Clickers
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    Clickers Clickers Presentation Transcript

    • Click it to stick it
      … or how UMD adopted the Personal Response System
    • The challenge
      Image from: http://www.english.ucla.edu/faculty/mcgurl/bored%20students%202.JPG
    • Goals for large lecture classes
      Increase student engagement
      Increase learning and retention
      Early target classes
      Biology
      Education
      Psychology
      Largest class at UMD: 320
    • Our intrepid crew – stage 1
      Faculty technology team
      Cross functional, multi-college team
      Information Technology Consultants
      Instructional Development Services
      Faculty members
      Collegiate academic directors
      Advise on purchase and development of teaching technology
      Technology training development
    • Pedagogies
      Pose a questions for class to answer in writing … answer revealed during class as mini-lectures or as the culmination of the lecture
      Having students solve a problem in pairs, answer passed forward, then worked by the professor
    • Drawbacks
      Difficult to evaluate class responses while in class
      If students don’t see results of their interaction, engagement drops off
    • Technical Solution
      Personal/student response system (aka “clickers”)
    • Overview of clicker systems
      Image from: http://www.essex.ac.uk/elen/student/images/prs-image.gif
    • Phase 2 - Pilot Projects
      Faculty from the Faculty Technology Team start testing with help from the Classroom Management team
      Small classrooms
      Wired systems first
      Infra-red systems for checkout
      Successful and began to spread over a couple of years – Chancellor’s small grants, tech fee grants
    • Great! …. But ……
      Different departments bought different systems – hard to support and train
      Registration of clickers done each class
      Moving around and setting up time
      Loss of response units
      Difficult for faculty to assess individual students
      Infra-red systems often did not read accurately
    • Phase 3 - Time for a campus solution
      Systems had become robust and attractive
      Integration with PowerPoint
      Radio units available and reasonably priced
      Textbook and clicker bundles
      System vendors willing to talk about standard file formats
      Campus buzz
      Commitment from our original departments
    • But which one?
      Radio vs. IR
      Cost to student
      Size
      Range/accuracy in large lecture halls
      Type of inputs (multiple choice, T/F, numbers)
      Ease of use for instructors
      Registration of units
      Integration with PowerPoint
      Integration with other systems
      Textbook vendors bundles
    • New players take over
      Classroom technology management team
      Information Technology staff
      Work closely with facilities management
    • How to decide??
      Asked faculty currently using systems
      Vendors presentations in open meetings
      Attendees at these meetings rated each vendor
      Example sets loaned out for department meetings
      Bookstore manager recruited to work on bundled/unbundled options
    • In the background …..
      Application developers worked on
      how to register each clicker for a class
      How to import scores from a class session into the campus-wide grade calculation and reporting program
    • Phase 4 - Integration and Training phase
      Instructional Development Service offers workshops on teaching with clickers
      Online training materials on how to use the tools developed
      Clickers added as a instructional topic in Tech Camp
      Experienced faculty do presentations or discussions at other events
    • But did we succeed???
      Anecdotal evidence from faculty is positive
      More students participate in the large lecture classes
      Faculty have a better sense of the class’s understanding during class
      Grades or other measures??