user of clickers in he - resarch and practice
DESCRIPTION
Presentation at UCT, 27th of May 2010TRANSCRIPT
Daniela Gachago, Educational Technology UnitFundani Centre for Higher Education Development, CPUT
Clickers in HE – research and practice
Source: http://image.absoluteastronomy.com/images/encyclopediaimages/c/cp/cput_cape_town_campus.jpg
University of Edinburgh
Simpson V. & Oliver M. (2007).Electronic voting systems for lectures then and now: A comparison of research and practice. Australasian Journal of Educational Technology, 2007, 23(2), 187-208.
Caldwell J. (2007). Clickers in the Large Classroom: Current Research and Best-Practice Tips. CBE—Life Sciences Education. Vol. 6, Spring 2007.
Interactive, instructing questioning as teaching method is nothing new…
New technology…CLICKERS!
Anonymous Instant feedback Variety of question
types Record of data
Assumptions*
1. Content transmission is not the most effective way of learning
2. Students active engagement with ideas and applications support learning
3. Quality feedback should be provided to students
* Simpson V. & Oliver M. (2007). Electronic voting systems for lectures then and now: A comparison of research and practice. Australasion Journal of Educational Technology 2007, 23(2), 187-208.
Main research areas*
* Caldwell J. (2007). Clickers in the Large Classroom: Current Research and Best-Practice Tips. CBE Life Sciences Education, Vol. 6, Spring 2007.
Channel Setting Instructions for ResponseCard RF
1. Press and release the "GO" button.
2. While the light is flashing red and green, enter the 2 digit channel code (i.e. channel 1 = 01, channel 21 = 21).
Channel is 41
3. After the second digit is entered, Press and release the "GO" button.
4. Press and release the "1/A" button. The light should flash yellow to confirm.
A boat carrying a large boulder is floating on a lake. The boulder is thrown overboard and sinks. The water in the lake (with respect to the shore)
1 2 3
0% 0%0%0 of 30
1. Rises
2. Drops
3. Remains the same
How many semesters of calculus have you had?
How many countries outside South Africa have you visited?
Icebreaking questions: how are you feeling today?
Quickly gathering information
Who am I?
Source: Dr R James, UGA, http://www.slideshare.net/rnja8c/using-clickers-in-the-classroom-posted
Recall questions: Beginning of class
Who has read the assigned material?
Source: Dr R James, UGA, http://www.slideshare.net/rnja8c/using-clickers-in-the-classroom-posted
Comparing class survey with survey results from
published studies
Source: Dr R James, UGA, http://www.slideshare.net/rnja8c/using-clickers-in-the-classroom-posted
How many Grade 11 students in Cape Town’s most deprived areas regularly access the Internet through their mobile phones*
1 2 3 4 5
20% 20% 20%20%20%
0 of 30
1. Less than 20%
2. 20-40%
3. 40-60%
4. 60-80%
5. Nearly everyone
Kreutzer T. (2009). Generation Mobile: Online and Digital Media Usage on Mobile Phones among Low-Income Urban Youth in South Africa
Predict the outcome of an experiment
Source: Dr R James, UGA, http://www.slideshare.net/rnja8c/using-clickers-in-the-classroom-posted
Steve Draper, University of Glasgow
* Draper S. (n.d.) Electronically enhanced classroom interaction.
“Possibly the most productive application, however, and the one with the largest body of existing research, is in using the equipment to initiate a discussion.* ”
Collect student opinions to start a discussion
The practice of getting the blessings of the ancestors is:A norm in many African countriesA description of a role among rural communitiesA sign that the nuclear family is considered most
importantAn example of acculturation amongst the
Lembani people
Source: http://cache.daylife.com/imageserve/0eMe6da2x14Lu/610x.jpg
Mazur Sequence
“You can forget facts but you cannot forget understanding” Prof. Eric Mazur, Harvard
Enter question text...
1 2 3
0% 0%0%
0 of 30
1. Answer1
2. Answer2
3. answer3
Source: Bates S., Howie K. & Murphy A. (2006).
Why bother*?
Ranked by importance, clickers seem to be most useful to…
incre
ase
inter
actio
n
get f
eedb
ack
on s
tude
nts’
unde
rsta
nding
reve
al co
mm
on m
iscon
cept
ions
help
stud
ents
und
erst
and
diffic
ult c
once
pts
help
stud
ents
pra
ctice
keep
stu
dent
s aw
ake
keep
stu
dent
s en
terta
ined
incre
ase
atte
ndan
ce0
50
100
150
200
250
300
350
400
450
500
Score (max 500)
Staff perception
Students perception*
Overall trend in literature: most students like using clickersMore consistent when asked about enjoyments than
helpfulnessMain benefit: instructor has improved awareness of
students’ needs and teaching style is viewed as more “immediate”
Features liked best: anonymity, potential to reinforce learning and possibility to compare your answer with rest of the class
However: students are also critical “stop messing around with technology and get back to
good basic teaching” (d’inverno, 2003)* Caldwell J. (2007). Clickers in the Large Classroom: Current Research and Best-Practice Tips. CBE Life Sciences Education, Vol. 6, Spring 2007.
Clicker fatigue?
Potential: extensive change of teaching practice
Towards a more discursive, segmented, tutorial style approach (Nicol & Boyle, 2003)
Contingent teaching (Draper & Brown, 2004)
Re-design of physical teaching spaces which allow collaboration / debate between students
References Simpson V. & Oliver M. (2007).Electronic voting systems for lectures then
and now: A comparison of research and practice. Australasian Journal of Educational Technology, 2007, 23(2), 187-208.
Caldwell J. (2007). Clickers in the Large Classroom: Current Research and Best-Practice Tips. CBE—Life Sciences Education. Vol. 6, Spring 2007.
Nicol, D. & Boyle, J. T. (2003). Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom. Studies in Higher Education 28(4), 457-473.
Draper, S. W. & Brown, M. I. (2004). Increasing interactivity in lectures using an electronic voting system. Journal of Computer Assisted Learning, 20, 81-94.
Bates S., Howie K. & Murphy A. (2006), Electronic voting systems; from one way transmission to two-way conversation, the Journal of the Higher Education Academy Physical Sciences Centre (ISSN 1740-9888) - Issue 2 Dec 2006.
Thank you!
Daniela Gachago
www.edutechcput.wordpress.com/clickers