An econometric model is applied to a sample of 119 students in an intervention group, with a control group of 322. The statistically significant results show that at the very least, ARSs improve performance in the theoretical examination, albeit with certain limitations. It is concluded that ARSs should be used frequently to optimize outcomes, not just as a sporadic event during the course. [ABSTRACT FROM AUTHOR]

BACKGROUND Longer lifespans conferred by antiretroviral therapy result in more time exposed to cancer risk for people living with HIV/AIDS (PLWHA). Given limited diversity in AIDS Malignancy Consortium (AMC) clinical trials, there is need for new approaches to educate PLWHA in order to improve awareness and participation in AMC trials.METHODS With input from a community advisory board, Project ACCRUE (AMC Clinical Trials at Carolina Ramp Up Enrollment) conducted a key informant interview with service providers; online organizational surveys of AMC trial awareness and resource needs; and "lunch and learn" educational sessions, including pre- and post-intervention knowledge assessments.RESULTS Providers indicated that transportation, mistrust of the medical community, and affordability were barriers to trial participation, while printed educational materials could facilitate trial recruitment. Providers indicated that their clients had concerns about participating in trials, but also recognized several benefits of participation including access to medical personnel and treatment, receipt of monetary incentives, and a feeling of satisfaction from helping others. In lunch and learn sessions, use of an audience response system to collect questionnaire data improved scores on knowledge-based items [S(55) = 460; P < .0001] compared to a pencil and paper test [S(20) = 12.5; P = .6541].LIMITATIONS Generalizability may have been compromised by the small sample size. Long-term recall was not measured, and the short retest interval may have impacted post-intervention assessments.CONCLUSIONS Service providers recognize the benefits of working with researchers to educate patients about HIV-related cancers and participation in clinical trials. Lunch and learn sessions improved knowledge and perceptions about clinical trials for PLWHA.