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Flipping the College of 
Medicine on Its Side 
Max Anderson, MLIS, Instructional Designer 
Julie Mann, MA, Associate Direc...
Attributed to Jean-Marc Côté between 1899-1910
Malcolm Knowles “Andragogy” 
• Establish an effective learning climate, where 
learners feel safe and comfortable expressi...
© Copyright Roy William Shakespeare and licensed for reuse under this Creative Commons License.
Students learn best by…
Students learn best when instructors 
employ active teaching methods like: 
A.Lecture 
B. Audio-Visual 
C. Practice 
D.Rea...
“Tell me, and I forget. Show me, and I remember. Involve me, and I 
understand” ~ Chinese proverb
Faculty are uncomfortable with the technology; 
fear of not being in control 
Students might not being their device to cla...
• Demonstrated how to use clickers 
• Let them borrow a receiver base - play in 
order to learn 
• Documentation 
• One-on...
• Demonstrated how to use 
clickers 
• Students caught on pretty quickly 
• Well-written questions 
• Timely use
Q1 A small acorn over time can grow into a huge 
oak tree. The tree can weigh many tons. Where 
does most of the mass come...
• Survey / Demographic Data 
• Simple Retention / Conceptual “One Right Answer” 
• Discussion or “No One Right Answer” 
• ...
I feel that using clickers today 
helped me to participate in class. 
A.True 
B. False
Selected References 
Forest, C.P. (2012). The effect of audience response systems on adult learning: Evidence-based 
ratio...
Max Anderson, MLIS, Instructional Designer 
max@uic.edu 
Julie Mann, MA, Associate Director 
jlmann@uic.edu 
University of...
Flipping the College of Medicine On Its Side - TechTeach 2014
Flipping the College of Medicine On Its Side - TechTeach 2014
Flipping the College of Medicine On Its Side - TechTeach 2014
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Flipping the College of Medicine On Its Side - TechTeach 2014

Learn how we have implemented audience response systems in the curriculum at the University of Illinois at Chicago College of Medicine program.

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Flipping the College of Medicine On Its Side - TechTeach 2014

  1. 1. Flipping the College of Medicine on Its Side Max Anderson, MLIS, Instructional Designer Julie Mann, MA, Associate Director University of Illinois at Chicago College of Medicine Undergraduate Medical Education
  2. 2. Attributed to Jean-Marc Côté between 1899-1910
  3. 3. Malcolm Knowles “Andragogy” • Establish an effective learning climate, where learners feel safe and comfortable expressing themselves • Involve learners in diagnosing their own needs – this will help trigger internal motivation • Involve learners in evaluating their own learning – this can develop their skills of critical reflection
  4. 4. © Copyright Roy William Shakespeare and licensed for reuse under this Creative Commons License.
  5. 5. Students learn best by…
  6. 6. Students learn best when instructors employ active teaching methods like: A.Lecture B. Audio-Visual C. Practice D.Reading
  7. 7. “Tell me, and I forget. Show me, and I remember. Involve me, and I understand” ~ Chinese proverb
  8. 8. Faculty are uncomfortable with the technology; fear of not being in control Students might not being their device to class, or it doesn’t work for whatever reason Activities that are not centered on student learning and achievement give the perception of busywork
  9. 9. • Demonstrated how to use clickers • Let them borrow a receiver base - play in order to learn • Documentation • One-on-one meetings • Hand-holding • Work with faculty on question writing
  10. 10. • Demonstrated how to use clickers • Students caught on pretty quickly • Well-written questions • Timely use
  11. 11. Q1 A small acorn over time can grow into a huge oak tree. The tree can weigh many tons. Where does most of the mass come from as the tree grows? a) Minerals in the soil b) Organic matter in the soil c) Gases in the air d) Sunlight Q2 What causes the seasons? a) The change in the earth’s distance from the sun during the year b) The tilt of the earth’s axis c) Changes in the sun’s brightness d) Changes in the clouds e) None of the above
  12. 12. • Survey / Demographic Data • Simple Retention / Conceptual “One Right Answer” • Discussion or “No One Right Answer” • Opinion / Critical Thinking • True / False • Application of Factual knowledge • Prediction / Reasoning
  13. 13. I feel that using clickers today helped me to participate in class. A.True B. False
  14. 14. Selected References Forest, C.P. (2012). The effect of audience response systems on adult learning: Evidence-based rationale and audience response systems implementation guide. The Journal of Physician Assistant Education, 23(4), 54-59. Hayden, S. (2013). Teaching with technology: Dr. Angel Hoekstra and Dr. Stephanie Mollborn on clickers. Retrieved from http://assett.colorado.edu/teaching-with-technology-dr-angel-hoekstra- and-dr-stefanie-mollborn-on-clickers/ Hoekstra, A. (2008). Vibrant Student Voices: Exploring effects of the use of clickers in large college classrooms. Learning, Media and Technology 33(4), 329-341. LaRose, J. A. (2009). Engage your audience. Professional Safety, 54(6), 58-62. Latessa, R. and Mouw, D. (2005). Use of an audience response system to augment interactive learning. Innovations in Family Medicine Education, 37(1), 12-14. MacGeorge, E. L. et al. (2008). Student evaluation of audience response technology in large lecture classes. Educational Technology, Research and Development, 56(2), 125-145. Mazur, E. (1997). Peer Instruction: A User’s Manual. Upper Saddle River: Prentice Hall Stowell, J. R. and Nelson, J. M. (2007). Benefits of electronic audience response systems on student participation, learning, and emotion. Teaching of Psychology, 34(4), 253-258.
  15. 15. Max Anderson, MLIS, Instructional Designer max@uic.edu Julie Mann, MA, Associate Director jlmann@uic.edu University of Illinois at Chicago College of Medicine Undergraduate Medical Education

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