2009
DOI: 10.1057/eps.2009.12
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Making it Matter: Teaching and Learning in Political Science Using an Audience Response System

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Cited by 13 publications
(6 citation statements)
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“…A critical element in the design of the teaching and learning strategy and the decision to trial an audience response system during the module, Ethics and Professional Practice, stemmed from the perceived benefits of anonymity and self-reflection offered through the use of this technology (Gormley-Heenan and McCartan, 2009). This suggested that the tool is particularly appropriate to the complexity and sensitivities of the topic being taught since it deals with fundamental conflicts in values (Campbell, 1996), and negotiation of meaning (Morell, 2004).…”
Section: Project Conceptual Frameworkmentioning
confidence: 99%
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“…A critical element in the design of the teaching and learning strategy and the decision to trial an audience response system during the module, Ethics and Professional Practice, stemmed from the perceived benefits of anonymity and self-reflection offered through the use of this technology (Gormley-Heenan and McCartan, 2009). This suggested that the tool is particularly appropriate to the complexity and sensitivities of the topic being taught since it deals with fundamental conflicts in values (Campbell, 1996), and negotiation of meaning (Morell, 2004).…”
Section: Project Conceptual Frameworkmentioning
confidence: 99%
“…A review of published literature demonstrates that audience response systems are increasingly being used in higher education (Fies and Marshall, 2006;Kennedy and Cutts, 2005). Research accounts indicate that audience response systems can: increase attendance within class (Judson and Sawada, 2002); encourage passive learners to become more active (Guthrie and Carlin, 2004); enhance knowledge retention (Poulis et al, 1998); increase the meeting of learning outcomes (Kennedy and Cutts, 2005); offer anonymity, and provoke self-reflection (Gormley-Heenan and McCartan, 2009). Importantly, distinctions are made between taught subjects, such as aspects of physics and engineering, where, for example, there may be 'right/wrong' answers, and subjects where differences in opinion exist or judgment needs to be exercised.…”
mentioning
confidence: 99%
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“…On a pan-European basis, political science teaching often utilizes innovative teaching methods in order to convey the subject matter (Gormley-Heenan and McCartan 2009, on audience response systems; Ralph et al 2010, on podcasting and political science teaching; and Blair 2013 on the use of Twitter; Thornton 2012, on new technologies per se ). For example, there has been the much greater usage of simulations and role play in order to enhance the learning experience ( cf : Brunazzo and Settembri 2015; Guasti et al 2015; and Obendorf and Randerson 2013).…”
Section: Introductionmentioning
confidence: 99%
“…To involve students in the process of grounding abstract concepts in their own concrete life experiences, I began working with a type of refl ective exercise that I call the "political life story," in which students create and share narratives around the political phenomena that have shaped their own life. I build on the experiences of other political scientists who have used active-versus-passive learning to disentangle conceptual ambiguity as well as similar best practices of student-centered pedagogy that are well established in the discipline (Bates and Jenkins 2007 ;Gormley-Heenan and McCartan 2009 ;McCarthy and Anderson 2000 ;Shingles, Becerra, and Pencek 2006 ). I then off er these refl ections in the spirit of deepening the conversation about methods of refl ective group learning with diverse students in both classroom and online contexts.…”
mentioning
confidence: 99%