Teaching and Learning Ethics Using an Audience Response System: Experiences From a Planning Perspective

Deborah Peel, Heather Browne, Kenny McCartan

    Research output: Contribution to journalArticle

    118 Downloads (Pure)

    Abstract

    Live lectures are some of the most common learning experience for students, yet may be alienating and unequal learning spaces for students. This paper reports the literature review and preliminary experiences of a project, Audience Response Systems ENhancing interAction in Lectures (ARSENAL), which sought to increase lecturer-student dialogue and input into a module. The project investigated the specific use of TurningPoint for Level 5 students of planning and property development. The methodological approach taken was action research, building on the notion of the value of critical reflection for continuous professional development (Biggs, 1999). The paper details the innovation, assesses the use of the technology, and suggests ways in which audience response systems might help make the live lecture learning environment more inclusive and interactive.
    Original languageEnglish
    Pages (from-to)20-37
    Number of pages18
    JournalCEBE Transactions
    Volume7
    Issue number1
    Publication statusPublished - Apr 2010

    Fingerprint

    ethics
    teaching
    student
    learning
    moral philosophy
    planning
    Teaching
    experience
    action research
    literature review
    learning environment
    university teacher
    innovation
    dialogue
    interaction
    Values
    project

    Cite this

    @article{48903f1a20c544698ca701f49040c026,
    title = "Teaching and Learning Ethics Using an Audience Response System:: Experiences From a Planning Perspective",
    abstract = "Live lectures are some of the most common learning experience for students, yet may be alienating and unequal learning spaces for students. This paper reports the literature review and preliminary experiences of a project, Audience Response Systems ENhancing interAction in Lectures (ARSENAL), which sought to increase lecturer-student dialogue and input into a module. The project investigated the specific use of TurningPoint for Level 5 students of planning and property development. The methodological approach taken was action research, building on the notion of the value of critical reflection for continuous professional development (Biggs, 1999). The paper details the innovation, assesses the use of the technology, and suggests ways in which audience response systems might help make the live lecture learning environment more inclusive and interactive.",
    author = "Deborah Peel and Heather Browne and Kenny McCartan",
    year = "2010",
    month = "4",
    language = "English",
    volume = "7",
    pages = "20--37",
    journal = "CEBE Transactions",
    issn = "1745-0322",
    publisher = "Higher Education Academy, Centre for Education in the Built Environment",
    number = "1",

    }

    Teaching and Learning Ethics Using an Audience Response System: Experiences From a Planning Perspective. / Peel, Deborah; Browne, Heather; McCartan, Kenny.

    In: CEBE Transactions, Vol. 7, No. 1, 04.2010, p. 20-37.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - Teaching and Learning Ethics Using an Audience Response System:

    T2 - Experiences From a Planning Perspective

    AU - Peel, Deborah

    AU - Browne, Heather

    AU - McCartan, Kenny

    PY - 2010/4

    Y1 - 2010/4

    N2 - Live lectures are some of the most common learning experience for students, yet may be alienating and unequal learning spaces for students. This paper reports the literature review and preliminary experiences of a project, Audience Response Systems ENhancing interAction in Lectures (ARSENAL), which sought to increase lecturer-student dialogue and input into a module. The project investigated the specific use of TurningPoint for Level 5 students of planning and property development. The methodological approach taken was action research, building on the notion of the value of critical reflection for continuous professional development (Biggs, 1999). The paper details the innovation, assesses the use of the technology, and suggests ways in which audience response systems might help make the live lecture learning environment more inclusive and interactive.

    AB - Live lectures are some of the most common learning experience for students, yet may be alienating and unequal learning spaces for students. This paper reports the literature review and preliminary experiences of a project, Audience Response Systems ENhancing interAction in Lectures (ARSENAL), which sought to increase lecturer-student dialogue and input into a module. The project investigated the specific use of TurningPoint for Level 5 students of planning and property development. The methodological approach taken was action research, building on the notion of the value of critical reflection for continuous professional development (Biggs, 1999). The paper details the innovation, assesses the use of the technology, and suggests ways in which audience response systems might help make the live lecture learning environment more inclusive and interactive.

    M3 - Article

    VL - 7

    SP - 20

    EP - 37

    JO - CEBE Transactions

    JF - CEBE Transactions

    SN - 1745-0322

    IS - 1

    ER -