Slicker than clickers

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Levey, ALSB 2011 Clickers Presentation

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  • Press F5 or enter presentation mode to view the poll\r\nIn an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:\r\nhttp://www.polleverywhere.com/multiple_choice_polls/LTEyOTEyNjU3NTkIf you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
  • Press F5 or enter presentation mode to view the poll\r\nIn an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:\r\nhttp://www.polleverywhere.com/multiple_choice_polls/LTczNjQyNTg1OQIf you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
  • Press F5 or enter presentation mode to view the poll\r\nIn an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:\r\nhttp://www.polleverywhere.com/free_text_polls/LTQ1NjM2MTIwNQIf you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
  • Slicker than clickers

    1. 1. Slicker than Clickers: Poll Everywhere—A Web and Text-Messaging Student Response System<br />~<br />The Technology of Teaching: Matching the Media to the Message<br />ALSB 2011 Annual Conference<br />~<br />Brian R. Levey<br />University of Notre Dame<br />
    2. 2. Agenda<br />Resource name and location<br />Pedagogical goals<br />Cost<br />Estimate for faculty <br />Estimate for students<br />Attendee take-aways<br />Register w/ Poll Everywhere<br />Create a poll in Poll Everywhere<br />Begin thinking about how to use Poll Everywhere<br />How I use it in class<br />Research supporting its use<br />Conclusion<br />Questions?<br />
    3. 3. Agenda<br />Resource name and location<br />Pedagogical goals<br />Cost<br />Estimate for faculty <br />Estimate for students<br />Attendee take-aways<br />Register w/ Poll Everywhere<br />Create a poll in Poll Everywhere<br />Begin thinking about how to use Poll Everywhere<br />How I use it in class<br />Research supporting its use<br />Conclusion<br />Questions?<br />
    4. 4. Resource name and location<br />Poll Everywhere<br />Web and text-messaging student response system<br />http://www.polleverywhere.com/<br />
    5. 5. Agenda<br />Resource name and location<br />Pedagogical goals<br />Cost<br />Estimate for faculty <br />Estimate for students<br />Attendee take-aways<br />Register w/ Poll Everywhere<br />Create a poll in Poll Everywhere<br />Begin thinking about how to use Poll Everywhere<br />How I use it in class<br />Research supporting its use<br />Conclusion<br />Questions?<br />
    6. 6. Pedagogical Goals<br />What pedagogical goals is this resource designed to accomplish? <br />Increase student engagement<br />Improve critical thinking skills<br />Improve substantive or content knowledge<br />Improve ability to provide feedback to students<br />Improve reasoning skills<br />
    7. 7. Agenda<br />Resource name and location<br />Pedagogical goals<br />Cost<br />Estimate for faculty <br />Estimate for students<br />Attendee take-aways<br />Register w/ Poll Everywhere<br />Create a poll in Poll Everywhere<br />Begin thinking about how to use Poll Everywhere<br />How I use it in class<br />Research supporting its use<br />Conclusion<br />Questions?<br />
    8. 8. Cost estimate for faculty<br />On the one-hand . . .<br />It’s free! (If you want/need 30 responses or less per poll, e.g., 30 students or less per class)<br />On the other hand . . .<br />There’s tiered pricing depending on number of responses per poll (e.g., students in your class) <br />And number of users (e.g., faculty at your institution who want to use the service) <br />http://www.polleverywhere.com/plans <br />
    9. 9. Cost estimate for students<br />On the one-hand . . .<br />It’s free!<br />Assuming students have:<br />Unlimited or generous texting plans<br />Or laptop and Wi-Fi<br />On the other hand . . .<br />It’s the price of a text message x ? questions per class x ? classes<br />
    10. 10. Agenda<br />Resource name and location<br />Pedagogical goals<br />Cost<br />Estimate for faculty <br />Estimate for students<br />Attendee take-aways<br />Register w/ Poll Everywhere<br />Create a poll in Poll Everywhere<br />Begin thinking about how to use Poll Everywhere<br />How I use it in class<br />Research supporting its use<br />Conclusion<br />Questions?<br />
    11. 11. Attendee take-aways<br />Register w/ Poll Everywhere<br />Create a poll in Poll Everywhere<br />Begin thinking about how to use Poll Everywhere<br />How I use it in class<br />
    12. 12. Attendee take-aways<br />Register w/ Poll Everywhere<br />https://www.polleverywhere.com/signup/<br />
    13. 13. Attendee take-aways<br />Create a poll in Poll Everywhere<br />http://www.polleverywhere.com/my/polls/new<br />
    14. 14. Attendee take-aways<br />Begin thinking about how to use Poll Everywhere <br />How I use it in class<br />Reinforcing the reading with a question students probably will get right<br />Getting students’ attention with a question they’ll probably get wrong<br />Addressing potentially sensitive issues through anonymous participation<br />
    15. 15. question students probably will get right<br /> Original, Inc., sells its product under the name "Phido." Quik Corporation begins to market a similar product under the name "Fido." This is most likely <br /> ____ a. a theft of trade secrets. <br /> ____ b. copyright infringement. <br /> ____ c. patent infringement. <br /> ____ d. trademark infringement.<br />
    16. 16. question students probably will get right<br />
    17. 17. question students probably will get right<br /> Original, Inc., sells its product under the name "Phido." Quik Corporation begins to market a similar product under the name "Fido." This is most likely <br /> ____ a. a theft of trade secrets. <br /> ____ b. copyright infringement. <br /> ____ c. patent infringement. <br /> ____ d. trademark infringement.<br />KEY TAKEAWAY: KNOW THE DIFFERENCE BETWEEN A TRADEMARK, PATENT, COPYRIGHT & TRADE SECRET<br />
    18. 18. Question students probably will get wrong<br /> Mary offers to pay Mike $50 if he runs naked from the Main Building at the University of Notre Dame to LeMans Hall at St. Mary’s College. Mike can accept the offer only by completing the contract performance. If Mike does run naked from the Main Building to LeMans Hall, he and Mary will most likely have formed<br /> ____ a. a bilateral contract. <br /> ____ b. a unilateral contract. <br /> ____ c. a quasi contract. <br /> ____ d. no contract.<br />
    19. 19. Question students probably will get wrong<br />
    20. 20. Question students probably will get wrong<br /> Mary offers to pay Mike $50 if he runs naked from the Main Building at the University of Notre Dame to LeMans Hall at St. Mary’s College. Mike can accept the offer only by completing the contract performance. If Mike does run naked from the Main Building to LeMans Hall, he and Mary will most likely have formed<br /> ____ a. a bilateral contract. <br /> ____ b. a unilateral contract. <br /> ____ c. a quasi contract. <br /> ____ d. no contract.<br />
    21. 21. Addressing potentially sensitive issues<br />“I know none of you would ever shoplift a CD from the Notre Dame bookstore, but . . .”<br /> Have you ever downloaded copyright-protected music from the Internet without paying for it? <br />• Yes <br />• No<br />
    22. 22. Addressing potentially sensitive issues<br />
    23. 23. Addressing potentially sensitive issues<br />Students have responded in a variety of ways: <br />I’m stickin’ it to the man <br />It’s only one song <br />Everyone does it; we grew up in culture where it is considered ok <br />It’s already been paid for <br />It’s not tangible (there is no incremental cost or loss) <br />I wouldn’t buy it; I only copy it because it’s free and so there is no lost sale to the artist, the record company <br />I won’t get caught <br />
    24. 24. Research supporting its use<br />In-Class Polling: Less Teaching, More Learning?, Teaching with Technology Volume 2: The Stories Continue, Learning Technology Consortium, March 16, 2011<br />http://ltcessays.wordpress.com/category/essays/<br />
    25. 25. Research supporting its use<br />Clickers in a Classroom: Learning Outcomes and Student Reactions, Teaching with Technology Volume 2: The Stories Continue, Learning Technology Consortium, April 20, 2011<br />http://ltcessays.wordpress.com/category/essays/<br />
    26. 26. Agenda<br />Resource name and location<br />Pedagogical goals<br />Cost<br />Estimate for faculty <br />Estimate for students<br />Attendee take-aways<br />Register w/ Poll Everywhere<br />Create a poll in Poll Everywhere<br />Begin thinking about how to use Poll Everywhere<br />How I use it in class<br />Research supporting its use<br />Conclusion<br />Questions?<br />
    27. 27. Conclusion<br />Posing a limited number of questions to a class using Poll Everywhere is:<br />Engaging<br />Cost-effective<br />Fun<br /> <br />So easy, a lawyer can do it!<br />
    28. 28. Agenda<br />Resource name and location<br />Pedagogical goals<br />Cost<br />Estimate for faculty <br />Estimate for students<br />Attendee take-aways<br />Register w/ Poll Everywhere<br />Create a poll in Poll Everywhere<br />Begin thinking about how to use Poll Everywhere<br />How I use it in class<br />Research supporting its use<br />Conclusion<br />Questions?<br />
    29. 29. Questions?<br />Contact:<br />Brian R. Levey<br />Associate Teaching Professor<br />University of Notre Dame<br />229 Mendoza College of Business<br />Notre Dame, IN 46556<br />(574) 631-3560<br />blevey@nd.edu<br />http://business.nd.edu<br />

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