Taking advantage of user-friendly technology, Audience Response Systems (ARS) facilitates greater interaction with participants engaged in a variety of group activities. Each participant has an input device that permits them to express a view in complete anonymity, and the composite view of the total group appears on a public screen. ARS can then be used to support summative and formative activities with groups ranging in size from as small as five through to large groups of several hundred. The data can be used to help the facilitator adjust the pace of teaching to match the requirements of the learners, gauge understanding, or trigger discussion and debate. "Audience Response Systems in Higher Education: Applications and Cases" reveals some of the history behind these systems, explores current theory and practice, and indicates where technology may move in the future. Cases are used to present the work of educators in a wide range of subject areas and with differing levels of experience with these systems. This book contains 25 chapters: (1) A Brief History of Networked Classrooms (Louis Abrahamson); (2) Audience Response Systems (Eugene Judson and Daiyo Sawada); (3) The Use and Evolution of an Audience Response System (Ray Burnstein and Leon Lederman); (4) ARS Evoltion (Harold Horowitz); (5) Practical Lessons from Four Years of Using an ARS in Every Lecture of a Large Class (Quintin Cutts); (6) Using an Audience Response System to Enhance Student Engagement in Large Group Orientation (Sally Kift); (7) Question Driven Instruction (Ian Beatty, William Leonard, William Gerace and Robert Dufresne); (8) Anonymous Polling in an Engineering Tutorial Environment (Steven Durbin and Kristi Durbin); (9) Using Audience Response Systems to Develop Critical Thinking Skills (Robert Webking and Felix Valenzuela); (10) Using the Personal Response Systems to Enhance Student Learning (Kevin Hinde and Andrew Hunt); (11) Evaluating Electronic Voting Systems to Enhance Student Learning (Gregor Kennedy, Quintin Cutts and Stephen Draper); (12) Theorizing the Transformed Classroom (William Penuel, Louis Abrahamson and Jeremy Roschelle); (13) Wireless Interactive Teaching by Using Keypad-Based ARS (Jiankun Hu, Peter Bertok, Margaret Hamilton, Graeme White, Anita Duff and Quintin Cutts); (14) The Audience Response System (Vivienne O'Connor, Michele Groves and Sandy Minck); (15) Learning and Anxiety (Sam Groves, Tony Gear, Cath Jones, Michael Connolly and Martin Read); (16) The Trial of an Audience Response System to Facilitate Problem-Based Learning in Legal Education (Kelley Burton); (17) Live Assessment by Questioning in an Interactive Classroom (Michael McCabe); (18) Eight Years of Asking Questions (Jim Boyle); (19) Interactive Response Systems in Higher Education (Mick Wood); (20) CommuniCubes (Stephen Bostock, Julie Hulme and Mark Davys); (21) Creating a Constructed Response System to Support Active Learning (Tim Pelton and Leslee Pelton); (22) Instructor Mobile Audience Response System (Jay Dominick and Anne Bishop); (23) Using Mobile Phones and PDAs in Ad Hoc Audience Response Systems (Matt Jones, Gary Marsden and Dominic Gruijters); (24) Reflections on the Use of ARS with Small Groups (David Banks); and (25) Selected and Constructed Response Systems in Mathematics Classrooms (Leslee Pelton and Timothy Pelton).