Prs clicker software

They both work for the model of iClicker adopted by Penn State:. Extract the compressed file so that you will have a folder called iclicker Win v6. No program installation is needed. You can run the program directly from your P drive, and all data collected will be automatically saved in this folder under the corresponding classes. Step 2 - Create Courses updated on Sept.

If you teach more than one course, you will need to create and set up each course individually. Here is the video instruction CreateNewCourse. Each time you create a course, the software will generate it's own folder under Classes , and the data collected from that course will be automatically saved in that class. Step 3 - Configure Course Settings updated on Nov.

For , each Behrend professor has been given a unique frequency number. Please refer to the assigned iClicker Frequency. You can use the same frequency again and again if you meet different groups of students at different times. Registration Online 1. Fill in the information and click on Enter. Click on the image below to enlarge the example: Understanding your iClicker Stable blue light indicates your iClicker is ready to vote. Green light indicates your response has been received.

Blinking red light indicates your response has NOT been received. Possible reasons are: you voted before the professor started polling; you voted after the professor ended polling; you are not tuned to the correct frequency channel that your professor is polling.

You can change your vote as long as there is still time to enter an answer, only the last input will be accounted for scoring. To change your vote, simply press the letter of a different option. You will not be able to enter multiple-select, text or numeric input type of answer. These handouts provide good tips for instructors: 1-Tips-for-Successful-use. Thanks to Jason Bennett for sharing this tip!

The good news is that you don't have to export session data after each class but can still access it from an office or home computer as far as you are connected to the P drive. The key is to alter the data access path in the PRS software on your local machine. Open the Interwrite PRS software on your office or home machine.

Click on the top menu File and then Preferences. You should see a window similar to the screen capture below. As soon as you end the slide show of a PowerPoint file, that slide show session is over, and the student responses during that session are kept in the PRS software on the computer station in that classroom. You may want to export the data to your Behrend P drive so you can access it from a different location.

To export session data, please refer to the screen capture and follow the steps below: click on image to enlarge 1. You can go back to export another session.

Once all session data is exported, you no longer depend on the computer in the classroom for grade information. Depending on the settings of the computer, you will see different windows on the screen. Click on OK to create a new RF class, then continue to step 3. Since your course is not listed, click on Cancel to close the window, and then click on the Classes tab, then the New Class button from the program to create your own class.

Continue to step 3. Close the New Session window first, and then continue to step 3. Do you know the world record for most clicks in 5 second? It's Challenge yourself to beat it. The CPS Test is a free click per second test, which measures your mouse clicking speed in given time frame.

Playing the CPS test game is easy and fun at the same time. The game is suitable for all age groups, so don't worry if you are just a high school student or a person with a corporate job. Have you wondered how many mouse clicks can you accomplish in thirty seconds? Well, many might not even know if there is a way to calculate such an atypical activity. It might come as a surprise that not only there is a way to calculate the number of clicks per given timeframe but also many users play the game and compete globally.

Our website offers many variations by which a user can test his mouse clicking ability. The click speed test is more like a pass time game where players try to score the highest score.

Below there are simple steps one needs to follow The CPS Test is a way to measure the number of clicks in per second. CPS is just the magnitude of clicks to a time unit; in this case, seconds. It merely means that the higher the rate of clicks per second the better the score.

While the game is set to default time of 5 seconds, players can switch to other time variations from the menu on top of the page. Available options to test click speed include - click per second, click per 10 seconds, click per 60 seconds 1 minute , and the highest being click per seconds.

The website or the application that calculates the number of clicks per second is called Element Speed. Interestingly, the game will be mobile friendly. Hence, users can check the speed at which they can tap in a given timespan.

The mobile interface is precisely the same as the web version, therefore, giving users complete ease to test their skills. This is a thorough article that covers techniques of peer instruction, design principles and practices, and lots of data on results. A good review of research on clicker use, particularly in the context of teaching in the life sciences, including a set of guidelines for writing good questions and a list of best-practice tips.

This is a good paper discussing different types of clicker questions and the cognitive processes they can tie into. One Professor's account of what happened when he started using clickers: "I wandered into clickers expecting them to become another tool in my toolbox. Reports an investigation of student behavior, attitudes, and learning in two sections of introductory geology in which most course elements were the same instructor, classroom, lecture content, assessments, and in-class questions ; one section used clickers to vote, and students voted via a show of hands in the other section.

The effects of each treatment on student behavior, attitudes, and learning were evaluated by means of classroom observations, student surveys, and student interviews. When students answer an in-class conceptual question individually using clickers, discuss it with their neighbors, and then revote on the same question, the percentage of correct answers typically increases. To test whether this was truly due to increased understanding, the researchers followed the exercise with an isomorphic question that students answered individually.

Their results indicate that peer discussion enhances understanding, even when none of the students in a discussion group originally knows the correct answer. This article describes the process and results of applying the Peer Instruction model with clickers in introductory computing courses, and concludes with observations, advice and suggested improvements.

Listening to student conversations during clicker questions: What you have not heard might surprise you! This article reports on an analysis of clicker question discussions during Peer Instruction.

They also found that having high stakes marks for correctness was actually detrimental to the conversation. This study shows that the combination of peer discussion followed by instructor explanation improved average student performance substantially when compared with either peer discussion or instructor explanation alone.