NOTICE: We have learnt that some lecturers mobile sessions have been dropping when they connect to the Wi-Fi. We recommended you plug your laptop into an available LAN port in the classroom to connect to the internet as this connection offers much more stability.
Instructors with Turning Accounts but have not connected their courses in the integration
Set your participant list to ‘auto’. Save your session file at the end of class. Your session file by default is saved locally on your computer or you can save it on a flash drive or network location. You can still at a later stage ‘connect’ your course they and then once connected drag and drop the session file in to the course and will then be able to upload the results.
Instructors with Turning Accounts and have connected their courses in the integration
This is the desired state you should be in. You will be able to associate your saved session files to your course and upload the results as expected. The session will still exist on your computer / flash drive and the results will also now exist in ClickUP grade centre.
Students with Turning Accounts but have not connected their courses integration
a. Student who have a TurningPoint account that is not linked to Blackboard will show up as an “Unassigned Device” in the instructor’s results manager. Once the student links their account, the instructor’s course will show this the following day once the course in TurningPoint is updated. We have an automatic nightly syncing process that updates the course every night.
Note: Clicking “Update” from the manage tab of the TurningPoint dashboard does not trigger a full update of the course. You must go to https://instructor.turningtechnologies.eu/, log in to your TurningPoint account, select your course, go to the “Roster” tab, and select “Update Course” in order to manually trigger a full update of your course
Students who join sessions as guests
This means that the student did not sign in to any TurningPoint account when joining the session. We recommend avoiding this by making sure instructors have the “participant must sign in to account” setting turned on in the ‘enabling mobile responses options’ (this also exists in TurningPoint Web). The instructor will be able to upload results but they will get an error message. You can assign the guest responses to a participant in the roster once you know who the results are supposed to belong to.
Changing previously set region on TurningPoint Desktop
In order to reset Turning Point App and be able to choose again the region you are connecting to, you will need to delete a file called “TurningPointCloudConfig.config” located as per below, depending on your Operating Systems.
NB: Please ensure that TurningPoint is closed before deleting this file.
on PC: C:Program Files (x86)Turning TechnologiesTurningPointAppApplication
on MAC: Control-click or right-click on the application, choose Show Package Contents, navigate to Contents/Resources, and remove the file TurningPointCloud.config.
Once deleted, reopen the TurningPoint desktop app, and when prompted, select the region on which your account is activated. Log in using your credentials for this account.
With our TurningPoint desktop software download, content and results are self-contained to your computer. Poll in PowerPoint, over top of any application or deliver self-paced assessments. You can also sync your data with ClickUP. TurningPoint desktop is a versatile, full-featured tool that helps instructors engage and assess with interactive questions. Use TurningPoint software to evaluate learning, gather valuable data, and give everyone a voice no matter how big the class, training session or event. Download it HERE
A complement to our TurningPoint web platform, the web dashboard download lets you collect results online while enjoying our industry-leading native PowerPoint integration or Anywhere polling. With TurningPoint web, all your results are available in your account online, whether you use PowerPoint or Anywhere. TurningPoint web features a streamlined interface making it easier than ever to engage, assess and track learner progress. This works in tandem with other TurningPoint web polling environments, which support online polling and scheduled homework and surveys. Download it HERE
If you’re a Mac owner, it is being (typically a good thing) overprotective regarding the file that you’ve mysteriously downloaded from the internet, so is blocking it from accessing said internet.
Please can you follow the process below to get TurningPoint running:
Click and drag the TurningPoint icon into your Applications folder.
Locate said folder and then run the TurningPoint application from within it. Your regions should now load successfully, as the app has been given internet rights.
We typically suggest pinning TurningPoint to your dock for easy access.
You can delete the original file.
This process basically happens to protect your computer from running anything malicious. By moving the file into your Applications, you’re installing TurningPoint, and allowing your Mac to scan the files continuously to make sure that nothing untoward is happening.
Background: Student response system or clickers is an electronic application where a receiver in the instructor’s computer captures responses to questions from student keypads. Used effectively, clickers can promote learner engagement and serve to improve learning. It can be used in a variety of ways such as to provide feedback to learners and instructor, to start discussions, for peer evaluation, for formative and summative assessment, to build a learning community, and to experiment on human responses.
Aims and Methods:
Using our experience in the use of this technology and literature review, we provide twelve tips for successful use of the student response system.
Results and Conclusions:
We have found these strategies useful and envisage that the application of these tips can help maximize learner engagement and learning.
The key to keeping participants engaged and involved is asking the right questions. Audience response technology can provide the tools for interactive presentations, but utilizing the system to its full potential takes more than “yes” and “no” responses.
Asking meaningful questions that permit attendees to employ critical thinking or reveal interesting results will not only keep audiences awake, but will also encourage interaction, collaboration and communication. Seeing instant feedback allows speakers to understand and address the needs of audiences in real time.
The key to keeping participants engaged and involved during presentations is to ask the right questions. Our response solutions can provide the tools you need to incorporate meaningful questions that inspire participants to think critically while encouraging interaction, collaboration and communication.
Department of Biology, West Virginia University, Morgantown, WV 26506
Audience response systems (ARS) or clickers, as they are commonly called, offer a management tool for engaging students in the large classroom. Basic elements of the technology are discussed. These systems have been used in a variety of fields and at all levels of education. Typical goals of ARS questions are discussed, as well as methods of compensating for the reduction in lecture time that typically results from their use. Examples of ARS use occur throughout the literature and often detail positive attitudes from both students and instructors, although exceptions do exist. When used in classes, ARS clickers typically have either a benign or positive effect on student performance on exams, depending on the method and extent of their use, and create a more positive and active atmosphere in the large classroom. These systems are especially valuable as a means of introducing and monitoring peer learning methods in the large lecture
classroom. So that the reader may use clickers effectively in his or her own classroom, a set of guidelines for writing good questions and a list of best-practice tips have been culled from the literature and experienced users.
Bloom’s Taxonomy (1956) has stood the test of time. Recently Anderson & Krathwohl (2001) ha ve proposed some minor changes to include the renaming and reordering of the taxonomy. This reference reflects those recommended changes.