首先，你通常需要创建一个帐户，以便使用下面提到的在线程序.
There are many options out there for live polling. 我们发现，最好的是那些不需要学生或参与者注册一个帐户. 必须注册并提供个人信息可能会被视为参与的障碍，因为大多数人认为他们已经订阅了足够多的应用程序，并且不喜欢仅仅参与投票的麻烦.
For live class interactions, try 智力测验器, Kahoot, 调查无处不在, and Plickers. The teacher will need to create an account with each of these programs, but the students (or participants) do not. Here is a brief overview of each tool and why people like them.
智力测验器
Easy to use interface with templates available. Can also include stock photos and gifs to spruce up the question slides.
我们喜欢智力测验器，因为你可以把它直接嵌入到你的ppt中——甚至免费版也有一个简单的ppt插件.
It is for live situations both face-to-face and online. 学生 join by scanning a qr code or entering a session code.
You can see multiple choice results of polls/quizzes as bar charts.
Can show text responses as word clouds, text bubbles, or others.
Kahoot
他们创建了许多模板，可供您查看想法或在课堂上使用.
每个人都可以匿名输入答案(但这也是要记住的，因为他们可以输入任何东西，而你不知道谁写了什么。.
Kahoot is nice for live situations either face to face or online. 例如, if you have a weekly zoom for your class, Kahoot is a nice way to get the whole class to share ideas right in the moment. 在面对面的课堂上, 你也可以让学生在他们的座位上输入想法，并在你的投影上显示Kahoot. 这可以在小组工作中使用，作为小组分享他们的想法或问题的地方，一旦他们回到全班也可以讨论.
You do have to open a separate window to monitor the Kahoot
调查无处不在
调查无处不在 allows you to create different types of polling. You can create a multiple-choice question, a word cloud, a Q&一个会议与赞成和反对投票，可点击的图像，调查，开放式问题，以及更多! 试着用一个情绪量表来开始你的课程，用表情符号来衡量他们当天的感受.
学生 can respond by either going to a link to the question on their computer, or they can text the answer on their phone. You can also make them identify themselves or keep them anonymous. You can also set a timer for responses if you want. 如果你想让你的学生实时看到每个人的反应，你也可以现场反馈.
你可以将民意调查嵌入到你的PowerPoint/Google幻灯片中，这样你就不必去到一个单独的链接来管理民意调查.
Plickers
Plickers let you collect data from each class and each student that is anonymous during class, but that you can evaluate after the fact. This means you can use plickers for a graded quiz or for attendance in your live classes.
You will enter your class list into the dashboard and assign each student an ID number. Then you print out the set of plickers (this is free!) and each student must use the correct numbered plicker during your class. This 4-sided plicker is held up by the student to answer questions by holding the “answer” (A, B, C, D)卡片顶部的一面.
When the teacher gives the poll or quiz, 他们使用手机上的应用程序扫描教室——这一步最棒的部分是，每个学生的名字都会出现在你的手机屏幕上，以确认应用程序收集了他们的答案. 这对学习名字也有帮助! The app is scanning the codes and assessing which side is “up” to record answers.
On the screen, during class, you can see WHO has answered, but not what their answer was. 这可以让学生保持匿名，同时还可以让你在课堂上现场处理错误信息或错误答案.
只有多项选择题与Plickers工作，你只能有多达4个答案选项，因为它是一个4面卡.
在线课程, 您可以使用Canvas中的测验功能来对您的类进行投票，或者创建一个匿名的Google Forms.
Once you have determined which program you want to use, you have to decide how you are going to use it. What part of the class session do you need to collect feedback about? Just like when you are planning out class discussions, you have to consider the flow of the class and when polling is the most appropriate. 这是一个很好的方法来结束一节课，让学生检查他们听得如何. 它也可以用来作为课堂讨论的开场白，选择你希望学生有不同意见的问题. If you do icebreaker activities the first day of class, this could also be a way to include a question about themselves.
If you use slides for your class lectures, then integrating these systems into your class can happen very seamlessly. Even if you do not embed the questions right into your slides, 您可以在后台打开程序窗口，并在需要使用它时将其显示在最前面.
在你的演讲中至少有一张holder幻灯片是很有帮助的，这样你就不会忘记你打算什么时候使用这个策略.
After you have used this strategy a few times, check in with your classes. Ask them if they like the new tool you are using. Ask them which types of questions are the most helpful to them. 您可以让学生对课程进行排名，甚至通过使用投票工具对投票工具进行排名!
考虑在总结性评估中加入来自课堂调查的问题，看看学生们的表现如何.
这是一个很好的策略，当你回顾前几个学期，找出学生在前几个学期遇到的困难. 整合现场投票机会和促进课堂讨论，帮助学生发现与内容联系的新方法. Then compare the answers on your exam to previous semesters. 如果更多的学生正确理解了这个概念，那么你的新策略可能会对他们有所帮助.
之前有研究针对学习公共关系(PR)的学生，以及课堂上现场投票等互动技术的使用(Narren) & Vierra, 2020). Since students in most majors need to understand bigger pictures, and be able to understand the use of evidence to make professional decisions, strategies like this model for them how to collect and use data. 例如, if only 14% of a class understands a concept, 然后，放慢一点速度，脱离原来计划的课程流程是合理的.
参考文献
Narren J. B., & Vierra J. (2020). 将教育学和现代技术结合到公共关系课堂:激发理论作为学生成功的路线图. Journal of Higher 教育 Theory and Practice, 20(1), 106-117. http://unk.idm.oclc.org/login?url=http://www.proquest.com/scholarly-journals/combining-pedagogy-modern-technology-into-public/docview/2401324816/se-2
