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Clickers Redefining Classrooms
markmcb writes "It seems that teachers may have a new way to boost classroom participation using a device called a clicker. A clicker is a small handheld device that allows its user to wirelessly respond to various prompts selected by a teacher. So when a teacher wants opinions on topics that people tend to shy away from like sex, religion, and politics, the question can be asked and the students can answer anonymously via the clicker. Everything from a simple poll to a graded quiz can be conducted using the device. In the age of cell phones and wireless computers such a technology is likely to be well-received by students, but one can't help but wonder if such a device will breed less assertive graduates who lack the will to stand up and voice their opinion on sensitive issues."
Georgia Tech uses this device for some intro Physics Classes and some CS Classes.
The device we use iPRS uses just a simple infrared signal. In a class with 300+ Students there are several readers mounted in different parts of the room since the device has a relatively short range.
The PRS response was required as part of the grade for the class (10%). A group of us (CS Majors) started thinking on ideas on how to around this. The first solution we implemented (Before we were able to translate the IR message into clear text) involved "recording" each of the answers from our group, thus one person sitting in the class could answer for all of us through his laptop. We later switched to an IR-Equipped Ipod.
That was ok but the person answering did not always answer the correct question (answering correctly gave you extra points). We were later able to decode the messages from the IR signal. And that's where things got fun.
We placed a laptop sitting nearby one of the "sensors" (end of white strip, on wall) and just analyze all the data coming live. We had about 30-60 seconds to answer thus we could analyze the data up to 25 - 55 seconds, estimate what the most "popular" answer was and then submit all of ours answers at the last second. That gave us almost 100% accuracy since whenever the class erred, the professor would step back, re-explain the problem and then see if the answer was right.
We used iPods, laptops and a CS-classroom-issued-Ipaq. The ipaq would eventually analyze the data through it's own high speed IR port and then send out our "responses" through a mp3 file (that came out of the IR device).
Also: the system is usecure, it is easy to skew the statistics by introducing new users to the system or to overwrite your ex gf's answer.
Although there was very little benefit, beating the system felt good!