User of clickers in HE - Resarch and Practice
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User of clickers in HE - Resarch and Practice

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Presentation at UCT, 27th of May 2010

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 User of clickers in HE - Resarch and Practice Presentation Transcript

  • Clickers in HE – research and practice
    Daniela Gachago, Educational Technology Unit
    Fundani Centre for Higher Education Development, CPUT
    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*
    Content transmission is not the most effective way of learning
    Students active engagement with ideas and applications support learning
    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 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.
  • 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)
    Rises
    Drops
    Remains the same
    0 of 30
  • Quickly gathering information
    How many semesters of calculus have you had?
    How many countries outside South Africa have you visited?
    Icebreaking questions: how are you feeling today?
    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*
    Less than 20%
    20-40%
    40-60%
    60-80%
    Nearly everyone
    0 of 30
    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
    “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.* ”
    * Draper S. (n.d.) Electronically enhanced classroom interaction.
  • Collect student opinions to start a discussion
    The practice of getting the blessings of the ancestors is:
    A norm in many African countries
    A description of a role among rural communities
    A sign that the nuclear family is considered most important
    An 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...
    Answer1
    Answer2
    answer3
    0 of 30
    Source: Bates S., Howie K. & Murphy A. (2006).
  • Why bother*?
  • Ranked by importance, clickers seem to be most useful to…
  • Staff perception
  • Students perception*
    Overall trend in literature: most students like using clickers
    More consistent when asked about enjoyments than helpfulness
    Main 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
    gachagod@cput.ac.za
    www.edutechcput.wordpress.com/clickers