Clicker2012 many tomany


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25 Year Perspective along a Path to a Many-to-Many Conversation

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  • Clicker pro’s would be using numeric to enter year, I’m used to having students with mix of old & new clickers
  • Do on the fly to add other typesDo turn to your neighbor & see if you agree
  • Varies by prof, course, course topic, point in lecture, your comfort level with techniques and material, & even student  variety
  • Excel, blackboard gradesheets, & clickers
  • Clicker2012 many tomany

    1. 1. A 25-Year Perspective on Student Learning and Clickers“Fostering a Many-to-Many Conversation” Ted Eschenbach, Ph.D., P.E. Emeritus Professor of Engineering Management University of Alaska Anchorage October 26, 2012 Clickers 2012, Chicago Fostering a Many-to- Many Conversation 1
    2. 2. WarningTed really does believe:1. Clickers = best thing since printing press2. Printing press  lecture ≠ copying text Clickers  interactive for 15 to 500 Fostering a Many-to- Many Conversation 2
    3. 3. When did you first use clickers?A. 198xB. 199xC. 200xD. 2011 or 2012E. Never have Fostering a Many-to- Many Conversation 3
    4. 4. Level of familiarity with clickersA. Used in multiple coursesB. Used in 1 courseC. Familiar w/ use by othersD. Know what clickers areE. Completely new to me Fostering a Many-to- Many Conversation 4
    5. 5. Ted’s Clicker Use History 1988 – 1990 U Missouri-Rolla  IBM Adv. Tech. Classroom  50 of 50 earned A/B/C College of Business: 6.5 academic years  3 vendors, 29 classes, 12 – 70 students  Undergrad, graduate mostly finance & operations mgmt  Clickers in all but 1 stat class since started using Guest Lectures (also clicker demos)  U. of Arkansas: two 30 student sections  Texas Tech: two 150 – 200 student sections Workshops & Presentations  5 national conferences of 4 societies Fostering a Many-to- Many Conversation 5
    6. 6. Clicker Value UG GradReason successful 10% 4%in classHelped learning 70% 79%Neutral 15% 15%Fewer = better 3% 2%Waste of time 2% 0% Fostering a Many-to- Many Conversation 6
    7. 7. # Vendors Used? InterWrite/PRS, Turning Technology, i>Clicker, & eInstructionA. 0B. 1C. 2D. 3E. ≥4 Fostering a Many-to- Many Conversation 7
    8. 8. InterWrite/PRS, Turning Technology,i>Clicker, & eInstructionDo you have a favorite?A. NoB. YesIs it i>Clicker?A. NoB. Yes Fostering a Many-to- Many Conversation 8
    9. 9. Example technology choices $30 - $40 new, ≈$1/wk usedVia web or app Multiple choice Adds text & numeric$ $$ $$$ Fostering a Many-to- Many Conversation 9
    10. 10. Is Cost of the Technology an Issuefor You?Student clickers?A. NoB. YesInstructor’s kit?A. NoB. Yes Fostering a Many-to- Many Conversation 10
    11. 11. Technology/Vendor SelectionCampus/school vs. instructor  vendor  Multiple choice vs. text/numericLecture style  *.ppt  pick any ?? or Turning   i>Clicker or eInstructionCellphone in class?  clicker app vs. distractions Fostering a Many-to- Many Conversation 11
    12. 12. Faculty Perspective Best Reason to Use ClickersA. Students are more engagedB. What % can really do example?C. How many for which mistakes?D. Everyone respondsE. Don’t need to cover as much material Fostering a Many-to- Many Conversation 12
    13. 13. Student Perspective Best Reason to Use ClickersA. Previewed calculations for homeworkB. I learned from my mistakesC. It forced me to wake up & respondD. Ted was quiet for a whileE. There weren’t any advantages Fostering a Many-to- Many Conversation 13
    14. 14. Student Perspective Biggest Advantage UG GradPreviewed calculations forhomework 32% 10%I learned from my mistakes 33% 52%It forced me to wake up & 29% 24%respondTed was quiet for a while 4% 10%There weren’t any advantages 2% 4% Fostering a Many-to- Many Conversation 14
    15. 15. My Perception of How ClickersAdd Value In My Classes Feedback improves performance  Class to faculty member  To each student (students don’t know what they don’t know)  Immediate & multiple times/lecture Students more engaged Students not asleep in seat Individual responses without guidance from smart, talkative student  Faculty knows % each answer immediately Let students see they are not alone  More will then speak up  Many students are quiet & some international students very much so Fostering a Many-to- Many Conversation 15
    16. 16. Clicker Question Types Recall questions (from lecture or text) Quantitative examples Concepts or relationships  If this ____ which of these A/B/C/…  Which action in a case Student knowledge & experience  Opening example clickers  Candid responses – ethics, bankruptcy Fostering a Many-to- Many Conversation 16
    17. 17. Clicker Question Types: Bruff’s TaxonomyContent questions  Recall  Conceptual understanding  Application: procedural, predictiveCritical thinking questions  One best answer: peer review  Free responseProcess questions  Student perspective  Confidence level  Monitoring Fostering a Many-to-Classroom experiments Many Conversation 17
    18. 18. Should I Present Examples of These Question Types?A. YesB. Yes, but very brieflyC. I don’t careD. NoNote: this is a process question Fostering a Many-to- Many Conversation 18
    19. 19. RecallPDCA cycle does not include:A. DOB. PLANC. CHECKD. CONTROLE. ACTuse a build slide for Q & Answer Fostering a Many-to- Many Conversation 19
    20. 20. Solve$2550 balance on 18% APR credit card;mo. pmts of $100Pay-off months?A. 21.8B. 26.3C. 32.4D. None aboveE. Don’t know Fostering a Many-to- Many Conversation 20
    21. 21. Conceptual QuantitativeAnswers as variables orequations rather than #sEngr economy: EAC of truck =Find EOQ: Q* =A. 28K(A/P, 5%, 6) + 1.4K − 9K(A/F, 5%, 6)B. ….C. √ (2*1200*45/50)D. …. Fostering a Many-to- Many Conversation 21
    22. 22. ConceptWhich is NOT a project characteristic?A. One time job, withB. Defined start &C. Defined end, whichD. Produces repetitive prods/srvcs,E. For specified SOW, set budget, & …. Fostering a Many-to- Many Conversation 22
    23. 23. Conceptual Application For the case on p. xxx in text A. The firm should do x because of y B. … C. The court will find for the defendant because …. D. … Fostering a Many-to- Many Conversation 23
    24. 24. Conceptual Application If _________; what happens with A & B A. A↑ &B↑ B. A↑ &B↓ C. A↓ &B↑ D. A↓ &B↓ E. None of the above/I don’t know Fostering a Many-to- Many Conversation 24
    25. 25. Gauging KnowledgeSurvey of Background in ExcelDo you use relative & absolute addresses?A. Whats that?B. NoC. SometimesD. Regularly Fostering a Many-to- Many Conversation 25
    26. 26. Student Performance% hmwrk correct? A. 100% B. 75% C. 50% D. 25% E. 0% F. Didn’t get to it Text or numeric input can be used to increase # of multiple choice options Fostering a Many-to- Many Conversation 26
    27. 27. Candid ResponseWithin last year have you…A. Cheated on exam?B. Lied to boss?C. Stolen from employer?D. More than one above?E. None above?i>Clicker allows anonymous polling a Many-to- Fostering Many Conversation 27
    28. 28. Students Don’t Know What They Don’t KnowFirm invests $75,000 to save $10,000/year inenergy costs for 15 years. r = 8% What is payback period? A. 7.5 years B. About 10 years C. About 12 years D. 15 years E. None of the above Fostering a Many-to- Many Conversation 28
    29. 29. Demographics:advanced capabilityResults categorized for comparison gender work experience course performance (grade) major  detailed breakdown or by colleges  majors & non-majors ASEM 29
    30. 30. Text & numerics:advanced capability Can round numeric answers by # significant digits  Challenges if off by orders of magnitude  Histogram or bar chart Text to rank 5 choices ADCEB  Can truncate/round to 1st, 2nd, … letter Text displayed as bar chart ASEM 30
    31. 31. Evolution of Ted’s Clicker Use Question form & recording has not evolved  Multiple choice & anonymous  Ted likes revote after talking with your neighbor Lecture with quantitative examples (1988 – Sp 2009)  Later years added more & more conceptual questions Fostering a Many-to-Many Conversation (F 2009 – 2012)  No more lecture = Cliff Notes for the text  Driven by my need to add value Fostering a Many-to- Many Conversation 31
    32. 32. Class Time as Many-to-Many Conversation My courses  Typically introduce material with a quantitative basis  Students know little about subject   classic choice is lecture to transmit my knowledge & understanding Clicker questions  Similar to when I lectured  But many more of them Class structure is very different  Not: here is what you need to know  What is the answer to __________? Examples presented as a series of steps  They solve each step rather than watch me Models, figures, & tables presented  Clickers guide the discussion Whenever appropriate I personalize the material Fostering a Many-to- Many Conversation 32
    33. 33. Overview of Other Uses Flipped classroom  Class time doing examples/problems  Out-of-class for online lectures Participation points  Minimum fraction answered  Minimum fraction answered correctly Frequent quizzes  1 question = standard clicker  Quiz sheet & enter all responses at end Take attendance Connect to course mgmt system (such as Blackboard) for grading Fostering a Many-to- Many Conversation 33
    34. 34. Teaching Goals Should DriveChoices Encourage discussion Feedback for flipped or lecture classroom  to you: % right & each error  to each student: did they get it right Learn about your students More efficient quizzes/attendance Fostering a Many-to- Many Conversation 34
    35. 35. If You Use Clickers, What is YourPrincipal Type of Use? A. Lecture + clickers for efficient attendance & quizzes B. Lecture + clickers for examples C. Flipped classroom D. Many-to-many conversation E. Another type of use Fostering a Many-to- Many Conversation 35
    36. 36. Best Choice ProbablyCombines Opening quiz on reading   more read before class  In class  more there on-time  On line  they can read more & less class time Quantitative examples  Prof learns % right & each error  Students learn what they don’t/didn’t know Many-to-many  Focuses on concepts Fostering a Many-to- Many Conversation 36
    37. 37. Emotional Why the Many-to-Many Choice? ½ to ¾ business students don’t like math  I teach required finance & statistics courses Sleeping & zoned out students  = wasted time   some level of failure on my part Repeating failed efforts (lectures)  = definition of insanity Conversations are fun  I’m learning too Fostering a Many-to- Many Conversation 37
    38. 38. Logical Why the Many-to-Many &not Flipped or Lecture Choice? Increasing class sizes Lecture model archaic  Clickers help but don’t solve problem  I covered it ≠ they learned it 50 – 70 students many more than I can help in class Prefer on-line homework  At collegiate level better than flipped  Faster & more individualized feedback Fostering a Many-to- Many Conversation 38
    39. 39. Clickers are the How for aMany-to-Many Conversation Conversation requires knowing what other person said = feedback Informed conversation  read text before class  Force conversation with neighbor over paging through text looking for an answer ≈ 50% print slides  But few figure out answers before class   boring waits for others to read & answer Fostering a Many-to- Many Conversation 39
    40. 40. How Much Communication inMany-to-Many Class Less info presented than in a lecture  Dialogue is slower than a monologue  Common lecture pace fits somewhat below average student Clickers are slower  For me, since I want nearly all  Minimize words since some slow readers  Some want to get it right & may over-think Fostering a Many-to- Many Conversation 40
    41. 41. How Much communicationsometimes means # clickers/class More than 1 or 2 slides per week  Too few  why buy clicker Examples & concepts  Can be 2 – 10 slides per lecture  × 2 for examples with answer slide Many-to-many  Can be 90% of .ppt Fostering a Many-to- Many Conversation 41
    42. 42. Why Passionate aboutClickers? Higher ed must reduce cost growth Higher ed must increase student learning  Too little value for too many of our students Competition from distance delivered courses  teams of specialists to effectively integrate  multi-media “textbooks”  self-directed/computer-guided learning  world-class faculty expertise Fostering a Many-to- Many Conversation 42
    43. 43. Future/Current Needs Include “Clickers” for asynchronous learning  Hardware/software  Teaching knowledge on how effective Seamless integration of teaching tools  Short faculty learning curve Easier switching between texts/publishers Fostering a Many-to- Many Conversation 43
    44. 44. Did clicker use increase what you got out of this talk?A. Helped me stay awakeB. Forced me to intellectually commitC. Interesting to see group’s responsesD. Ted was quiet at least occasionallyE. No, the clickers were a waste of time Fostering a Many-to- Many Conversation 44
    45. 45. Questions & Contact Info Ted Eschenbach   907-333-7817 (1 hour west of Pacific Time) Fostering a Many-to- Many Conversation 45
    46. 46. Biggest barrier to adoptionA. CostB. Lectures too full to addC. Faculty resistance to changeD. Lack of student interestE. Little educational value Fostering a Many-to- Many Conversation 46