Discussion on the use of CPS
on UT campus
Charles B. Chiu, Dept. of Physics
Jeffrey Siegel, Civil Engineering
Justin Cone, Faculty Innovation Center
Sponsored by the Faculty Innovation Center
March 26, 2003
Outline
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A demo: Walking Dog. Qn:10.6.3
The system and record-posting
Using Classtalk/CPS in CNS past and
present
Benefits in using the system
Sample survey results
How to get started using CPS?
Outlook
The system and
record-posting
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Each student has a remote with response ID.
The instructor posts a question. Students
answer the question using own remotes.
Response signals sent to a receiver and
recorded by a computer.
Bar chart of responses is displayed for feedback
and discussion.
Class session record is posted on the web,
which is accessible to students and instructors.
Will visit a sample record site later.
Using Classtalk/CPS
in College of Nat. Science
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For us, CPS is a successor of the Classtalk
system – (a wired system, which was used in
Physics Dept. from Fall 1996 to Spring 2001)
First used of cps in Spring 2002: Bio 301M
Summer 2002: Physics 303L, Bio 331.
Fall 2002: ~18 classes used the system.
Spring 2003: ~16 classes.
See sec. I.2 of UT-CPS Support Homepage.
Benefits in using the system
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Breaks monotony of straight lecture. Helps to
emphasize important points.
Anonymous responses encourage full classparticipation.
Provide feedback to the instructor/students.
Class record encourages class participation
and attendance
Next, sample survey results 
S1: Do you feel that discussing Classtalk
questions during lecture help you to test
your understanding of the material?
1. Yes, definitely.
29%
2. Helped frequently.
32%
3. Helped occasionally.
30%
4. Not at all.
9%
1.
2.
3.
4.
Strongly increased
41%
Increased
28%
Slightly increased
19%
No change
12%
Percent
S2: Does the use of the system change
likelihood that students attend class?
40.0
35.0
30.0
25.0
20.0
15.0
10.0
5.0
0.0
38.0
26.5
Series1
Series2
17.6
11.1
Series3
Series4
1
Response
S3: Overall, would you rate the system as a
positive or a negative addition to this class?
1.
2.
3.
4.
Very positive
32%
Somewhat positive
42%
Indifferent
17%
Negative
9%
Support for Instructors
in using the system
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Presently 7 College of Natural Science Multimedia
Classrooms are equipped with the system.
Instructors, who will be teaching in one of these
rooms and interested in using the system, can
signup online (see sec I.1)
There will be a cps-orientation session for
instructors/TAs at the beginning of the semester.
During the semester the ongoing class-session
record can be viewed on the web. (See sec II. 1).
What students needs know?
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There is one page cps-instruction for students.
A Class ID assigned to the class is on the page.
Each student buys a remote which has a
unique Remote ID.
Student enrolls online: Input above two IDs, to
get his/her response ID for the class.
Bring remote to class. Keep up with lecture
material. Actively participate Q/A sessions.
Tech. support: UT-CPS support, ITS help desk,
CIT, Toll-free support by eInstruction.
Outlook
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We started using Classtalk in 1996, to promote interaction
in our Engineering Physics class & developed a program
posting class-session record on the web.
Our original effort in setting up the use of Classtalk/CPS
(let us refer them as “classroom communication system”,
CCS), has now evolved into a centralized support system.
Our goal is to help interested instructors to quickly
incorporate the use of CCS into their teaching repertoire.
We hope this effort will lead to a wider use of CCS on our
campus. This will in turn contribute to a definite impact on
undergraduate education.
Why I use CPS
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Promotes student interest
Increases student interaction
Provides feedback
Reduces administrative chores
How I use CPS
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Measure student attendance
Survey class opinion
Conduct periodic evaluations
Focus review sessions
Review material
Evaluate curriculum
What is my dog’s name?
a)
b)
c)
d)
e)
Sparky
Rex
Fido
Spot
Garfield
What grade do you want in this
class?
A.
B.
C.
D.
E.
F
D
C
B
A
Why is DC sometimes used for
power distribution?
a)
b)
c)
d)
e)
DC can have higher voltage
AC has more losses
DC requires fewer wires
AC requires transformers
DC companies have better lobbyists
When calculating a cooling load,
which outdoor temperature should
you use?
A.
B.
C.
D.
E.
The peak temperature
The average yearly temperature
The average summer temperature
The peak wet-bulb temperature
None of the above
Preliminary results
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Positive feedback from students
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Especially when it is employed to review
material at the end of a lecture
Strong correlation between
performance on CPS review session and
final grade
Clear indication of curriculum strengths
and weaknesses
It is not a panacea
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Quizzes have academic honesty issues
CPS software is very easy to use
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But, posting notes to course to software
requires more effort
CPS questions are not like exam
questions
CPS Price Models
Justin Cone, Faculty Innovation Center
Current Model - Standalone
College Purchases:
Complete CPS systems:
• 2 Sets of 32 Response
Pads
• 2 Receivers
• 2 Carrying Cases
• Software
$3995 per 2 systems
(systems are sold in pairs)
Student Purchases:
$0
Standalone Pros & Cons
Pros
 Student pays nothing
 Currently supported by FIC
Cons
 System “juggling”
 Large initial expense to College
 Not scalable
Scalable Model – CPS Online
College Purchases:
Student Purchases:
• 1 Receiver per classroom
• Software
• 1 Response Pad ($7)
• Enrollment Code ($12-15)
per semester
$250 per classroom
$19-$22 per student
(price of 1 receiver)
After sellback: $16-$19
CPS Online Pros & Cons
Pros
 Fully scalable
 Cost is shared between College and
students
 Partnership with College of Natural
Sciences
 “Homegrown” customizations
Cons
 Cost effectiveness depends on usage