This Part 2 in a 2 Part Presentation
Achieve true engagement inyour lecture hall
1. Using clickers    a) Classroom Environment benefits    b) Learning benefits    c) Assessment benefits    d) Learning Go...
VideoClickers: Students andTeachers Speakhttp://bit.ly/RBacxV
http://larrycuban.files.wordpress.com/2009/09/large_lecture-hall.jpg                                                  30%J...
http://larrycuban.files.wordpress.com/2009/09/large_lecture-hall.jpg                                                      ...
http://larrycuban.files.wordpress.com/2009/09/large_lecture-hall.jpg                                                 87%Ha...
http://larrycuban.files.wordpress.com/2009/09/large_lecture-hall.jpg1. Kay RH and LeSage A. Examining the benefits and cha...
http://larrycuban.files.wordpress.com/2009/09/large_lecture-hall.jpgAdapted from Kay et al (2009)
1. Kay RH and LeSage A. Examining the benefits and challenges of using audience responsesystems: a review of the literatur...
http://africa360degrees.co.za/1. Kay RH and LeSage A. Examining the benefits and challenges of using audience responsesyst...
http://asiasociety.org/files/teacher_0.jpg1. Kay RH and LeSage A. Examining the benefits and challenges of using audience ...
http://www.5hue.com/                       1. Kay RH and LeSage A. Examining the benefits and challenges of using audience...
http://www.wisegeek.com/what-are-some-criticisms-of-no-child-left-behind.htm                                              ...
1. Kay RH and LeSage A. Examining the benefits and challenges of using audience responsesystems: a review of the literatur...
1. Kay RH and LeSage A. Examining the benefits and challenges of using audience responsesystems: a review of the literatur...
http://www.edutopia.org/healthier-testing-made-easy                                                      1. Kay RH and LeS...
* Reflect – the key abilities, attitudes, and items of mastery        * Help – “know what they need to know”         * Mea...
Should…     * Nourish – intellectual curiosity     * Encourage – independent learning     * Aid development – for more com...
Kathy Perkins, Director of the PhET Interactive Simulations Projectand Director of Colorado Universities’ Science Educatio...
Kathy Perkins, Director of the PhET Interactive Simulations Projectand Director of Colorado Universities’ Science Educatio...
Kathy Perkins, Director of the PhET Interactive Simulations Projectand Director of Colorado Universities’ Science Educatio...
Remember!       Students       must do   their   own learning;   we cannot    do the                           http://www....
#    Learning Theory    Researcher(s)                                                 Suggested Application Features1     ...
http://www.law.georgetown.edu/campus-life/student-life/peer-advisor/index.cfm
You can forget facts but youcannot forget understanding        – Eric Mazur
VideoFrom Questions to Concepts:Interactive Teaching inPhysicshttp://bit.ly/RBaLrw
“Teachers found that they could teach the material moreefficiently using question-driven instruction. They found that they...
Instructor Poses                  Question (< 1min)                  Students Answer                   Independently      ...
VideoClickers in your classroomhttp://bit.ly/THj2s1
http://scottfoto.blogspot.com/2009/03/west-baden-springs-st-meinrad-abbey.htmlDerek Bruff
http://imggames.com/?p=18Derek Bruff
http://1.1.1.3/bmi/images.yourdictionary.com/images/definitions/lg/uncover.jpg                                            ...
Derek Bruff
1.    Factual Knowledge: remember and recall factual information•    Define, List, State, Label, Name, Describe2.    Compr...
Clicker Resource GuideAn Instructors Guide to the Effective Use of Personal Response Systems (Clickers) in Teaching
(credit to Ian Beatty, U. Mass-Amherst)
(credit to Ian Beatty, U. Mass-Amherst)
(credit to Ian Beatty, U. Mass-Amherst)
(credit to Ian Beatty, U. Mass-Amherst)
(credit to Ian Beatty, U. Mass-Amherst)
(credit to Ian Beatty, U. Mass-Amherst)
(credit to Ian Beatty, U. Mass-Amherst)
(credit to Ian Beatty, U. Mass-Amherst)
(credit to Ian Beatty, U. Mass-Amherst)
(credit to Ian Beatty, U. Mass-Amherst)
(credit to Ian Beatty, U. Mass-Amherst)
(credit to Ian Beatty, U. Mass-Amherst)
(credit to Ian Beatty, U. Mass-Amherst)
(credit to Ian Beatty, U. Mass-Amherst)
(credit to Ian Beatty, U. Mass-Amherst)
(credit to Ian Beatty, U. Mass-Amherst)
(credit to Ian Beatty, U. Mass-Amherst)
(credit to Ian Beatty, U. Mass-Amherst)
(credit to Ian Beatty, U. Mass-Amherst)
STEMclickers.colorado.edu
VideoClickers in the Classroom: TheResearch. Do clickers helpstudents learn?http://bit.ly/TIZ8dZ
Common
I want to get• Jump right in –                                      STARTED!• Consider borrowing a set of clickers to try ...
Purchase                         Models• ‘Teaching with Technology’  department purchases and loans  clickers to lecturers...
Purchase                           Models• Some Universities ‘rent’ their  clickers to students• Deposit paid ( 50% refund...
Purchase                             Models• Bookstore model• (not yet available in South Africa)• Clickers are provided w...
Response Solutionsfor students
Clicker DevicesResponseCard® NXT       ResponseCard® RF LCD        ResponseCard® RF      ResponseWareOffers advanced      ...
Clicker productsfor lecturers
Anywhere Polling SoftwarePoll with ANY Application − Mac® or PC
PowerPoint® Polling SoftwarePoll Within PowerPoint®
Polling HardwarePoll without a Computer or ProjectorResponseCard AnyWhereDisplay student results anywhere, anytime.
Presenter ToolsRemain Agile while PollingPresenterWareProvides instructors remotecontrol of polling softwarethrough mobile...
LMS & Registration1. Learning Management Systems2.    Seamlessly pull rosters and import/export into todays      most popu...
Distance Learning1. RemotePoll2.   Simultaneously poll students in multiple     classrooms through the Internet to gather ...
References1.   Journal of the Scholarship of Teaching and Learning, Vol. 9, No. 1, January 2009, pp.     13 - 26. An empir...
Great books on clickers1.   Peer Instruction (Eric Mazur)2.   Teaching with Classroom Response Systems (Derek Bruff)3.   C...
Web references / resources1.       Research papers:     • https://sites.google.com/site/clickerresearch/ (****)     • http...
Thanks for listening!David Wilson  Office: 086 110 6365  Web: www.participate.co.za  Blog: www.clickers.co.za  Facebook –w...
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2
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Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2

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This is Part 2 of a 2 Part presentation.
Part 1 - Presents the reality we face teaching in the 21st Century (view at http://bit.ly/WIW56k.)
Part 2 - The Multiple uses of clickers

Note: some fonts and image alignment has changed during the upload!

Abstract: Successfully preparing the students of today for the world of tomorrow requires a new approach to teaching. This presentation includes a visit to the origins of the classroom, teaching in the industrial revolution and then presents the reality we face teaching in the 21st Century.

Clickers are an effective teaching tool that help facilitate pedagogical best practices, allowing lecturers to deliver instruction and assessment simultaneously, enhance learning while students actively participate in your lessons without fear of humiliation.

The workshop will cover some of the pedagogical literature and learning theories that clicker technology supports, offer a practical demonstration of peer instruction and demonstration some practical tips on how to effectively use and benefit from clickers in your lectures.

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Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2

  1. 1. This Part 2 in a 2 Part Presentation
  2. 2. Achieve true engagement inyour lecture hall
  3. 3. 1. Using clickers a) Classroom Environment benefits b) Learning benefits c) Assessment benefits d) Learning Goals e) How people learn2. Pedagogical literature and learning theories a) Peer Instruction3. Classroom Strategies with clickers a) Writing Clicker Questions b) Bloom’s Taxonomy c) Clicker question goals d) Teaching Choices e) Common Pitfalls4. How to get started5. Purchase Models6. Product Offering7. References and Resources
  4. 4. VideoClickers: Students andTeachers Speakhttp://bit.ly/RBacxV
  5. 5. http://larrycuban.files.wordpress.com/2009/09/large_lecture-hall.jpg 30%Journal of the Scholarship of Teaching and Learning, Vol. 9, No. 1, January 2009, pp. 13 - 26.An empirical study of personal response technology for improving attendance and learning in a large classAmy Shapiro
  6. 6. http://larrycuban.files.wordpress.com/2009/09/large_lecture-hall.jpg 70%‘LEARNING BY REMOTE CONTROL’: EXPLORING THE USE OF AN AUDIENCE RESPONSE SYSTEM AS A VEHICLE FOR CONTENT DELIVERYJeremy B. Williams - Brisbane Graduate School of Business - Queensland University of Technology, AUSTRALIA (2003)
  7. 7. http://larrycuban.files.wordpress.com/2009/09/large_lecture-hall.jpg 87%Hall et al. (2005) Student Response System in High Enrollment CoursesUniversity of Missouri - Rolla
  8. 8. http://larrycuban.files.wordpress.com/2009/09/large_lecture-hall.jpg1. Kay RH and LeSage A. Examining the benefits and challenges of using audience response systems: a review of the literature. Computers and Education. 2009; 53:819-27.
  9. 9. http://larrycuban.files.wordpress.com/2009/09/large_lecture-hall.jpgAdapted from Kay et al (2009)
  10. 10. 1. Kay RH and LeSage A. Examining the benefits and challenges of using audience responsesystems: a review of the literature. Computers and Education. 2009; 53:819-27. http://prayas2k12.com/main/events.php?id=7
  11. 11. http://africa360degrees.co.za/1. Kay RH and LeSage A. Examining the benefits and challenges of using audience responsesystems: a review of the literature. Computers and Education. 2009; 53:819-27.
  12. 12. http://asiasociety.org/files/teacher_0.jpg1. Kay RH and LeSage A. Examining the benefits and challenges of using audience responsesystems: a review of the literature. Computers and Education. 2009; 53:819-27.
  13. 13. http://www.5hue.com/ 1. Kay RH and LeSage A. Examining the benefits and challenges of using audience response systems: a review of the literature. Computers and Education. 2009; 53:819-27.
  14. 14. http://www.wisegeek.com/what-are-some-criticisms-of-no-child-left-behind.htm 27%Student Response Systems: Interactivity in a Classroom EnvironmentHarold M. Horowitz, Ph.D., Program Director Educational TechnologyIBM Corporate Education Center, Thornwood, New York 10594
  15. 15. 1. Kay RH and LeSage A. Examining the benefits and challenges of using audience responsesystems: a review of the literature. Computers and Education. 2009; 53:819-27.
  16. 16. 1. Kay RH and LeSage A. Examining the benefits and challenges of using audience responsesystems: a review of the literature. Computers and Education. 2009; 53:819-27. http://onlinelearninginsights.wordpress.com/2012/04/03/good-bad-and-ugly-student-comments-on-group-work-in-e-learning/
  17. 17. http://www.edutopia.org/healthier-testing-made-easy 1. Kay RH and LeSage A. Examining the benefits and challenges of using audience response systems: a review of the literature. Computers and Education. 2009; 53:819-27.
  18. 18. * Reflect – the key abilities, attitudes, and items of mastery * Help – “know what they need to know” * Measurable – not vagueWays of Using TEFA - Ian D. Beatty, Scientific Reasoning Research Institute, University of Massachusetts Amherst
  19. 19. Should… * Nourish – intellectual curiosity * Encourage – independent learning * Aid development – for more complex thinking * Increase knowledge – content retention and understandingWays of Using TEFA - Ian D. Beatty, Scientific Reasoning Research Institute, University of Massachusetts Amherst
  20. 20. Kathy Perkins, Director of the PhET Interactive Simulations Projectand Director of Colorado Universities’ Science Education Initiative
  21. 21. Kathy Perkins, Director of the PhET Interactive Simulations Projectand Director of Colorado Universities’ Science Education Initiative
  22. 22. Kathy Perkins, Director of the PhET Interactive Simulations Projectand Director of Colorado Universities’ Science Education Initiative
  23. 23. Remember! Students must do their own learning; we cannot do the http://www.thecultureconcept.com/circle/national-year-reading-2012-creating-the-future-of-Stephanie Chasteen (PhD) learning never to young to learn
  24. 24. # Learning Theory Researcher(s) Suggested Application Features1 Immediate Epstein Immediate Feedback Assessment Technique Chart with Correct Answer Indicator/ Participant Feedback promotes learning and corrects inaccurate first responses Monitor / Individual Reports2 Engagement Prensky Digital Natives, Digital Immigrants Fastest Responder / Priority Ranking or Ranking Wizard Greene Spacing effects in memory: Evidence for a two-3 Spacing Effect Continue Prior Session / Essay Slide process account Mazur Peer Instruction: Ten Years of Experience and Repoll / Comparative Linking/ Comparative Linking4 Peer Instruction Reports Results Bruff Teaching with classroom response systems: Creating On the Fly Slides / Conditional Branching /Moment to5 Agile Teaching active learning environments Moment Keller Use of the ARCS Motivation Model in Courseware Countdown Timer/Response Grids /Leader6 Motivation Boards/Gaming Slides / Point Values Design Assessment FOR Point Values / TurningPoint AnyWhere–Live Charts7 Stiggins Putting testing in perspective: It’s for learning Learning Anonymous Polling /Review Only/Comparative Linking8 Positive Reid Practicing effective instruction: The Exemplary Center Correct Answer Indicator /Fastest Responders/Leader Reinforcement for Reading Instruction approach Boards /Point Values Game Based Team Slides Fastest Responder Wager Leader Boards9 Dede Immersive Interfaces for Engagement and Learning Speed Scoring TPAW with Digital Games Team Scoring Learning Reports Bonwell and Eison Active learning: Creating excitement in “Need Help” answer choice /On the Fly10 Active Learning Questions/Custom / Text Message/Feedback the classroom Demographic Comparison Data Slicing /Convert to11 Learning Styles Keefe Learning Style Theory and Practice Picture Slide Chart Colors–Correct/Incorrect /Answer Now/ Video/Audio files with question slides12 Socratic Hake Socratic pedagogy in the introductory physics lab Custom Standards List / Conditional Branching Questioning Continue Prior Session
  25. 25. http://www.law.georgetown.edu/campus-life/student-life/peer-advisor/index.cfm
  26. 26. You can forget facts but youcannot forget understanding – Eric Mazur
  27. 27. VideoFrom Questions to Concepts:Interactive Teaching inPhysicshttp://bit.ly/RBaLrw
  28. 28. “Teachers found that they could teach the material moreefficiently using question-driven instruction. They found that theyhad a deeper understanding of students difficulties, allowingthem to tune their instruction more efficiently. Plus, in laterunits, students grasp of the underlying material helps themprogress through the units more quickly.”Stephanie Chasteen (PhD)Science Teaching Fellow at ScienceEducation Initiative, University ofColorado at BoulderIndependent BusinessOwner, sciencegeekgirl enterprises
  29. 29. Instructor Poses Question (< 1min) Students Answer Independently (1-3 min) Most correct Most incorrect Equal splitBriefly discuss Back track Discuss in pairs (< 1min) (5 min+) Revote (1-5 min) Instructor lead Class wide discussion Revote (2-15 min)
  30. 30. VideoClickers in your classroomhttp://bit.ly/THj2s1
  31. 31. http://scottfoto.blogspot.com/2009/03/west-baden-springs-st-meinrad-abbey.htmlDerek Bruff
  32. 32. http://imggames.com/?p=18Derek Bruff
  33. 33. http://1.1.1.3/bmi/images.yourdictionary.com/images/definitions/lg/uncover.jpg Derek Bruff
  34. 34. Derek Bruff
  35. 35. 1. Factual Knowledge: remember and recall factual information• Define, List, State, Label, Name, Describe2. Comprehension: demonstrate understanding of ideas, concepts• Describe Explain Summarize Interpret Illustrate3. Application: apply comprehension to unfamiliar situations• Apply, Demonstrate, Use, Solve, Predict, Construct, Modify4. Analysis: break down concepts into parts• Compare, Contrast, Categorize, Distinguish, Identify, Infer5. Synthesis: transform combine ideas to create something new• Develop, Create, Propose, Formulate, Design, Invent6. Evaluation: think critically about and defend a position• Judge, Appraise, Recommend, Justify, Defend, Criticize, Evaluate
  36. 36. Clicker Resource GuideAn Instructors Guide to the Effective Use of Personal Response Systems (Clickers) in Teaching
  37. 37. (credit to Ian Beatty, U. Mass-Amherst)
  38. 38. (credit to Ian Beatty, U. Mass-Amherst)
  39. 39. (credit to Ian Beatty, U. Mass-Amherst)
  40. 40. (credit to Ian Beatty, U. Mass-Amherst)
  41. 41. (credit to Ian Beatty, U. Mass-Amherst)
  42. 42. (credit to Ian Beatty, U. Mass-Amherst)
  43. 43. (credit to Ian Beatty, U. Mass-Amherst)
  44. 44. (credit to Ian Beatty, U. Mass-Amherst)
  45. 45. (credit to Ian Beatty, U. Mass-Amherst)
  46. 46. (credit to Ian Beatty, U. Mass-Amherst)
  47. 47. (credit to Ian Beatty, U. Mass-Amherst)
  48. 48. (credit to Ian Beatty, U. Mass-Amherst)
  49. 49. (credit to Ian Beatty, U. Mass-Amherst)
  50. 50. (credit to Ian Beatty, U. Mass-Amherst)
  51. 51. (credit to Ian Beatty, U. Mass-Amherst)
  52. 52. (credit to Ian Beatty, U. Mass-Amherst)
  53. 53. (credit to Ian Beatty, U. Mass-Amherst)
  54. 54. (credit to Ian Beatty, U. Mass-Amherst)
  55. 55. (credit to Ian Beatty, U. Mass-Amherst)
  56. 56. STEMclickers.colorado.edu
  57. 57. VideoClickers in the Classroom: TheResearch. Do clickers helpstudents learn?http://bit.ly/TIZ8dZ
  58. 58. Common
  59. 59. I want to get• Jump right in – STARTED!• Consider borrowing a set of clickers to try out in a few class sessions• Don’t grade clicker questions in the beginning, this way if you have technical difficulties students grades are not at risk and students will not be concerned.• Start with simple questions, then move up the Blooms Taxonomy towards more conceptual questions, then look to introduce Peer Instruction.
  60. 60. Purchase Models• ‘Teaching with Technology’ department purchases and loans clickers to lecturers• Departments budget and purchase
  61. 61. Purchase Models• Some Universities ‘rent’ their clickers to students• Deposit paid ( 50% refundable)• Funds to purchase more
  62. 62. Purchase Models• Bookstore model• (not yet available in South Africa)• Clickers are provided with a textbook• Clicker content included for lecture
  63. 63. Response Solutionsfor students
  64. 64. Clicker DevicesResponseCard® NXT ResponseCard® RF LCD ResponseCard® RF ResponseWareOffers advanced Durable radio frequency ResponseCard RF Allows students tocapabilities such as device offers students an clickers are respond via webcell phone style text engaging and easy-to-use lightweight and browsers on any webentry for short solution. LCD screen compact in size. enabled device includinganswer and essay provides visual The durable clicker Android™, iPhone®, Blackquestions as well as confirmation of selected has been rigorously Berry®, and laptops orself-paced test mode responses, channel tested in classroom tablets to immediatelyfor individual setting and battery life. environments. transfer their selection toassessment. polling applications.
  65. 65. Clicker productsfor lecturers
  66. 66. Anywhere Polling SoftwarePoll with ANY Application − Mac® or PC
  67. 67. PowerPoint® Polling SoftwarePoll Within PowerPoint®
  68. 68. Polling HardwarePoll without a Computer or ProjectorResponseCard AnyWhereDisplay student results anywhere, anytime.
  69. 69. Presenter ToolsRemain Agile while PollingPresenterWareProvides instructors remotecontrol of polling softwarethrough mobile devices. PresenterCard Radio frequency hardware device that interacts with polling software.
  70. 70. LMS & Registration1. Learning Management Systems2. Seamlessly pull rosters and import/export into todays most popular LMS. • Easy to maintain • Secure
  71. 71. Distance Learning1. RemotePoll2. Simultaneously poll students in multiple classrooms through the Internet to gather and display results from all locations for complete analysis.3. ResponseWare4. Allow students to respond via web browsers on any web enabled device to immediately transfer their selection to polling applications.
  72. 72. References1. Journal of the Scholarship of Teaching and Learning, Vol. 9, No. 1, January 2009, pp. 13 - 26. An empirical study of personal response technology for improving attendance and learning in a large class Amy Shapiro2. ‘LEARNING BY REMOTE CONTROL’: EXPLORING THE USE OF AN AUDIENCE RESPONSE SYSTEM AS A VEHICLE FOR CONTENT DELIVERY Jeremy B. Williams - Brisbane Graduate School of Business - Queensland University of Technology, AUSTRALIA (2003)3. Hall et al. (2005) Student Response System in High Enrollment Courses Kay RH and LeSage A. Examining the benefits and challenges of using audience response systems: a review of the literature. Computers and Education. 2009; 53:819-27. University of Missouri - Rolla4. Student Response Systems: Interactivity in a Classroom Environment Harold M. Horowitz, Ph.D., Program Director Educational Technology IBM Corporate Education Center, Thornwood, New York 105945. Kathy Perkins, Director of the PhET Interactive Simulations Project and Director of Colorado Universities’ Science Education Initiative6. Ways of Using TEFA - Ian D. Beatty, Scientific Reasoning Research Institute, University of Massachusetts Amherst
  73. 73. Great books on clickers1. Peer Instruction (Eric Mazur)2. Teaching with Classroom Response Systems (Derek Bruff)3. Clickers in the Classroom (Douglas Duncan)4. Clickers in Chemistry (Margaret Asirvatham)
  74. 74. Web references / resources1. Research papers: • https://sites.google.com/site/clickerresearch/ (****) • https://sites.google.com/site/clickerresearch2/ (**) • http://www.turningtechnologies.com/studentresponsesystems/researchcasestudies/ TurningPoint specific (****)2. Clicker bibliography: • http://cft.vanderbilt.edu/docs/classroom-response-system-clickers-bibliography/3. University clicker pages • http://www.cwsei.ubc.ca/resources/clickers.htm (*****) • http://www4.uwm.edu/ltc/srs/faculty/articles_research.cfm (*****) • http://clickers.asu.edu/ (*****) • http://STEMclickers.colorado.edu (*****)4. Individual pages/blogs • http://ianbeatty.com/crs/resources (*****) • http://sciencegeekgirl.com (*****) • http://derekbruff.org/?page_id=2 (*****) • http://mazur.harvard.edu/ (*****)
  75. 75. Thanks for listening!David Wilson Office: 086 110 6365 Web: www.participate.co.za Blog: www.clickers.co.za Facebook –www.facebook.com/ParticipateSA Twitter - @participateSA Twitter personal – @davew_sa

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