Library Technology Conference 2012

CRITICAL THINKING IN ACTION: I N T E G R AT I N G C L A S S R O O M R E S P O N S ESYSTEMS INTO YOUR INSTRUCTIONAL DESIGN TOOLKIT KRISTINA DEVOE | ADAM SHAMBAUGH TEMPLE UNIVERSITY LIBRARY TECHNOLOGY CONFERENCE – 03.15.12

LEARNER-CENTEREDINSTRUCTIONPhotoavailable via flickr at http://www.flickr.com/photos/clickfotoblog/2271737493/

LEARNER-CENTERED TRADITIONAL process (how) content (what)constructing understanding covering subject matter thinking, reflecting memorizing experiential lecture active passive showing telling facilitating professing learning teaching

C H O I C E S I N T H E TO O L K I TPhotoavailable via flickr at http://www.flickr.com/photos/rhondamarierose/4927408963

CLASSROOM RESPONSE SYSTEMS• Allows the audience to answer either multiplechoice or free response questions• Enables students to respond anonymously• Invites students to think individually (their answersare not influenced by the input of other students)• Tests students‟ retention of concepts• Displays polling results immediately

TURNINGPOINTPhoto available via flickr at http://www.flickr.com/photos/amanky/2326288744/

Tests students‟ understanding Works with of a concept Microsoft PowerPoint Tracks students‟responses in real-time Enables instructors to Collects track data on responses responses anonymously

HOW IT WORKS 1. The instructorcreates a question slide. 2. Students respond using handheld „clicker‟ devices. 3. Responses are collected and can be discussed.

HOW IT IS USED

L I M I TAT I O N SPhotoavailable via flickr http://www.flickr.com/photos/doug88888/2953428679/

P O L L E V E RY W H E R EPhotoavailable via flickr http://www.flickr.com/photos/mangelo/5756976030/

Free for web-based instructors & students (first 40 responses) Creates Utilizes technologymultiple choice & students already free-text polls have & are using Integrates easily with other instructional Enables students to have tools a more reflective voice in the classroom

HOW IT WORKS

HOW IT IS USEDIntegrated into class LibGuide as linked in-class activity.

HOW IT IS USED

Students text responses to listed number.

Instructor showsresponses on smartboard and class discusses strategies for using resource.

W H AT S T U D E N T S C H O O S E TO T E L L U S What was most useful in today’s workshop?19 comments -----------2,810 total workshop evaluations less than 1%“I liked the clickers because we were engaged in thediscussion.” – Freshman English student“The participation through the clickers.” – Freshman English student“I think the clickers are awesome.” – Sophomore English student

W H AT S T U D E N T S C H O O S E TO T E L L U S What was least useful in today’s workshop?25 comments -----------2,810 total workshop evaluations less than 1%“I‟m not sure the clickers were all that helpful.” – Freshman English student“taking quizzes with the clickers.” – Freshman English student“I havent found anything unuseful but rather the helpfultechnology that was not used. The clickers could havenot been used and the fact that we waited so much tryingto fix that was rather a bug than an unuseful thing.” –Freshman English student

W H AT O T H E R S T U D E N T S S AY over 91% agree or strongly agreeFifer, P. (2012). Student perception of clicker usage in nursing education. Teaching & Learning In Nursing, 7(1), 6-9. doi:10.1016/j.teln.2011.07.005

TYPES OF QUESTIONSPhotoavailable via flickr at http://www.flickr.com/photos/61755117@N05/5621148338/

CONTENT QUESTIONSD I R E C T LY A S S E S S S T U D E N T LEARNING PROCESS QUESTIONS G AT H E R I N F O F R O M STUDENTS ON HOW THEY INTERACT WITH EACH OTHER AND COURSE M AT E R I A L

CONTENT QUESTIONS FREE RESPONSE QUESTIONS CRITICAL THINKING QUESTIONS APPLICATION QUESTIONS CONCEPTUAL UNDERSTANDING QUESTIONS RECALLQUESTIONS

RECALLPhotoavailable via flickr at http://www.flickr.com/photos/technorandy/3161373190/

EXAMPLEWhere in the library do you go to check outbooks?How long can you check out an interlibrary loanitem?Can course reserve items leave the library?What is the url for the library catalog?

C O N C E P T U A L U N D E R S TA N D I N GPhotoavailable via flickr at http://www.flickr.com/photos/superlocal/119687969/

EXAMPLEWhat is the journal title in this citation?Buchman, Dana. “A Special Education.” GoodHousekeeping Mar. 2006: 143-48. Print. • A Special Education • Good Housekeeping • PrintWhich of the following statements best explainsan abstract? • An abstract is a summary of an article • An abstract is bibliographic information (author, title, journal title, etc.) • An abstract is a quote from an article

A P P L I C AT I O NPhotos available via flickr at http://www.flickr.com/photos/jeffcarlson/2089274837/ and http://ecx.images- amazon.com/images/I/51pcsSLlbfL.jpg

EXAMPLEHow much advance time did you give yourself toresearch for your last paper? • two weeks • one week • 2-3 days • I started the night before the paper was due followed byPredict how much time you think your classmatesgave themselves.

CRITICAL THINKING ORPhotos available via flickr at http://www.flickr.com/photos/nickbastian/3840957429/ and http://www.flickr.com/photos/bjorkish/981538012/

EXAMPLEWhich do you think is the best combination ofkeywords to search for information about theeffects of the media on teenagers‟ perceptions ofbody image? • body image and media • teenagers and body image and television • teenagers and body image and media • (teens or teenagers) and body image and media

FREE RESPONSEPhotoavailable via flickr at http://www.flickr.com/photos/awesomecool/372560981/

EXAMPLEWhen it comes to public opinion polls, whatmakes you trust the numeric data?Give a situation when you would choose to quotea source versus paraphrase a source.

CONTENT QUESTIONS FREE RESPONSE QUESTIONS CRITICAL THINKING QUESTIONS APPLICATION QUESTIONS CONCEPTUAL UNDERSTANDING QUESTIONS RECALLQUESTIONS

ACTIVITY Now it‟s your turn. In groups of 4-5, come up with at least three questions you could use given the imaginary course situation (see handout).Be prepared to explain your rationale for using those questions. Time: 10-12min

PROCESS QUESTIONS STUDENT PERSPECTIVE QUESTIONSCLASSROOM CONFIDENCE LEVELEXPERIMENT QUESTIONSQUESTIONS MONITORING QUESTIONS

SUGGESTIONS• Explain to students why you‟re using CRS• Align questions to learning outcomes – don‟t usetechnology for the sake of technology• Consider number and types of questions used • 3-4 questions per 50min session, spaced 10-20mins

SUGGESTIONS• Keep the wording of questions simple• Build in time for discussion and debriefing duringand following each question • think-pair-share • re-polling• Collect and analyze data for future revisions

KRISTINA DEVOE DEVOEK@TEMPLE.EDU ADAM SHAMBAUGH ADAMS@TEMPLE.EDUSLIDESHARE.NET/KMDEVOE Thank you!

Library Technology Conference 2012

by Kristina DeVoe on Dec 17, 2012

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