Clickers

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Clickers

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