An email from an early adopter/early inventor

In November last year, I wrote a blogpost talking about the use of response systems in the classroom and introducing YACRS. Two days ago, I received the following email from John Womersley, one of the two people who (we think) invented the very first classroom response system used at Glasgow. In his email he talks about how he and his colleague wired up a lecture theatre with switches and bulbs to let them see responses from their students – electronic classroom response in its first iteration.

Oh, and Steve Draper mentions John (and his colleague George) in his writing about the history of classroom response systems on his website, here.

Anyway, (and with John’s permission) don’t read my summary, read what they did:

I was amused to come across your piece on modern-day student response systems in lecture theatres – particularly from Glasgow University. I was aware of Steve Draper’s acknowledgement of the contribution made by my good friend George Stenhouse (sadly deceased) and myself in the late 1960’s, but had not realised that the use of these systems was still being explored and developed.

Wireless technology would certainly have ridden us of at least 90% of our physical labour. With the occasional help of a technician we personally soldered I think three relays into over 200 metal boxes, wired them together and to the display console, and then screwed the boxes to the underside of each seat in the Physiology lecture theatre. The relays were a gift from the post office, and had to be individually unscrewed from their original housing and cleaned. The metal boxes were customised for fitting four response switches and a red and a green bulb, indicating the right or a wrong answer. The switches were bought from RME in Stockwell Street for 2 shillings and 10 pence each. We wrote to the manufacturer to ask whether we could have a discount: the reply was that the switches retailed for 12 shillings and sixpence, and cost considerably more than 2s/10p to manufacture!

But the possibly unique feature of our system was the display console, 200 or so indicator bulbs arranged according to the siting of seats and gangways of the lecture theatre. These made it possible to identify each of the students making a particular response. I can’t remember this causing any embarrassment: we tried to make our presentations friendly and light hearted, certainly not in any way threatening. In fact, we learnt a lot by gently questioning ‘incorrect’ responders: for example, where we had failed to explain something adequately, common misconceptions, or where questions were not sufficiently discriminatory. We used to say that our presentations were a conversation as much as a lecture. I still feel that this two-way dialogue played a vital part, but I don’t know how Wi-Fi could cope with the display.

George and I took a year out of medical course to do an ‘intercalated’ degree in physiology and returned to physiology as assistant lecturers in 1967 after completing our hospital ‘house jobs’. We felt insufficiently ‘stretched’ by our Ph. D. work and less seemed to be expected of us as staff than had been the case when we were students. We came across Willie Dunn early on during the minimal training offered to would-be lecturers at that time, and became captivated by his enthusiasm. George was the brain behind the electronics. Occasionally we hit a problem that halted progress for the day. However next morning George would almost always arrive with a broad smile, the solution having come to him overnight.

We later produced a feedback facility for use by individuals and small groups. These ploys took over much of our lives for several years, and although popular with students were less so with our fellow teachers. But a demonstration to a well-attended meeting of the Physiological Society was highly acclaimed.

Very happy memories!

With Best Wishes

John Womersley