DIT_Clickers_Workshop Sept 2011

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DIT_Clickers_Workshop Sept 2011

  1. 1. Ask the Audience: Clickers in the Classroom.Dr. Barry Ryan* and Dr Julie Dunne<br />College of Science, DIT. <br />*DIT Clickers Awardee, 2010-2011.<br />
  2. 2. Presentation Overview<br />
  3. 3. Clickers in the Classroom.<br />What is a Clicker?<br />“Personal Response Device”.<br />Best known application is WWTBAM: Ask the Audience.<br /><ul><li> Rapid way to poll a large number of people.
  4. 4. Real time graphical response (result/feedback). </li></li></ul><li>Clickers in the Classroom.<br />Why use them in teaching?<br />Students are comfortable with technology.<br />Creates an active learning experience.<br />Provides a "safe" way for shy students to participate in classroom discussion.<br />Permits anonymous, simultaneous and fast response to questions.<br />Adds a little fun to the classroom!<br />
  5. 5. Clickers in the Classroom.<br />Where is the proof that they work in teaching?<br />Enthusiastic response of students towards Clickers (Cadwell & Moore, 2007)<br />Improvements in student learning based on Clicker use (Beatty et al., 2006)<br />Enhanced student interaction (Weerts, 2009) and engagement (Mayer, 2009)<br />Increased active-learning, participation, and level of advance preparation (Cook & Hazelwood, 2002).<br />=<br />......(Eqn 1)<br />
  6. 6. Clickers in the Classroom.<br />When can they be used?<br />* Taking class attendance.<br />* Questions about lecture content comprehension.<br />* Class participation, engagement and discussion.<br />* Test preparation session or end of section revision.<br /><ul><li>Low-stakes quizzes as part of a continuous assessment.
  7. 7. Student evaluation of module</li></ul>......(Eqn 2)<br />
  8. 8. Clickers in the Classroom.<br />How were they used in this study?<br />Module: TFCH1003, Foundation Organic Chemistry (1st Yr)<br />Large lecture room (Students: >130):<br />One clicker per group of four, pose a question. <br />Group discussion, decision, vote. <br />Followed by lecturer-facilitated discussion about the question. <br />
  9. 9. Clickers in the Classroom.<br />How were they used in this study?<br />Large Laboratory Sessions.<br />Students: <40.<br />One clicker per student. <br />Pre-lab: MCQ (safety, understanding theory, predicating lab outcomes)<br />Post-lab: Data collection to permit individual / group result comparison.<br />
  10. 10. Clickers in the Classroom.<br />How were they used in this study?<br />Module: TFCH1009, Chemical Applications (Environmental Health 1st Yr)<br />One clicker per student.<br />Used as aligned classroom activity for teaching and revision in preparation for online MCQ end of module exam.<br />
  11. 11. Clickers in the Classroom.<br />How were they used in this study?<br />Module: TFIP2001 (Pharmacy work placement)<br />One clicker per student.<br />Used to evaluate student perception of aspects of work placement blog.<br />Could be useful as a trigger for a focus group evaluation.<br />
  12. 12. Evaluation<br />Clickers in the Classroom.<br />How was Clicker usage evaluated?<br />n=100<br />n=60<br />n=15<br />
  13. 13. Clickers in the Classroom.<br />How was Clicker usage evaluated?<br />(%)<br />n=100<br />I enjoyed the use of Clickers in labs and lectures.<br />Clicker work was better than a normal lecture.<br /> <br />My understanding of the content improved when there was a Clickers element included.<br />The feedback /discussion was useful, even if I got the question wrong.<br /> <br />My discussion skills improved over the course of the semester by using Group Clicker work<br />A)<br />B)<br />C)<br />D)<br />E)<br />
  14. 14. Clickers in the Classroom.<br />How was Clicker usage evaluated?<br />(%)<br />n=100<br />I felt working in groups during Clicker work was best<br />When in Clicker groups we stayed on task and discussed the question<br />I felt more confident working in groups as the semester went on.<br />I was more focussed/concentrated more when the Clickers were being used.<br />I feel there should always be a class discussion on each Clicker question.<br />A)<br />B)<br />C)<br />D)<br />E)<br />
  15. 15. Clickers in the Classroom.<br />How was Clicker usage evaluated?<br />(%)<br />n=100<br />I would like to see more Clicker work in this module.<br />I would like to see more Clicker work in other modules.<br />Would you buy your own Clicker if they were regularly used in all lectures?<br />A)<br />B)<br />C)<br />
  16. 16. Clickers in the Classroom.<br />How was Clicker usage evaluated?<br />Evaluation by MCQ quiz on Webcourses immediately following MCQ module exam.<br />N=33<br />Overwhelming support for use of Clickers for engagement & motivation, feedback, gauging ability compared to peers, and preparing for MCQ quiz assessments.<br />
  17. 17. Clickers in the Classroom.<br />How was Clicker usage evaluated?<br />Student Opinions:<br />....Clickers made me think in class; I knew there would be a question on the topic and I didn’t want to let my group down by not being able to help in the Clicker discussion....<br />....Clickers were the best thing about a lecture or lab! I felt like my response was important to the class....<br />....I learnt from my neighbours, we helped each other....<br />
  18. 18. Clickers in the Classroom.<br />‘Clickers’ mentioned in 12 out of 33 comments for module ‘Best Features’<br />How was Clicker usage evaluated?<br />Student Opinions:<br />The Clickers system made the subject a lot more interactive and easier to learn.......<br />‘The feedback from the lecturer after each question in a ‘Clicker’ session helped me to learn and understand’<br />
  19. 19. Clickers in the Classroom.<br />Actions speak louder than words!<br />Write down why you want to implement Clickers in your teaching.<br />Write down how you will implement Clickers in your teaching.<br />Turn to the person beside you and discuss your ideas.<br />
  20. 20. Clickers in the Classroom.<br />Actions speak louder than words!<br />Working in pairs, design one clicker question. <br />Is the question fair? <br />Are there good “distractor” wrong answers?<br />How many wrong answers do you have?<br />Will the students answer alone?<br />How will you know if the students “understand”?<br />Feedback?<br />
  21. 21. Clickers in the Classroom.<br />“If I could offer you only one tip for the future, sunscreen would be it” --- BazLuhrmann<br />“The long-term benefits of sunscreen have been proven by scientists, whereas the rest of my advice has no basis more reliable than my own meandering experience!!”<br />
  22. 22. Clickers in the Classroom.<br />“If I could offer you only one tip for the future, sunscreen would be it” --- BazLuhrmann<br /><ul><li>Students enjoy Clickers. Careful of overkill!
  23. 23. Variety of uses: survey, comprehension, prediction.
  24. 24. “Confus-o-meter”….track change over a class.
  25. 25. Questions: appropriate and challenging.
  26. 26. Timing is crucial. The Big Reveal!
  27. 27. DISCUSSION! Peers and Lecturer.
  28. 28. Evaluate…using Clickers! During and end-point.</li></ul>http://www4.uwm.edu/ltc/srs/faculty/best_practices.cfm<br />
  29. 29. Clickers in the Classroom.<br />Clickers are not the “Silver Bullet” for large Class engagement and participation. <br />Part of an integrated approach!<br />How to give “Clicker Credit”?<br />Logistical and economic issues?<br />=<br />......(Eqn 3)<br />
  30. 30. Clickers in the Classroom.<br />Acknowledgements:<br />Learning, Teaching and Technology Centre, DIT.<br />Funding: DIT.<br /><ul><li>Questions?
  31. 31. Barry:</li></ul>Twitter: @CBS_Lecturer<br />Email: Barry.ryan@dit.ie<br /><ul><li>Julie:</li></ul>Twitter: @JulieLDunne<br />Email: Julie.dunne@dit.ie<br />

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