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- all of the students have to register with the help of a smartphone or laptop (in emergency cases, though, everything can also be done with paper&pencil) and take part in a pre-prepared survey after which the results are immediately shown and discussed  

- for the entire survey apprpoxapprox. 10 minutes are needed

• Discussion of individual questions and answers, however, could take up more time 

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• instead of discussing the text in groups in order to then discuss the questions together in the group, all in all 5 single choice questions were prepared in ARSnova.click
• studnets students were able to join the survey by registering ión in ARSnova.click with a PIN
• alternative voting apps such as kahoot were rejected at the very start as they were not suitabe suitable for an academic context 
  
  • in the 7th week ARSnova.click was given up on and kahoot was now the preferred tool; ARSnova had tecnical technical problems on more than one occasion
    • that ARSnova is not the ideal tool was also pointed out by the students in the evaluation; the alternative that was implemented was either pingo or kahoot
    • the creation of survey is not as comfortable in ARSnova as it is in kahoot (when using Mozilla Firefox), e.g. when pressing the backspace key the function 'step back' was sometimes triggered sometimes
    • the students had problems again and again when it came to registering, sometimes the survey was started without any intervention by the lecturer
    • what was also found to be unpractical was that the answer time was counted together with the time allotted for reading the questions; in kahoot the countdown only starts when all have read the questions
    • in contrast to ARSnova, the students knew kahoot and in some cases they had already usd used it themselves; this was another reason for its usage

- before every relevant seminar session a set of five questions (only in the fnal final session was a longer survey undertaken; see example 3 in section 3) was created that could be accessed via a PIN 

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• smartphone, laptop or a similar device with internet connection
• in case / (n emergency cases, though, everything can also be done with paper&pencil in an analog setting if someone accidentally dosndoesn't have a smartphone or a laptop with them 
  
  • this option was sometimes applied if some of the students came late
  • no account is necessary in order to participate

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• on 16 May a text was uploaded to Blackboard that was supposed to be read by the next session (23 May)
• four acompanying accompanying questions were asked to the text that were supposed to capture the students attention and make them focus
• the ARSnova survey is based on exactly these four questions; an extra question was added; three questions were single choice questions (that means with only one correct answer available); two were short answer questions (that means the students had to supplement a certain word or a certain phrase)   
• an example of a question from the survey (D is correct):
  
  • What were the major sources of Old English loan words?
  • A  Old High German, Italian 
  • B  Celtic, French
  • C  Latin, French 
  • D  Latin, Old Norse 

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• as preparation for the session on 9 May, an assignment was given one week earlier (2 May) to read a text on the socio-cultural situation in England's early middle ages
• what was different from the first example was that there were no accompanying questions to the text
• most of the questions of this survey were single choice ones, one question was a short answer 
  
  • with a short anser answer question the participants have to type in the answer; this answer is automatically compared by ARSnova with a sample answer that was saved beforehand
• example of a question from the survey:
  
  • When did the Normans invade England?
  • Answer: 1066 

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• the above described technical difficulties at the start when implementing ARSnova did not, however, deliver the desired results
• the generally positive view on this e-teaching method at the start was later on replaced by a negative view regarding the app resp. the entire method
• thoss those that mentioned the usage of a voting app for revising the contents in the evaluation there was only one positive assessment; all of the others criticized this e-teaching method  
• the following points can be underlined:
  • independent of the actual app being used, some students find the implementation of voting apps as being too school-like and not fitting to an academic context (see the feedback at the end of this section)
  • if in the face of the first point of the method - that it was already being confronted with skepticism early on - it is important that the app works reliably; technical problems have a negative effect on the acceptance of the method (see the feedback at the end of this section)   

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• altogether five ARSnova or kahoot surveys were undertaken
• a further argument against the more frequent use of ARSnova.click or kahoot is the fact that the creation of the surveys is coupled with time expenditure that is missing in offline consultations on the topics 

- the question a sto as to the balance between innovative and monotonous methods is, in any case, definitely a complicated matter that does not have a general solution available

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• with both the same result can be achieved; however, the registration process (both for lecturers as well as students) is much simpler in ARSnova.click 
• ARSnova.voting requires several clicks and a longer PIN; in return, the educator has his/her own profile on ARSnova.voting in which all of the surveys are saved 
• so here we have confirmation that the e-teaching tools need to be tested first before they can actually be applied sensibly for teaching purposes – best would be to use a test audience (one person is more than enough for this)

- ARSnova gives studnets students the possibility of also registering with the aid of a QR code; even though I integrated the QR code in my ppt presentations on a regular bsisbasis, this possibility wasn't used 

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• positive aspects of the course: arsnova.click testing (person 1), the materials used are very helpful, as well as the quiz (person 2)
• negative aspects of the course: quizzes via smartphone (person 3),the online quiz (person 4), whilst the quizzes via smartphone are a great idea, one should maybe check beforehand whether they will work (person 5)
• general suggestions for improving the course: use of a different arsnovaARSnova, for example pingo Pingo (person 6)

6. Self-assessment of the course

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• kahoot is simply a lot easier to use and more intuitive

- one thing tat that one should take note of is the influence of the sun - my seminar took place in the summer semester and the rays of the sun sometimes adversely affected the projection on the screen

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