Clickers in HE – research and practice<br />Daniela Gachago, Educational Technology Unit<br />Fundani Centre for Higher Ed...
University of Edinburgh<br />Simpson V. & Oliver M. (2007).Electronic voting systems for lectures then and now: A comparis...
Interactive, instructing questioning as teaching method is nothing new…<br />
New technology…CLICKERS!<br />Anonymous<br />Instant feedback<br />Variety of question types<br />Record of data<br />
Assumptions*<br />Content transmission is not the most effective way of learning<br />Students active engagement with idea...
Main research areas*<br />* Caldwell J. (2007). Clickers in the Large Classroom: Current Research and Best-Practice Tips. ...
Channel Setting Instructions for ResponseCard RF1. Press and release the "GO" button.2. While the light is flashing red an...
A boat carrying a large boulder is floating on a lake.  The boulder is thrown overboard and sinks.  The water in the lake ...
Quickly gathering information<br />How many semesters of calculus have you had?<br />How many countries outside South Afri...
Recall questions: Beginning of class<br />Who has read the assigned material?<br />Source: Dr R James, UGA, http://www.sli...
Comparing class survey with survey results from published studies<br />Source: Dr R James, UGA, http://www.slideshare.net/...
How many Grade 11 students in Cape Town’s most deprived areas regularly access the Internet through their mobile phones*<b...
Predict the outcome of an experiment<br />Source: Dr R James, UGA, http://www.slideshare.net/rnja8c/using-clickers-in-the-...
Steve Draper, University of Glasgow<br />“Possibly the most productive application, however, and the one with the largest ...
Collect student opinions to start a discussion<br />The practice of getting the blessings of the ancestors is:<br />A norm...
Mazur Sequence<br />“You can forget facts but you cannot forget understanding” <br />Prof. Eric Mazur, Harvard<br />
Enter question text...<br />Answer1<br />Answer2<br />answer3<br />0 of 30<br />Source: Bates S., Howie K. & Murphy A. (20...
Why bother*?<br />
Ranked by importance, clickers seem to be most useful to…<br />
Staff perception<br />
Students perception*<br />Overall trend in literature: most students like using clickers<br />More consistent when asked a...
Clicker fatigue?<br />
Potential: extensive change of teaching practice<br />Towards a more discursive, segmented, tutorial style approach (Nicol...
References<br />Simpson V. & Oliver M. (2007).Electronic voting systems for lectures then and now: A comparison of researc...
Thank you!<br />Daniela Gachago<br />gachagod@cput.ac.za<br />www.edutechcput.wordpress.com/clickers<br />
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User of clickers in HE - Resarch and Practice

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Presentation at UCT, 27th of May 2010

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  • Ad 1: teaching is not just organising and transmitting content and learning is not just accurate recall of factual information, but it should promote active learning (Dearn cited by Jones)Ad 2: Laurillard’s conversational framework: learning results from the process of ongoing and adaptive dialogue between teacher and learner. Encouraging all students not just one (anonymity), constructivismAd3: National Student Survey: call for feedback in all forms. Timely feedback and reinforcement vital to synthesis and integration process (Cue, 1998) – comparison with peers, scaffolded learning
  • User of clickers in HE - Resarch and Practice

    1. 1. Clickers in HE – research and practice<br />Daniela Gachago, Educational Technology Unit<br />Fundani Centre for Higher Education Development, CPUT<br />Source: http://image.absoluteastronomy.com/images/encyclopediaimages/c/cp/cput_cape_town_campus.jpg<br />
    2. 2. University of Edinburgh<br />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.<br />Caldwell J. (2007). Clickers in the Large Classroom: Current Research and Best-Practice Tips. CBE—Life Sciences Education. Vol. 6, Spring 2007.<br />
    3. 3. Interactive, instructing questioning as teaching method is nothing new…<br />
    4. 4. New technology…CLICKERS!<br />Anonymous<br />Instant feedback<br />Variety of question types<br />Record of data<br />
    5. 5. Assumptions*<br />Content transmission is not the most effective way of learning<br />Students active engagement with ideas and applications support learning<br />Quality feedback should be provided to students<br />* 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.<br />
    6. 6. Main research areas*<br />* Caldwell J. (2007). Clickers in the Large Classroom: Current Research and Best-Practice Tips. CBE Life Sciences Education, Vol. 6, Spring 2007.<br />
    7. 7. Channel Setting Instructions for ResponseCard RF1. 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 413. 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.<br />
    8. 8. 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)<br />Rises<br />Drops<br />Remains the same<br />0 of 30<br />
    9. 9. Quickly gathering information<br />How many semesters of calculus have you had?<br />How many countries outside South Africa have you visited?<br />Icebreaking questions: how are you feeling today?<br />Who am I?<br />Source: Dr R James, UGA, http://www.slideshare.net/rnja8c/using-clickers-in-the-classroom-posted<br />
    10. 10. Recall questions: Beginning of class<br />Who has read the assigned material?<br />Source: Dr R James, UGA, http://www.slideshare.net/rnja8c/using-clickers-in-the-classroom-posted<br />
    11. 11. Comparing class survey with survey results from published studies<br />Source: Dr R James, UGA, http://www.slideshare.net/rnja8c/using-clickers-in-the-classroom-posted<br />
    12. 12. How many Grade 11 students in Cape Town’s most deprived areas regularly access the Internet through their mobile phones*<br />Less than 20%<br />20-40%<br />40-60%<br />60-80%<br />Nearly everyone<br />0 of 30<br />Kreutzer T. (2009). Generation Mobile: Online and Digital Media Usage on Mobile Phones among Low-Income Urban Youth in South Africa<br />
    13. 13. Predict the outcome of an experiment<br />Source: Dr R James, UGA, http://www.slideshare.net/rnja8c/using-clickers-in-the-classroom-posted<br />
    14. 14. Steve Draper, University of Glasgow<br />“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.* ”<br />* Draper S. (n.d.) Electronically enhanced classroom interaction.<br />
    15. 15. Collect student opinions to start a discussion<br />The practice of getting the blessings of the ancestors is:<br />A norm in many African countries<br />A description of a role among rural communities<br />A sign that the nuclear family is considered most important<br />An example of acculturation amongst the Lembani people<br />Source: http://cache.daylife.com/imageserve/0eMe6da2x14Lu/610x.jpg<br />
    16. 16. Mazur Sequence<br />“You can forget facts but you cannot forget understanding” <br />Prof. Eric Mazur, Harvard<br />
    17. 17. Enter question text...<br />Answer1<br />Answer2<br />answer3<br />0 of 30<br />Source: Bates S., Howie K. & Murphy A. (2006).<br />
    18. 18.
    19. 19. Why bother*?<br />
    20. 20. Ranked by importance, clickers seem to be most useful to…<br />
    21. 21. Staff perception<br />
    22. 22. Students perception*<br />Overall trend in literature: most students like using clickers<br />More consistent when asked about enjoyments than helpfulness<br />Main benefit: instructor has improved awareness of students’ needs and teaching style is viewed as more “immediate”<br />Features liked best: anonymity, potential to reinforce learning and possibility to compare your answer with rest of the class<br />However: students are also critical <br />“stop messing around with technology and get back to good basic teaching” (d’inverno, 2003)<br />* Caldwell J. (2007). Clickers in the Large Classroom: Current Research and Best-Practice Tips. CBE Life Sciences Education, Vol. 6, Spring 2007.<br />
    23. 23. Clicker fatigue?<br />
    24. 24. Potential: extensive change of teaching practice<br />Towards a more discursive, segmented, tutorial style approach (Nicol & Boyle, 2003) <br />Contingent teaching (Draper & Brown, 2004)<br />Re-design of physical teaching spaces which allow collaboration / debate between students<br />
    25. 25.
    26. 26. References<br />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.<br />Caldwell J. (2007). Clickers in the Large Classroom: Current Research and Best-Practice Tips. CBE—Life Sciences Education. Vol. 6, Spring 2007.<br />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.<br />Draper, S. W. & Brown, M. I. (2004). Increasing interactivity in lectures using an electronic voting system. Journal of Computer Assisted Learning, 20, 81-94.<br />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.<br />
    27. 27. Thank you!<br />Daniela Gachago<br />gachagod@cput.ac.za<br />www.edutechcput.wordpress.com/clickers<br />

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